Early Years Journal 2015 England - Microsoft › docs › teach... · evidence to demonstrate progress, including but not limited to, lesson plans, pupils’ work, lesson observation

The Journal

teachfirst.org.uk Page | 1 Registered charity no. 1098294

Early Years Journal 2015 England

Contents 1) Introduction........................................................................... 3 2) Using the Journal at Summer Institute.......................................... 7 3) Using the Journal in Year One.................................................... 29 a. Autumn term ..................................................................... 32 b. Spring term........................................................................ 66 c. Summer term..................................................................... 98 4) Appendices............................................................................ 131 a. Reflection Pull-out .......................................................... 131 b. The Progression Framework............................................... 133 c. Teachers’ Standards......................................................... 141 d. Monitoring your Progress................................................... 143 e. Record of School-based Learning ........................................ 190 f. Unit of Work Cover Sheet.................................................. 191 g. Unit of Work Cover Sheet (annotated).................................. 192 h. Lesson Observation Guidance............................................. 193 i. Lesson Observation Template ............................................ 195 j. Contrasting Second School Experience.................................. 196 k. Alternative Key Stage Placement......................................... 198 l. Moving to Good............................................................... 200 m. Moving from Good to Outstanding........................................ 206

The Journal


The Journal


Introduction What is the Journal? The Journal is an essential and assessed part of your PGCE. During your time on the Leadership Development Programme (LDP), in particular during the first year whilst you are working towards your PGCE and QTS, the Journal will provide you with a space for reflection on key aspects of your development. These reflections will become an essential source of evidence for your QTS portfolio as you work through the Progression Framework, including the Teachers’ Standards.

“We do not learn from experience… we learn from reflecting on experience.” Dewey (1933)1

Beginning during Summer Institute (SI), you will use the Journal to unpick your understanding of key issues in teaching, learning and leadership, and use these to develop as a professional. During the school year, your written reflections should form the basis of weekly professional discussions with your school mentor(s), regular meetings with your university tutor(s) and Leadership Development Officer (LDO). Reflective dialogue with peers, colleagues and experienced practitioners will help you articulate your progress and development. Reflection prompts, listed on the pull out in appendix a, are themed according to the Progression Framework which is inclusive of the Teachers’ Standards and will provide scope for you to think about your progress in these areas. Where possible, you should consider what additional reading and/or experience might help inform your thinking, in order that your reflections lead to maximum impact on your classroom practice. How should it be used? The Journal is a reflective tool. The importance of reflection as a learning tool is well-documented in research and recognised by many as a powerful mechanism that impacts on learning and development.

“A reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what is, but what might be, an improvement on the original.”

Biggs (1999)2 What, when and how you choose to reflect is up to you. To support you, a number of reflection questions have been provided on the Reflection pull-out (appendix a), a separate sheet that structures prompt questions around the Progression Framework. The reflections you have been asked to make will support you to consider your classroom practice and leadership in more detail. Reflections should be captured at least weekly, although you will no doubt consider these issues more regularly. The Journal is split into two parts; SI and the rest of the year. More information about the structure for each can be found below. You will reflect at weekly intervals (and maybe more often) throughout your first year. In your reflections you should refer to:

Critical incidents that change your thinking and practice Key dates as set out in the Programme Guide (Chapter 4, Section 4.6) Pupil impact tools’ assessment points Suggested reading, as identified by your university Written Assignment and Reflective Journal Assignment completion Your progress through the Monitoring Your Progress document

Remember that this is a working professional document that will be shared with school mentors, university tutors, external assessors and LDOs. It must be legible and available in hard copy for discussion in weekly mentor meetings and tutor visits. More information about how your mentor, tutor and LDO will provide support can be found in the Programme Guide.

1 Dewey (1933) How we think. 2 Biggs, J (1999) Teaching for quality learning at university. Buckingham: Open University.

The Journal


Monitoring your Development Throughout your two years on the programme, you will be expected to monitor your progress through the Progression Framework, which includes the Teachers’ Standards. The Progression Framework - four phases of impact consisting of sets of outcomes and descriptors – has been developed by Teach First, in collaboration with university partners, and sets out the full scope of your potential development throughout the LDP. The Teachers’ Standards are an essential part of the Progression Framework and are referenced explicitly in Descriptors 5 and 29. Phases of Impact During your first SI you will develop your teaching and leadership skills to equip you to enter the classroom at the beginning of your first term. This includes your Curriculum Knowledge Assessment, Participant Preparation Work and any other developmental work you have undertaken. SI is the end of the selection process and is a vital part of your initial development as a teacher.

In this phase, you continue to develop your teaching and leadership skills. In doing so, you will demonstrate that

you understand and seek to increase your impact on pupils, and hold yourself accountable for your pupils' progress.

In this phase, you develop your understanding of your impact on pupils and the wider school and community. You will begin to increase the impact that you have on pupils within a wider context and will hold yourself

accountable to pupils’ progress.

In this phase, you begin to think about your approach to leadership and how it enables you to accelerate your impact in a range of contexts. By demonstrating effective leadership, you will be able to mobilise others in

support of the Teach First vision and will demonstrate your commitment to the movement to end educational inequality.

The Journal


Progress through the Leadership Development Programme (LDP) The Progression Framework is a way to measure your progress on the LDP. It brings together the unique aspects of Teach First - leadership, teaching and being part of a movement - into one. By taking the following actions, the Progression Framework will support you to understand how you can maximise your impact on the pupils that you teach.

i. Reflection: the Progression Framework will support you to consider, in a broader way than the Teachers’ Standards allows, which areas of your practice are stronger and which areas require further work. Considered reflection ensures you will translate your experiences into learning.

ii. Identification of areas for development: in reflecting on your experiences, you will consider why your progress towards certain descriptors is more or less effective. In understanding where (and why) progress is limited, you can focus your time and energy on areas which require more development.

iii. Target setting: based on the areas identified above, you will set targets to ensure progress towards - and meeting of - all descriptors across a period of time.

iv. Progress tracking: by capturing evidence against a variety of descriptors, you will be able to work towards and meet them. A judgement as to whether you are working towards or have met a descriptor will be made by you, with the support and input of your tutor, mentor and LDO.

In practice, in order to demonstrate progress through the LDP, this means you should:

Work with your tutor(s), mentor(s) and LDO to set weekly targets that are closely linked to the Progression Framework objectives, including Teachers’ Standards.

Complete a termly review (at the end of each term) where you will consider in more detail progress you have made through the Progression Framework, including the Teachers’ Standards.

As part of the termly review, set overarching developmental targets for the following term. ‘Tag’ all evidence with both the appropriate Progression Framework descriptor, including Teachers’

Standards. Complete the 3 Week Progress Review. This will provide an opportunity to reflect in more depth on your

progress so far and establish what, if any, additional support you require. The Teachers’ Standards are part of the Progression Framework. Your progress against them will be measured using the Monitoring Your Progress document. This document provides information to help you chart your progress through the first year and beyond and will be presented, along with your Journal, as part of your portfolio for Qualified Teacher Status (QTS) assessment. Throughout the year you, your tutor(s), mentor(s) and LDO will make judgements as to your progress through the Teachers’ Standards. This is to ensure you are ‘on-track’ to achieve a good or outstanding grading by the end of the year. You will gather a variety of sources of evidence to demonstrate progress, including but not limited to, lesson plans, pupils’ work, lesson observation feedback, photos of your learning environment, parents evening feedback, Journal reflections and learnings that have taken place as a result of university assignments. Any evidence you gather, which includes your reflections, can be added to your portfolio to demonstrate your progress towards the Progression Framework. Completing the Monitoring Your Progress Document During the first year on the LDP you will be working toward Qualified Teacher Status (QTS). Each term you will review your progress against the Teachers’ Standards, record your evidence, and set targets which will enable you to make progress. You will engage in this process in collaboration with your mentor(s), tutor(s) and LDO. The Monitoring Your Progress document will support you to fully engage with this process. Your progress against the Teachers’ Standards will be formally reviewed on four occasions: 1. Autumn term (after half-term) 2. Spring term (after half-term) 3. Summer term (before half-term)

4. Final Portfolio Review (end of Year 1)

The Journal


The Journal


Using the Journal at Summer Institute There are four ways in which you will interact with the Journal at SI, all of which will enable you to reflect on your progress towards the Summer Institute objectives:

1) By completing the weekly target setting pages 2) By completing the week 2, 4 and 6 reflections on your progress against the Progression Framework 3) By completing the Teaching Episode record 4) By collating evidence of your work. Guidance on how your evidence should be presented this will be

provided by your university.

1) You will use the weekly target setting sheet to set targets for each week, based on your identified areas for development. You should read and review the Progression Framework, which includes the Teachers’ Standards, and select three targets for the week. These should be set in conjunction with your tutor, mentor and LDO and will be linked to feedback you have received about your development. Each week you will review your progress you have made towards the Progression Framework objectives.

2) The fortnightly reflection grids enable you to consider, in more detail, your progress towards each area of the Progression Framework. There are six areas and you will reflect on all six every two weeks. Your comments should be made in light of your experience on the LDP so far and particularly focus on areas of success and identified areas for development. You will discuss these reflections with your tutor, mentor and LDO at regular points during SI and give yourself a score based on your progress. Your LDO and/or your tutor will also assess your progress each fortnight. Please see below for a description of each score.

3) The Teaching Episode grid should be completed before and after each lesson or session you teach during SI. It

will ensure that you have considered, in detail, the work you have done to prepare, teach and assess the learning opportunity. Information you record here should be reviewed when you complete both the weekly target setting sheet and the fortnightly reflection sheet. An exemplar entry onto this document is included for reference.

4) Collation of evidence gathered throughout SI. Please speak to your university for further instructions on how to

do this.

The Journal


Summer Institute: Week 1 Date:

Set targets for this week’s development

This should include a minimum of three targets: 1. 2. 3.

Link to the Teachers’ Standards Link to the Progression Framework

Tutor / LDO / Mentor comment (where appropriate):

Date:………………………………Review of the above targets (to include progress towards the Progression Framework and specifically the Teachers’ Standards)

The Journal








The Journal








The Journal








The Journal







Date:………………………………

Review of the above targets (to include progress towards the Progression Framework and specifically the Teachers’ Standards)

The Journal







Signed: …………………………………………… Date:………………………………Review of the above targets (to include progress towards the Progression Framework and specifically the Teachers’ Standards)

The Journal


Assessment Grid:

The fortnightly reflection grids enable you to consider, in more detail, your progress towards each area of the Progression Framework. You should use the assessment definitions in the table below to make a judgement of your progress through SI.

Objectives 1 2 3 4

1. Vision Advanced: has supported others to achieve the objective. There is evidence and feedback to show that you are an expert in this area and can lead and facilitate the training of others.

Exceeding: objective has been met exceptionally. There are two or three pieces of positive feedback from more than one stakeholder. At least one high quality piece of evidence has been provided for each section of the objective.

Developing: objective has been met. There is positive feedback from at least one stakeholder. At least one piece of evidence is provided for each section of the objective.

Beginning: objective has not yet been met or has been partially met. There is no feedback or the feedback is not positive. There is no evidence provided or the evidence is not yet sufficient.

2. Pedagogy

3. Subject Knowledge

4. Leadership

5. Social and Local Context

6. Professional Context

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e-em

ploy

men

t ob

ject

ive

Poss

ible

sou

rces

of

evid

ence

Wee

ks 1

-2W

eeks

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ks 5

-6

Self

-ass

essm

ent

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asse

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ent

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asse

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ent

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asse

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ent

Vision

1.1

You

unde

rsta

nd

the

Tea

ch F

irst

vi

sion

and

the

Fai

r Ed

ucat

ion

Impa

ct G

oals

and

th

eir

impl

icat

ions

on

your

day

to

day

wor

k.

1.2

You

unde

rsta

nd

the

impo

rtan

ce o

f hi

gh e

xpec

tati

ons

and

have

cra

fted

a

visi

on t

hat

supp

orts

th

eir

real

isat

ion.

A d

raft

, ye

t am

biti

ous,

vis

ion

to

show

the

im

pact

you

ho

pe t

o ha

ve o

n pu

pils

in

your

sch

ool.

Ref

lect

ions

in y

our

Jour

nal sh

ow h

ow y

ou

link

your

per

sona

l vi

sion

to

that

of

your

sc

hool

.

W

ritt

en a

ssig

nmen

t 1

show

s an

un

ders

tand

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of t

he

need

for

hig

h ex

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lect

ions

Ref

lect

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ions

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Pr

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Pedagogy

2.1

You

can

and

have

pla

nned

a

sing

le lea

rnin

g ex

peri

ence

and

a

shor

t se

ries

of

lear

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ex

peri

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s th

at a

llow

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u to

as

sess

pup

il pr

ogre

ss.

2.2

You

take

a r

esea

rch-

info

rmed

ap

proa

ch t

o yo

ur p

lann

ing

and

prac

tice

. 2.

3 Yo

u un

ders

tand

the

div

erse

ne

eds

of p

upils

and

the

ir b

arri

ers

to lea

rnin

g an

d ca

n pe

rson

alis

e te

achi

ng t

o ad

dres

s th

em.

2.4

You

unde

rsta

nd a

pup

il’s

educ

atio

nal ex

peri

ence

bot

h pr

e an

d po

st y

ou b

eing

the

ir t

each

er.

2.5

You

know

wha

t pu

pil pr

ogre

ss

look

s lik

e an

d ha

ve p

ract

ised

m

easu

ring

it.

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6 Yo

u m

ake

info

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dec

isio

ns

abou

t th

e ro

utin

es y

ou’r

e go

ing

to

use

in y

our

clas

s an

d ar

e pr

epar

ed

to int

rodu

ce a

nd e

mbe

d th

em

effe

ctiv

ely

to e

nsur

e pr

ogre

ss a

nd

beha

viou

r fo

r le

arni

ng.

Ref

lect

ions

fro

m y

our

PPW

lin

ked

to p

edag

ogy.

Hig

h qu

alit

y le

sson

pla

ns w

hich

sh

ow y

our

abili

ty t

o pl

an f

or:

- m

anag

ing

and

supp

orti

ng p

osit

ive

beha

viou

r;

- m

eeti

ng t

he n

eeds

of

a ra

nge

of

pupi

ls;

- as

sess

men

t of

pup

il p

rogr

ess.

Feed

back

fro

m y

our

teac

hing

sh

ows

your

abi

lity

to:

-

man

age

and

supp

ort

posi

tive

be

havi

our;

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follow

a les

son

plan

; -

mee

t pu

pil ne

eds;

-

use

asse

ssm

ent

to c

heck

for

pup

il un

ders

tand

ing;

-

deliv

er c

onte

nt a

nd/o

r ac

tivi

ties

w

hich

are

eng

agin

g an

d su

ppor

t pu

pil cr

eati

vity

and

in

quis

itiv

enes

s;

- us

e yo

ur v

oice

and

bod

y la

ngua

ge

effe

ctiv

ely

to s

et

expe

ctat

ions

, de

velo

p ro

utin

es a

nd

give

inst

ruct

ions

.

Ref

lect

ions

in y

our

jour

nal of

pe

dago

gica

l re

sear

ch a

nd h

ow

you

mig

ht a

pply

it.

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2.

7 Yo

u ca

n us

e a

vari

ety

of

stra

tegi

es t

hat

can

be u

sed

to

prom

ote

beha

viou

r fo

r le

arni

ng,

and

have

pra

ctis

ed c

onfi

dent

ly

empl

oyin

g th

em.

2.8

You

unde

rsta

nd t

he t

each

er’s

ro

le in

deve

lopi

ng t

he c

reat

ivit

y an

d in

quis

itiv

enes

s of

you

r le

arne

rs.

W

A1

is a

ppro

pria

tely

re

sear

ched

and

ref

eren

ced.

An

init

ial ac

tion

pla

n fo

r ho

w

you

will

sup

port

pup

ils w

ith

addi

tion

al n

eeds

in

your

cl

asse

s.

Ev

iden

ce f

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cro

ss p

hase

ex

peri

ence

s sh

ow a

n un

ders

tand

ing

of d

iffe

rent

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ucat

iona

l ph

ases

and

how

th

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re r

elev

ant

to y

our

teac

hing

.

Dra

ft p

lans

for

the

rou

tine

s yo

u w

ill u

se,

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how

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y al

ign

wit

h ro

utin

es u

sed

in

your

sch

ool.

Feed

back

sho

ws

you

are

able

to

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ld e

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atio

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wit

h pu

pils

, pa

rent

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.

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Pr

e-em

ploy

men

t ob

ject

ive

Poss

ible

sou

rces

of

evid

ence

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eeks

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-6

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Curriculum Knowledge

3.1

You

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nd t

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n th

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bro

ader

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r ar

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curr

icul

um.

3.2

You

dem

onst

rate

pas

sion

for

yo

ur c

urri

culu

m a

reas

and

ph

ases

. 3.

3 Yo

u un

ders

tand

how

to

cons

truc

t an

d de

velo

p yo

ur o

wn

subj

ect

know

ledg

e to

ena

ble

pupi

l pr

ogre

ss.

3.

4 Yo

u un

ders

tand

the

im

pact

of

sub

ject

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wle

dge

on p

upil

lear

ning

and

can

seq

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arni

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n an

d be

twee

n le

arni

ng e

xper

ienc

es.

3.

5 Yo

u pl

an o

ppor

tuni

ties

for

as

sess

men

t (s

elf,

pee

r, t

each

er)

ensu

ring

tha

t pu

pils

rec

eive

ta

rget

ed f

orm

ativ

e co

mm

ents

; de

mon

stra

ting

use

of

this

as

sess

men

t in

pla

nnin

g an

d te

achi

ng.

Ref

lect

ions

fro

m y

our

PPW

re

lati

ng t

o yo

ur c

urri

culu

m a

rea.

Ref

lect

ions

or

othe

r ev

iden

ce

show

s th

at y

ou u

nder

stan

d th

e pr

iori

ties

for

pup

ils

in y

our

firs

t ha

lf t

erm

of

teac

hing

and

you

r en

thus

iasm

for

how

you

will

appr

oach

thi

s. C

urri

culu

m

Know

ledg

e Aud

it a

ctio

n pl

ans

wit

h re

flec

tion

s on

you

r pr

ogre

ss

tow

ards

the

m.

Ref

lect

ions

in y

our

jour

nal w

hich

sh

ow a

pas

sion

for

you

r cu

rric

ulum

are

a an

d an

un

ders

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of its

pla

ce in

the

broa

der

curr

icul

um.

Yo

u ha

ve e

vide

nce

show

ing

addi

tion

al s

ubje

ct e

xper

tise

de

velo

pmen

t su

ch a

s ex

peri

ence

s (m

useu

m v

isit

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c.)

or u

se o

f on

line

tech

nolo

gy

whi

ch w

ill e

ngag

e an

d m

otiv

ate

your

pup

ils t

o le

arn.

Less

on p

lans

and

fee

dbac

k w

hich

sh

ow a

use

of

asse

ssm

ent

whi

ch

is s

peci

fic

to t

he c

urri

culu

m y

ou

will

tea

ch,

and

deve

lopm

ent

of

subj

ect

know

ledg

e be

twee

n le

arni

ng e

xper

ienc

es.

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Le

sson

obs

erva

tion

fee

dbac

k w

hich

sho

ws

you

can

deliv

er

clea

r cu

rric

ulum

kno

wle

dge

thro

ugh

diff

eren

t m

etho

ds.

Ex

ampl

es o

f pu

pil w

ork

you

have

as

sess

ed t

o sh

ow y

ou c

an

prov

ide

pupi

ls w

ith

guid

ance

on

how

to

impr

ove.

Less

on p

lans

whi

ch s

how

you

can

lin

k na

tion

al c

urri

culu

m

expe

ctat

ions

to

lear

ning

ob

ject

ives

and

out

com

es.

Ev

iden

ce o

f yo

ur

unde

rsta

ndin

g of

: Fo

r Ea

rly

Year

s an

d pr

imar

y: e

arly

lite

racy

, m

athe

mat

ics

and

the

syst

emat

ic s

ynth

etic

pho

nics

sc

hem

e us

ed in

you

r sc

hool

.

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Jou

rnal

te

achf

irst

.org

.uk

Page

| 2

0 Reg

iste

red

char

ity

no.

1098

294

Pr

e-em

ploy

men

t ob

ject

ive

Poss

ible

sou

rces

of

evid

ence

W

eeks

1-2

W

eeks

3-4

Wee

ks 5

-6

Self

-as

sess

men

t M

oder

ated

as

sess

men

t Se

lf-

asse

ssm

ent

Mod

erat

ed

asse

ssm

ent

Self

-as

sess

men

t M

oder

ated

as

sess

men

t

Leadership

4.1

You

dem

onst

rate

lea

ders

hip

in y

our

prof

essi

onal

pra

ctic

e.

4.2

You

deve

lop

prac

tica

l ap

proa

ches

to

lead

ersh

ip in

you

r ow

n co

ntex

t.

4.3

You

can

iden

tify

and

acc

ess

appr

opri

ate

supp

ort

and

reso

urce

s.

4.4

You

act

on f

eedb

ack,

pos

itiv

e an

d ch

alle

ngin

g, in

orde

r to

su

ppor

t yo

ur o

wn

deve

lopm

ent.

4.

5 Yo

u di

spla

y an

ini

tial

un

ders

tand

ing

of y

our

stre

ngth

s an

d ar

eas

for

deve

lopm

ent.

4.

6 Yo

u re

flec

t on

you

r ow

n pe

rson

al b

elie

fs a

nd v

alue

s sy

stem

s, a

nd b

egin

to

unde

rsta

nd

wha

t th

is m

eans

for

you

r w

ork

in

the

clas

sroo

m.

4.7

You

unde

rsta

nd t

he

impo

rtan

ce o

f w

orki

ng a

s pa

rt o

f a

wid

er m

ovem

ent

to a

ccel

erat

e im

pact

tow

ards

the

vis

ion.

Yo

u ca

n sh

ow t

hat

you

unde

rsta

nd y

our

stre

ngth

s an

d w

eakn

esse

s an

d ca

n dr

ive

your

ow

n pr

ogre

ss f

or im

prov

emen

t.

Fe

edba

ck w

hich

sho

ws

that

you

ta

ke r

espo

nsib

ility

for

you

r ac

tion

s an

d co

ntri

buti

ons

in

indi

vidu

al a

nd g

roup

set

ting

s.

Ex

ampl

es o

f pr

oble

m s

olvi

ng a

nd

over

com

ing

chal

leng

es.

Evid

ence

of

wor

king

wel

l un

der

pres

sure

.

Evid

ence

of

self

-lea

ders

hip

and

tim

e m

anag

emen

t in

clud

ing

plan

ning

, pr

epar

atio

n an

d im

plem

enta

tion

of

idea

s.

Se

lf-e

valu

atio

n of

pro

gres

s to

war

ds o

bjec

tive

s an

d a

plan

of

how

you

will

con

tinu

e to

lea

rn

and

deve

lop.

Exam

ples

of

how

you

hav

e ac

ted

on f

eedb

ack

you

have

rec

eive

d.

Yo

u ca

n sh

ow a

n un

ders

tand

ing

of y

our

own

belie

fs a

nd v

alue

s an

d th

e im

plic

atio

ns t

hese

may

ha

ve f

or y

our

teac

hing

thr

ough

yo

ur e

ngag

emen

t w

ith

Dev

elop

men

t of

Sel

f cu

rric

ulum

.

Exam

ples

of

wor

king

wit

h ot

her

part

icip

ants

and

am

bass

ador

s to

de

velo

p yo

ur u

nder

stan

ding

and

pr

acti

ce.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 2

1 Reg

iste

red

char

ity

no.

1098

294

Pr

e-em

ploy

men

t ob

ject

ive

Poss

ible

sou

rces

of

evid

ence

W

eeks

1-2

W

eeks

3-4

Wee

ks 5

-6

Self

-as

sess

men

t M

oder

ated

as

sess

men

t Se

lf-

asse

ssm

ent

Mod

erat

ed

asse

ssm

ent

Self

-as

sess

men

t M

oder

ated

as

sess

men

t

Social and Local Context

5.1

You

begi

n to

und

erst

and

the

com

plex

ity

of e

duca

tion

al

ineq

ualit

y.

5.2

You

dem

onst

rate

a g

row

ing

unde

rsta

ndin

g of

the

edu

cati

onal

co

ntex

t in

you

r sc

hool

and

the

wid

er

com

mun

ity.

5.

3 Yo

u sh

ow a

n un

ders

tand

ing

of

how

to

enga

ge w

ith

the

com

mun

ity

of y

our

scho

ol f

or m

axim

um

clas

sroo

m im

pact

. 5.

4 Yo

u sh

ow a

n un

ders

tand

ing

of

the

dive

rsit

y th

at e

xist

s am

ongs

t us

an

d w

ithi

n th

e co

mm

unit

ies

that

we

serv

e.

5.5

You

chal

leng

e yo

ur o

wn,

and

ot

hers

’ as

sum

ptio

ns.

• Yo

ur r

efle

ctio

ns s

how

an

unde

rsta

ndin

g of

the

co

mm

unit

y yo

u w

ill w

ork

in,

incl

udin

g kn

owle

dge

of t

he

posi

tive

ass

ets

and

pote

ntia

l ba

rrie

rs t

o ch

ildr

en.

• W

ritt

en A

ssig

nmen

t 1

is

com

plet

ed t

o a

high

sta

ndar

d.

Not

es a

nd r

efle

ctio

ns f

rom

m

eeti

ngs

wit

h pr

ofes

sion

als

wor

king

wit

h pu

pils

in

your

sc

hool

/com

mun

ity

(Fam

ily

Supp

ort

Wor

ker,

Pas

tora

l Le

ader

, yo

uth

wor

kers

etc

.).

• Ex

ampl

es o

f ev

iden

ce a

nd

feed

back

sho

win

g a

prog

ress

ion

of u

nder

stan

ding

of

your

ow

n as

sum

ptio

ns a

nd

prec

once

ptio

ns.

The

Jou

rnal

te

achf

irst

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.uk

Page

| 2

2 Reg

iste

red

char

ity

no.

1098

294

Pre-

empl

oym

ent

obje

ctiv

e Po

ssib

le s

ourc

es o

f ev

iden

ce

Wee

ks 1

-2

Wee

ks 3

-4W

eeks

5-6

Self

-as

sess

men

t M

oder

ated

as

sess

men

t Se

lf-

asse

ssm

ent

Mod

erat

ed

asse

ssm

ent

Self

-as

sess

men

t M

oder

ated

as

sess

men

t

Professional Context

6.1

You

unde

rsta

nd a

nd p

lan

for

syst

ems

and

orga

nisa

tion

al

stru

ctur

es t

o cr

eate

a p

urpo

sefu

l le

arni

ng e

nvir

onm

ent.

6.

2 Yo

u de

mon

stra

te t

he e

arly

de

velo

pmen

t of

eff

ecti

ve

rela

tion

ship

s w

ith

pupi

ls,

collea

gues

, pa

rent

s an

d ca

rers

and

pe

ers.

6.

3 Yo

u sh

ow a

sou

nd c

omm

itm

ent

to y

our

own

cont

inuo

us p

rofe

ssio

nal

deve

lopm

ent,

and

you

r im

pact

on

pupi

ls,

by e

ngag

ing

wit

h op

port

unit

ies

avai

labl

e on

the

LD

P.

6.4

You

have

dev

elop

ed a

s a

refl

ecti

ve p

ract

itio

ner

by

cons

ider

ing

refl

ecti

ve m

odel

s an

d us

ing

the

Jour

nal.

U

p to

dat

e an

d hi

gh q

ualit

y re

flec

tion

s in

you

r jo

urna

l.

Fe

edba

ck f

rom

col

leag

ues

and

peer

s ab

out

posi

tive

re

lati

onsh

ip b

uild

ing

and

collab

orat

ion.

Evid

ence

of

your

en

gage

men

t in

lea

rnin

g w

hich

is s

peci

fic

to y

our

need

s an

d de

velo

pmen

t (s

uch

as c

onfe

renc

e se

ssio

ns o

r ad

diti

onal

re

adin

g).

The

Jou

rnal

te

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irst

.org

.uk

Page

| 2

3 Reg

iste

red

char

ity

no.

1098

294

Ple

ase

see

belo

w f

or a

n e

xem

pla

r co

mple

tion

.

Pre-

empl

oym

ent

obje

ctiv

e

Po

ssib

le s

ourc

es o

f ev

iden

ce

Wee

k 1-

2 W

eeks

3-4

W

eeks

5-6

Se

lf-A

sses

smen

t

Mod

erat

ed

Ass

essm

ent

Self

-Ass

essm

ent

Mod

erat

ed

Ass

essm

ent

Self

-Ass

essm

ent

Fina

l Ass

essm

ent

VISION

1.1

You

unde

rsta

nd t

he

Tea

ch F

irst

vis

ion

and

the

Fair

Ed

ucat

ion

Impa

ct

Goa

ls a

nd t

heir

im

plic

atio

ns o

n yo

ur d

ay t

o da

y w

ork.

1.

2 Yo

u un

ders

tand

the

im

port

ance

of

high

exp

ecta

tion

s an

d ha

ve c

raft

ed a

vi

sion

tha

t su

ppor

ts t

heir

re

alis

atio

n.

A d

raft

, ye

t am

biti

ous,

vis

ion

to s

how

the

im

pact

you

hop

e to

hav

e on

pup

ils

in y

our

scho

ol.

Ref

lect

ions

in

your

Jou

rnal

sh

ow h

ow y

ou

link

your

pe

rson

al v

isio

n to

tha

t of

you

r sc

hool

.

Wri

tten

as

sign

men

t 1

show

s an

un

ders

tand

ing

of

the

need

for

hi

gh

expe

ctat

ions

.

54

4 4

32

Ref

lect

ion 1

As

part

of

my

PPW

, I l

ooke

d at

the

Tea

ch F

irst

vis

ion

and

I hav

e ex

plor

ed w

hat

this

mea

ns in

my

Loca

l Are

a se

ssio

n on

the

fir

st d

ay o

f Su

mm

er In

stit

ute.

The

ses

sion

al

low

ed m

e to

see

how

the

Eas

t M

idla

nds

has

sign

ific

ant

depr

ivat

ion

in d

iffe

rent

are

as a

nd a

cros

s th

e sc

hool

I w

ork

in.

I r

ecei

ved

feed

back

in t

he s

essi

on

from

my

LDO

aro

und

my

cont

ribu

tion

s an

d kn

owle

dge

of t

he

Impa

ct G

oals

and

how

the

y m

ight

be

diff

eren

t fo

r di

ffer

ent

pupi

ls –

the

fe

edba

ck w

as p

osit

ive

and

show

ed

that

I am

abl

e to

art

icul

ate

know

ledg

e of

the

goa

ls (

see

page

27

of m

y Jo

urna

l) a

nd t

hink

abo

ut w

hat

this

mea

ns f

or m

e an

d m

y pu

pils

. I h

ave

not

yet

wri

tten

my

own

visi

on

but

havi

ng v

isit

ed m

y sc

hool

I ha

ve

begu

n to

thi

nk a

bout

thi

s. I

will

get

m

y cl

ass

lists

whe

n I g

o ba

ck n

ext

wee

k an

d th

is w

ill h

elp

me

to

unde

rsta

nd w

hat

it s

houl

d lo

ok lik

e in

the

ir c

onte

xt.

Ref

lect

ion 2

The

les

son

feed

back

I re

ceiv

ed las

t w

eek

from

my

men

tor

said

tha

t m

y le

sson

was

set

at

a ve

ry h

igh

leve

l bu

t th

at t

he p

upils

wer

en’t

abl

e to

un

ders

tand

it b

ecau

se t

he w

ay I’

d pr

esen

ted

it m

ade

it t

oo d

iffi

cult

. At

the

tim

e, I

thou

ght

this

mea

nt I

had

high

exp

ecta

tion

s, b

ut I

have

sin

ce

read

“Tea

ch lik

e a

Cha

mpi

on”

and

look

ed a

t th

is in

our

prim

ary

sess

ion

this

wee

k.

I now

rea

lise

that

hig

h ex

pect

atio

ns

is n

ot j

ust

abou

t cr

eati

ng les

sons

w

hich

are

har

d bu

t it

’s a

lso

abou

t th

e la

ngua

ge t

hat

you

use

and

the

expe

ctat

ions

you

hav

e fo

r be

havi

our

and

posi

tive

rei

nfor

cem

ent.

My

prim

ary

tuto

r th

en g

ave

me

feed

back

on

role

pla

ying

how

I gi

ve

inst

ruct

ions

to

pupi

ls.

I thi

nk it

was

m

uch

bett

er t

han

the

less

on I

taug

ht

and

I will

mak

e su

re I

am u

sing

the

se

tech

niqu

es w

hen

I go

back

int

o sc

hool

nex

t w

eek!

I hav

e st

ill n

ot w

ritt

en m

y pe

rson

al

visi

on b

ut I

am b

egin

ning

to

unde

rsta

nd w

hat

“vis

ion”

mea

ns f

or

me.

Ref

lect

ion 3

I w

ent

into

my

scho

ol f

or t

he f

inal

tim

e la

st w

eek

and

I spo

ke t

o on

e of

the

am

bass

ador

s w

ho w

orks

the

re a

bout

the

ir

visi

on.

She

real

ly h

elpe

d m

e th

ink

abou

t m

ine

so I

draf

ted

a vi

sion

bas

ed o

n w

hat

I w

ant

for

the

pupi

ls.

I u

sed

data

fro

m t

he s

choo

l an

d di

scus

sion

s w

ith

staf

f to

und

erst

and

the

barr

iers

. M

y vi

sion

cur

rent

ly is

that

all

child

ren

in m

y cl

ass

mak

e th

e ex

pect

ed

prog

ress

in

liter

acy

and

mat

hs,

they

hav

e po

siti

ve r

elat

ions

hips

wit

h ea

ch o

ther

and

ar

e pr

oud

of t

he w

ork

they

ach

ieve

. The

se

thin

gs a

re r

eally

impo

rtan

t fo

r m

y pu

pils

, es

peci

ally

as

man

y of

the

m c

ome

from

fa

milie

s w

ho d

o no

t ha

ve a

his

tory

of

high

er e

duca

tion

and

man

y of

the

m a

re

unem

ploy

ed.

The

beh

avio

ur o

f th

e cl

ass

can

be c

hallen

ging

so

in o

rder

to

achi

eve

my

visi

on I

know

I ne

ed t

o re

ally

foc

us o

n th

is in

the

firs

t in

stan

ce.

I hav

e al

l of

the

in

form

atio

n ab

out

my

clas

s an

d ha

ve

spok

en t

o th

e SE

NCo

in s

choo

l.

I hav

e be

en t

o th

e Ass

ocia

te T

utor

w

orks

hops

on

beha

viou

r an

d m

y pr

imar

y tu

tor

said

las

t w

eek

that

my

pres

ence

and

co

nfid

ence

has

gro

wn,

as

wel

l as

my

clar

ity

arou

nd ins

truc

tion

s.

The

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rnal

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irst

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.uk

Page

| 2

4 Reg

iste

red

char

ity

no.

1098

294

Tea

chin

g Ep

isod

e gr

id (

incl

udi

ng

annot

ated

exe

mpla

r)

H

ow

man

y pupils?

Sett

ing

Des

crip

tion

(W

hat

did

you

pla

n?

What

did

you

del

iver

? W

hat

res

ourc

es d

id y

ou

use

? D

id it

invo

lve

lead

ing

other

ad

ult

s?)

What

fee

dbac

k did

you

rec

eive

abou

t yo

ur

pla

nnin

g an

d t

each

ing

(ple

ase

also

sta

te w

ho

gave

you

the

feed

bac

k)?

Pupil lea

rnin

g (W

hat

did

pupils

lear

n?

How

do

you k

now

? W

hat

met

hod

s did

you

use

to

asse

ss?

How

did

you

pro

vide

feed

bac

k?)

e.g.

30

W

hole

cl

ass

mat

hs

sess

ion

I pla

nned

a 1

5 m

inut

e in

put

for

the

who

le c

lass

. W

ith

the

help

of

the

clas

s te

ache

r I d

esig

ned

a sm

artb

oard

act

ivit

y on

mea

sure

s, s

peci

fica

lly

capa

city

, w

hich

in

volv

ed m

atch

ing

num

bers

of

millil

itre

s an

d lit

res

to p

re-f

illed

bea

kers

. I

prep

ared

pra

ctic

al r

esou

rces

inc

ludi

ng a

se

lect

ion

of b

eake

rs o

f va

riou

s sh

apes

an

d si

zes

to r

einf

orce

my

inpu

t. I

dire

cted

my

TA t

o w

ork

wit

h m

y hi

gher

ab

ility

gro

up t

o en

sure

the

y w

ere

calc

ulat

ing

betw

een

litr

es a

nd m

illili

tres

ac

cura

tely

. I c

reat

ed a

tem

plat

e fo

r on

e gr

oup

to r

ecor

d th

eir

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to d

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of

10.

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end

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all bu

t pu

pil CB

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mor

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son.

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1

2

3

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5

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Pos

t SI

Act

ion P

lan

Dat

e:

Base

d on

you

r de

velo

pmen

t pr

ior

to a

nd d

urin

g SI

and

in

prep

arat

ion

for

begi

nnin

g te

achi

ng in

the

Aut

umn

term

you

are

ask

ed t

o co

mpl

ete

this

pla

n at

the

end

of

the

SI,

shar

e it

wit

h yo

ur t

utor

as

soon

as

poss

ible

and

the

n re

view

the

pla

n w

ith

your

men

tor

and

tuto

r be

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int

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s re

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dat

e (a

ppro

xim

atel

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ree

wee

ks int

o th

e Aut

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). T

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you

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ased

on

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pri

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‘Mon

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and

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Fram

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Succ

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each

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andar

ds

/ Pro

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Fra

mew

ork

To

be

com

ple

ted

by

The Journal


The Journal


Using the Journal in Year One

There are five ways in which you will interact with the journal from September onwards. 1) You will complete the weekly ‘looking back – looking forward’ templates. Each week you will set targets,

choose a reflection topic from the pull-out and decide whether to respond to the prompt questions on these. The pull out can be found in appendix a and you should refer to this before completing the reflection template. The topics on the pull-out have been carefully selected to ensure you are focusing on the most critical areas of development. You should also feel free to add in your own reflection topics should those in the pull-out not be suitable or relevant to your development priority at the time of recording. Through your reflection you will consider, in light of your practice that week, the progress that you have made. In your reflections you should also refer to:

Critical incidents that change your thinking and practice; Key dates as set out in the Programme Guide (Chapter 4, Section 4.6); Pupil impact tools’ assessment points; Suggested reading, as identified by your university; Written Assignment and reflective Journal assignment completion; Your progress through the Monitoring Your Progress document Any reading you have done, either independently, or that suggested by your university.

You will use your entries as evidence for a variety of things including Written Assignments, Reflective Journal Assignments and your progress through the Teachers’ Standards and Progression Framework.

2) You will complete the ‘3 Week Progress Review’. This review provides an opportunity for you, your mentor(s), tutor(s) and LDO to consider your progress to date and the impact that you are having. The questions on the review are designed to prompt you to consider what’s working well and what you can do to overcome any challenges that you face. If necessary, you may repeat the targets set during the three weeks to ensure that your progress is sufficient before moving on.

3) You will complete the ‘End of term Action Plan’. These reviews are designed to provide an opportunity to review, in greater depth, your progress each term. You should spend time considering what has worked well and what challenges exist, so that you can address these prior to starting the following term.

4) You will complete the end of year NQT action plan. This will give you an opportunity to reflect on your first year in the classroom. By completing this you will ensure you have a clear idea of your targets for the start of your NQT year. You will need to set targets at the start of your NQT year and this work will support you with that process.

5) You will complete the end of year CPD Impact Review. This review is designed to provide an opportunity to review the impact of all CPD on your practice. You should record this throughout the year on the End of Year Template Review.

The Journal


Exemplar reflection template: Early Years Date:

Looking back Review of the previous week’s targets Issues arising My targets from last week included to encourage the development of children’s language and communication by encouraging children to use whole sentences in speech. This has been successful, my Nursery Nurse and I have been modelling carefully using whole sentences and sometimes sensitively getting children to repeat them. We have also been careful in our questions to children, trying to ask questions that cannot be answered in one of two words.

We will need to continue to work on this area; it is not something that happens quickly. We need also to make sure it happens across the curriculum, hence the focus on this in mathematics for next week.

Reflection topic Promoting mathematical understanding through resourcing for child initiated learning and through adult directed activities.

Prompt questions (if needed)

1) How have you tried to differentiate for pupils in your class, where has this worked well and why? 2) What else could you do in order to ensure all learners can access and make progress in their learning?

Reflection notes: I have spent a lot of time recently thinking about the development of children’s communication and language and I think now is a good time to think about their mathematics. In fact, these areas go alongside each other to an extent, because at the early stages developing mathematical vocabulary and oral communication is vital for setting children up to succeed at later stages of learning mathematics. At a recent University EYDD with the theme of Developing Mathematics through using ICT, books and games, we used Bee-bots to negotiate various obstacle courses. We have now obtained some Bee-bots for our class and I want to introduce these to the children. This will help them to use the vocabulary of position, direction and movement. I also want to develop this further in our outside space by providing resources for children to set up obstacle courses for themselves and other children to negotiate. I have read chapters 2, 5 and 14 in Taylor and Harris (2014) Learning and Teaching Mathematics 0-8, about developing children’s talk, mathematics outside and position and movement. This has given me practical ideas as well as things to think about in this area.

Progress towards the Teachers’ Standards Progress towards the Progression Framework Working towards this area will help me to secure good progress for my children in mathematics TS2, it will also help me to develop my own pedagogical subject knowledge TS3.

Working towards this area will help me to work towards my vision for my class which includes developing their mathematics. It also helps me to develop my pedagogy by introducing different activities for learning and my subject knowledge, thus increasing my impact on children’s learning.

The Journal


Exemplar reflection template: Early Years Date:

Looking forward

New targets Dates /points to be aware of This should include a minimum of three targets:

1. Resource and plan small group adult directed activity to introduce children to the Bee-bots. Leave for the children to play with across the week, gradually supplying additional resources for creating obstacle courses as appropriate.

2. Throughout both activities, model using appropriate vocabulary in whole sentences and encourage children to use precise vocabulary and sentences when talking to each other and answering adult questions.

3. Vary my use of starter activities to ensure appropriate consolidation of skills and vocabulary taught the previous week.

To complete this box, please refer to the Programme Guide for key dates (Chapter 4, Section 6) and pupil impact tools’ assessment points. You should also consider your school / university and Teach First calendars. These dates may inform your choice of reflection next week. Easter Holidays start 2nd April 1st day of Summer Term 20th April WA3 submission date 20th April Next University EYDD Thursday 23rd April

Developments as a result of observations of other teachers

I observed a reception teacher using the book Mr Magnolia by Quentin Blake with the class. The class loved it and joined in with the phrase, ‘Mr Magnolia has only one boot’. The class went on to use this for their literacy work during the week focussing particularly on rhyme, but they also used it for mathematics, thinking about things that usually come in pairs or threes and developing this into hanging pairs of gloves and socks on a washing line and counting in twos. The children were totally involved in this. I am going to look out for more storybooks that will provide starting points for literacy and mathematics activities.

Link to the Teachers’ Standards Link to the Progression Framework TS 2 and 3 My progress in this area links most closely to

descriptor 5, reaching the Teachers’ Standards but also to descriptor 8, ‘You understand and can demonstrate the impact of your developing subject knowledge on the progress of your pupils’ as it is reliant on the development of my own pedagogical content knowledge.

Mentor comment: It is great to see you using the Bee-bots as soon as they have arrived in school. I had forgotten about these, we used to use Roamers but they were a bit big and heavy for the younger children. I am keen to see how your children get on. Have you identified a list of vocabulary you want the children to develop for position, direction and movement? It might be helpful to display this or have it handy for adult use when supporting the activities.

Signed: …………………………………………… Date:………………………………

Tutor/LDO Comment (where appropriate): It is good to see you using ideas from a recent EYDD. Have you thought about supplying clip-boards, paper and pens in case children wish to mark-make alongside these activities? I know this is predominantly an oral activity, but encouraging children to record their mathematics in their own way is also helpful, see chapter 4 in Taylor and Harris.

Signed: ……………………………………………… Date:………………………………

The Journal


Weekly reflections Date

Looking back Review of the previous week’s targets Issues arising

Reflection topic


Reflection notes:

Progress towards the Teachers’ Standards Progress towards the Progression Framework

The Journal



Looking forward

New targets Dates /points to be aware of This should include a minimum of three targets: 1. 2. 3.

To complete this box, please refer to the Programme Guide for key dates (Chapter 4, Section 4.6) and pupil impact tools’ assessment points. You should also consider your school / university and Teach First calendars. These dates may inform your choice of reflection next week.



Mentor comment:

Signed: …………………………………………… Date:………………………………

Tutor/LDO comment (where appropriate):

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The Journal




Reflection topic


Reflection notes:


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Mentor comment:

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The Journal


3 Week Progress Review Date:

Summarise your key learning points so far Which pupils are making most progress? How do you know and why do you think this is?

Are you beginning to build good relationships with the children? What does this mean to you? What would be signs of this good relationship for your tutor to spot in future visits?

How are your relationships with other staff developing? How do you communicate what will be taught and roles within this to your TAs or other staff working with the children?

The Journal


Review your emerging vision for your pupils, how has your vision changed/developed since the start of term?

What skills and support do you need to achieve your vision for your pupils? What steps do you need to take to ensure you develop these?

The Journal




Reflection topic


Reflection notes:


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Looking forward





Mentor comment:

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mn T

erm

Dev

elop

men

t A

ctio

n P

lan

Dat

e:

Base

d on

you

r de

velo

pmen

t th

roug

hout

the

Aut

umn

term

and

in p

repa

rati

on f

or b

egin

ning

tea

chin

g in

the

Spr

ing

term

you

are

ask

ed t

o co

mpl

ete

this

pla

n fo

llow

ing

disc

ussi

on w

ith

your

tut

or,

men

tor

and

LDO

. To

com

plet

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tion

pla

n, y

ou s

houl

d se

lect

tar

gets

bas

ed o

n yo

ur p

rior

ity

area

s fo

r su

bjec

t de

velo

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ou s

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onit

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hoo

l:

Tuto

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Men

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LD

O:

Vis

ion f

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our

pupils:

Tar

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Act

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Succ

ess

crit

eria

Su

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t Li

nk

to T

each

ers’

St

andar

ds

/ Pro

gres

sion

Fra

mew

ork

To

be

com

ple

ted

by

The Journal




Reflection topic


Reflection notes:


The Journal



Looking forward





Mentor comment:

Signed: …………………………………………… Date:………………………………


Signed: ……………………………………………… Date:………………………………

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Reflection topic


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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Mentor comment:

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Spri

ng

Ter

m D

evel

opm

ent

Act

ion P

lan

Dat

e:

Base

d on

you

r de

velo

pmen

t th

roug

hout

the

Spr

ing

term

and

in

prep

arat

ion

for

begi

nnin

g te

achi

ng in

the

Sum

mer

ter

m y

ou a

re a

sked

to

com

plet

e th

is p

lan

follow

ing

disc

ussi

on w

ith

your

tut

or,

men

tor

and

LDO

. To

com

plet

e th

e ac

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n, y

ou s

houl

d se

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gets

bas

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n yo

ur p

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r su

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crit

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each

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sion

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mew

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To

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ted

by

The Journal




Reflection topic


Reflection notes:


The Journal



Looking forward





Mentor comment:

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Mentor comment:

Signed: …………………………………………… Date:………………………………


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The

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rnal

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irst

.org

.uk

Page

| 1

29

Reg

iste

red

char

ity

no.

1098

294

End o

f ye

ar C

PD

rev

iew

D

ate:

Que

stio

ns t

o co

nsid

er (

plea

se a

lso

refe

r to

App

endi

x e:

Rec

ord

of S

choo

l Ba

sed

Lear

ning

):

1)

How

wou

ld y

ou d

escr

ibe

prof

essi

onal

dev

elop

men

t op

port

unit

y?

2)

Use

the

tab

le t

o lis

t th

e th

ree

mos

t po

wer

ful pr

ofes

sion

al d

evel

opm

ent

oppo

rtun

itie

s yo

u ha

ve e

ngag

ed w

ith

so f

ar.

Why

wer

e th

ese

part

icul

arly

pow

erfu

l an

d w

hat

was

the

im

pact

on

your

ow

n le

arni

ng a

nd t

he lea

rnin

g of

the

chi

ldre

n?

3)

Con

side

r us

ing

your

sec

ond

scho

ol e

xper

ienc

e as

one

of

your

dev

elop

men

t op

port

unit

ies;

how

did

it

enab

le y

ou t

o ha

ve g

reat

er im

pact

?

Mos

t ef

fect

ive

dev

elop

men

t op

por

tunit

ies

Why

wer

e th

ese

effe

ctiv

e?

Impac

t on

you

r le

arnin

g Im

pac

t on

childre

n’s

lea

rnin

g

1

2

3

What

do

you c

onsi

der

to

be

your

nex

t st

eps

and /

or

pri

orit

ies

in r

elat

ion t

o C

PD

an

d w

ho

can s

uppor

t yo

u w

ith t

his

? In

you

r an

swer

, ple

ase

refe

r to

the

rela

tion

ship

you

hav

e w

ith L

DO

and h

ow t

hey

can

pla

y a

par

t in

suppo

rtin

g yo

u:

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

30

Reg

iste

red

char

ity

no.

1098

294

NQ

T A

ctio

n P

lan

Dat

e:

Base

d on

you

r de

velo

pmen

t th

roug

hout

the

yea

r an

d in

dis

cuss

ion

abou

t yo

ur p

rofe

ssio

nal de

velo

pmen

t ne

eds

wit

h yo

ur t

utor

, m

ento

r an

d LD

O,

you

shou

ld c

ompl

ete

this

pla

n at

the

end

of

your

fir

st y

ear.

To

com

plet

e th

e ac

tion

pla

n, y

ou s

houl

d se

lect

tar

gets

bas

ed o

n yo

ur p

rior

ity

area

s fo

r de

velo

pmen

t. Y

ou s

houl

d us

e th

e M

onit

orin

g Yo

ur P

rogr

ess

docu

men

t an

d Pr

ogre

ssio

n Fr

amew

ork

to h

elp

you

wit

h th

is.

Thi

s ac

tion

pla

n is

to

be s

hare

d w

ith

your

NQ

T m

ento

r ei

ther

dur

ing

the

Sum

mer

te

rm o

f th

e fi

rst

year

or

at t

he s

tart

of

Sept

embe

r of

you

r N

QT y

ear.

Schoo

l:

Tuto

r:

Men

tor:

LD

O:

Vis

ion f

or y

our

pupils:

Tar

get

Act

ion

Succ

ess

crit

eria

Su

ppor

t Li

nk

to T

each

ers’

St

andar

ds

/ Pro

gres

sion

Fra

mew

ork

To

be

com

ple

ted

by

The

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rnal

te

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irst

.org

.uk

Page

| 1

33

Reg

iste

red

char

ity

no.

1098

294

Appen

dix

b:

The

Pro

gres

sion

Fra

mew

ork

Pre

-em

plo

ymen

t tr

ainin

g

SI O

bjec

tive

s D

escr

ipto

rsN

o.SI 1 - VISION

1.1

You

unde

rsta

nd t

he T

each

Fir

st

visi

on a

nd t

he F

air

Educ

atio

n Im

pact

G

oals

and

the

ir im

plic

atio

ns f

or d

ay t

o da

y w

ork.

You

can

dem

onst

rate

a c

onne

ctio

nto

the

vis

ion

and

belie

ve

that

you

r pu

pils

can

and

will

suc

ceed

. P1

1.2

You

unde

rsta

nd t

he im

port

ance

of

high

exp

ecta

tion

s an

d ha

ve c

raft

ed a

vi

sion

tha

t su

ppor

ts t

heir

rea

lisa

tion

.

You

unde

rsta

nd t

he i

mpo

rtan

ce o

f w

orki

ng t

owar

ds a

vis

ion

for

all yo

ur p

upils

and

you

rsel

f.

P2

SI 2 – PEDAGOGY

2.1

You

can

and

have

pla

nned

a s

ingl

e le

arni

ng e

xper

ienc

e an

d a

shor

t se

ries

of

lea

rnin

g ex

peri

ence

s th

at a

llow

s yo

u to

ass

ess

pupi

l pr

ogre

ss.

You

plan

fo

r m

eani

ngfu

l op

port

unit

ies

for

lear

ning

in

tent

ions

to

be r

ealis

ed.

P3

You

use

asse

ssm

ent

to c

heck

tho

se i

nten

tion

s ha

ve b

een

met

and

pla

n fo

r pr

ogre

ss in

a s

ingl

e le

arni

ng e

xper

ienc

e.

P4

You

can

plan

a

lear

ning

ex

peri

ence

in

depe

nden

tly

and

collab

orat

ivel

y us

ing

tim

e ef

fici

entl

y.

P5

You

can

dem

onst

rate

ho

w

to

build

le

arni

ng

acro

ss

a se

quen

ce o

f le

arni

ng e

xper

ienc

es t

o en

able

pup

il p

rogr

ess.

P6

You

unde

rsta

nd h

ow t

o pl

an b

ackw

ards

fro

m u

nit

outc

omes

fo

r gr

eate

st im

pact

ove

r a

peri

od o

f ti

me.

P7

2.2

You

take

a r

esea

rch-

info

rmed

ap

proa

ch t

o yo

ur p

lann

ing

and

prac

tice

.

You

reco

gnis

e an

d ca

n de

mon

stra

te t

he r

ole

of c

ompe

ting

ed

ucat

iona

l th

eori

es in

your

wor

k.

P8

You

have

an

un

ders

tand

ing

of,

and

can

dem

onst

rate

ef

fect

ive

peda

gogi

es w

hich

res

ult

in lea

rnin

g.

P9

2.3

You

unde

rsta

nd t

he d

iver

se n

eeds

of

pup

ils a

nd t

heir

bar

rier

s to

lea

rnin

g an

d ca

n pe

rson

alis

e te

achi

ng t

o ad

dres

s th

em.

You

have

an

init

ial pl

an f

or h

ow y

ou w

ill c

ater

for

pup

ils

wit

h ad

diti

onal

nee

ds in

thei

r cl

asse

s.

P10

You

have

dem

onst

rate

d th

roug

h te

achi

ng e

piso

des

that

you

ca

n en

sure

lea

rnin

g fo

r pu

pils

wit

h a

rang

e of

add

itio

nal

need

s.

P11

2.4

You

unde

rsta

nd a

pup

il’s

educ

atio

nal ex

peri

ence

bot

h pr

e an

d po

st y

ou b

eing

the

ir t

each

er.

You

have

de

mon

stra

ted

an

unde

rsta

ndin

g of

th

e Ke

y St

ages

/pha

ses

pre

and

post

whe

re y

ou w

ill b

e te

achi

ng a

nd

wha

t av

erag

e pu

pil

skill

s an

d kn

owle

dge

shou

ld

be

for

diff

eren

t ph

ases

/key

sta

ges.

P12

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Reg

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2.5

You

know

wha

t pu

pil pr

ogre

ss

look

s lik

e an

d ha

ve p

ract

ised

m

easu

ring

it.

You

have

an

unde

rsta

ndin

g of

a r

ange

of

tool

s av

aila

ble

for

mea

suri

ng p

rogr

ess

and

know

how

to

use

them

. P1

3

2.6

You

mak

e in

form

ed d

ecis

ions

ab

out

the

rout

ines

you

’re

goin

g to

use

in

you

r cl

ass

and

are

prep

ared

to

intr

oduc

e an

d em

bed

them

eff

ecti

vely

to

ens

ure

prog

ress

and

beh

avio

ur f

or

lear

ning

.

You

know

wha

t ro

utin

es/c

omm

on p

ract

ice

for

lead

ing

and

man

agin

g th

e le

arni

ng i

n yo

ur c

lass

room

are

in

oper

atio

n in

yo

ur p

lace

men

t sc

hool

.

P14

You

unde

rsta

nd

that

ro

utin

es

are

a pr

oces

s to

ac

hiev

e br

oade

r ou

tcom

es,

not

ends

in

th

emse

lves

, an

d th

is

is

dem

onst

rate

d in

the

abi

lity

to m

ake

the

mos

t of

lea

rnin

g op

port

unit

ies.

P15

You

can

expr

ess

clea

r ex

pect

atio

ns f

or y

our

clas

sroo

ms

and

how

you

r ro

utin

es w

ill h

elp

to r

ealis

e th

em.

P16

2.7

You

can

use

a va

riet

y of

str

ateg

ies

to p

rom

ote

beha

viou

r fo

r le

arni

ng,

and

have

pra

ctis

ed c

onfi

dent

ly

empl

oyin

g th

em.

You

expr

ess

conf

iden

ce

and

auth

orit

y in

th

e cl

assr

oom

th

roug

h th

e us

e of

bo

dy

lang

uage

an

d vo

ice

and

have

pr

acti

sed

doin

g so

.

P17

You

know

how

to

crea

te p

osit

ive

rela

tion

ship

s w

ith

pupi

ls

and

pare

nts

and

use

thes

e to

cre

ate

a sa

fe p

osit

ive

lear

ning

en

viro

nmen

t.

P18

You

have

de

velo

ped

and

prac

tise

d a

rang

e of

pe

rson

al

stra

tegi

es,

rout

ines

and

tec

hniq

ues

to e

ncou

rage

pos

itiv

e be

havi

our

for

lear

ning

.

P19

You

have

pra

ctis

ed a

pply

ing

your

beh

avio

ur m

anag

emen

t st

rate

gies

in

a ch

alle

ngin

g en

viro

nmen

t an

d ar

e co

nfid

ent

in

appl

ying

the

m e

ven

unde

r pr

essu

re.

P20

2.8

You

unde

rsta

nd t

he t

each

er’s

rol

e in

dev

elop

ing

the

crea

tivi

ty a

nd

inqu

isit

iven

ess

of y

our

lear

ners

.

You

crea

te o

ppor

tuni

ties

for

pup

ils

to d

evel

op c

reat

ivit

y an

d en

cour

age

inqu

isit

iven

ess

in t

hem

.

P21

SI 3 – SUBJECT KNOWLEDGE

3.1

You

unde

rsta

nd t

he im

port

ance

of

the

subj

ect/

area

s of

lea

rnin

g w

ithi

n th

e co

ntex

t of

the

bro

ader

cur

ricu

lum

an

d ho

w t

hey

inte

ract

wit

h ot

her

area

s of

the

cur

ricu

lum

.

You

unde

rsta

nd t

he r

elat

ions

hip

betw

een

your

hol

isti

c ro

le

as a

tea

cher

and

you

r cu

rric

ulum

are

a.

P22

3.2

You

dem

onst

rate

pas

sion

for

you

r cu

rric

ulum

are

as a

nd p

hase

s.

You

are

enth

usia

stic

abo

ut t

he s

ubje

ct/s

and

pha

se y

ou a

re

abou

t to

tea

ch.

P23

3.3

You

unde

rsta

nd h

ow t

o co

nstr

uct

and

deve

lop

your

ow

n su

bjec

t kn

owle

dge

to e

nabl

e pu

pil pr

ogre

ss.

You

have

sho

wn

enga

gem

ent

wit

h co

ntin

ued

deve

lopm

ent

of y

our

subj

ect

know

ledg

e by

eng

agin

g w

ith

age

and

subj

ect

spec

ific

ped

agog

y.

P24

3.4

You

unde

rsta

nd t

he im

pact

of

You

have

de

mon

stra

ted

that

yo

u ha

ve

the

subj

ect

P25

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Reg

iste

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char

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subj

ect

know

ledg

e on

pup

il le

arni

ng

and

can

sequ

ence

lea

rnin

g w

ithi

n an

d be

twee

n le

arni

ng e

xper

ienc

es.

know

ledg

e yo

u ne

ed t

o be

gin

teac

hing

.Se

cond

ary

teac

hers

: yo

u ha

ve a

dee

p un

ders

tand

ing

of t

he

spec

ific

Key

Sta

ge r

equi

rem

ents

of

the

subj

ect(

s) y

ou w

ill

be t

each

ing.

P26

Prim

ary

and

Earl

y Ye

ars

teac

hers

: yo

u ha

ve d

emon

stra

ted

a so

lid

unde

rsta

ndin

g of

ho

w

to

teac

h ea

rly

liter

acy,

m

athe

mat

ics

and

the

syst

emat

ic s

ynth

etic

pho

nics

sch

eme

used

in

your

sch

ool

as w

ell

as t

he w

ider

Pri

mar

y an

d Ea

rly

Year

s cu

rric

ulum

.

P27

3.5

You

plan

opp

ortu

niti

es f

or

asse

ssm

ent

(sel

f, p

eer,

tea

cher

) en

suri

ng t

hat

pupi

ls r

ecei

ve t

arge

ted

form

ativ

e co

mm

ents

; de

mon

stra

ting

us

e of

thi

s as

sess

men

t in

pla

nnin

g an

d te

achi

ng.

You

gath

er,

reco

rd a

nd u

se p

upil

asse

ssm

ent

data

to

plan

le

arni

ng e

xper

ienc

es.

P28

You

have

pra

ctis

ed a

sses

sing

pup

il w

ork

and

givi

ng o

ral

and

wri

tten

fee

dbac

k in

an

effe

ctiv

e an

d ti

mel

y m

anne

r.

P29

You

set

clea

r cr

iter

ia f

or s

ucce

ss in

a pi

ece

of w

ork.

P30

You

com

men

t ef

fect

ivel

y on

pup

il w

ork

and

you

have

an

init

ial

unde

rsta

ndin

g of

ho

w

to

‘gra

de’

wor

k an

d ha

ve

gain

ed p

ract

ical

exp

erie

nce

of d

oing

so.

P31

SI 4 - LEADERSHIP

4.1

You

dem

onst

rate

lead

ersh

ip in

your

pro

fess

iona

l pr

acti

ce.

You

unde

rsta

nd

your

pr

ofes

sion

al

role

/res

pons

ibilit

y in

di

ffer

ent

cont

exts

. P3

2

You

take

res

pons

ibili

ty f

or y

our

acti

ons

wit

hin

indi

vidu

al

and

grou

p ta

sks.

P3

3

You

unde

rsta

nd

how

yo

ur

thou

ghts

/act

ions

/beh

avio

urs

impa

ct o

n ou

tcom

es in

the

sho

rt-,

med

ium

- an

d lo

ng-t

erm

. P3

4

4.2

You

deve

lop

prac

tica

l ap

proa

ches

to

lea

ders

hip

in y

our

own

cont

ext.

You

have

dem

onst

rate

d yo

ur a

bilit

y to

wor

k in

depe

nden

tly

and

cons

iste

ntly

on

ta

sks

from

co

ncep

tion

to

im

plem

enta

tion

.

P35

You

have

de

mon

stra

ted

lead

ersh

ip

qual

itie

s (d

rive

, en

cour

agem

ent,

hig

h ex

pect

atio

ns o

f ot

hers

and

sel

f, a

nd

judg

emen

t).

P36

You

can

seek

sol

utio

ns t

hrou

gh b

reak

ing

dow

n pr

oble

ms

into

m

anag

eabl

e ch

unks

. P3

7

You

have

dem

onst

rate

d th

at y

ou c

an l

ead

even

whe

n un

der

high

pre

ssur

e.

P38

You

rout

inel

y sh

ow p

repa

rati

on a

nd p

lann

ing

in o

rder

to

ensu

re s

ucce

ss.

P39

You

have

sho

wn

that

you

can

gen

erat

e in

nova

tive

, cr

eati

ve

and

effe

ctiv

e so

luti

ons.

P4

0

4.3

You

can

iden

tify

and

acc

ess

You

have

ide

ntif

ied

your

net

wor

k of

sup

port

and

are

aw

are

P41

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red

char

ity

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294

appr

opri

ate

supp

ort

and

reso

urce

s.of

how

you

can

acce

ss h

igh-

qual

ity

reso

urce

s to

sup

port

yo

ur d

evel

opm

ent

and

wel

lbei

ng.

Whe

n ci

rcum

stan

ces

are

toug

h, y

ou a

re c

onfi

dent

tha

t yo

u un

ders

tand

w

here

an

d ho

w

you

can

acce

ss

supp

ort

and

reso

urce

s fo

r yo

ur u

rgen

t su

ppor

t ne

eds.

P42

You

orga

nise

and

man

age

your

wor

kloa

d ap

prop

riat

ely

to

ensu

re y

our

wel

lbei

ng.

P43

4.4

You

act

on f

eedb

ack,

pos

itiv

e an

d ch

alle

ngin

g, in

orde

r to

sup

port

you

r ow

n de

velo

pmen

t.

You

act

on f

eedb

ack

and

reco

gnis

e it

as

vita

l fo

r le

arni

ng.

P44

You

clea

rly

take

ow

ners

hip

of y

our

own

deve

lopm

ent

as a

re

sult

of

feed

back

, se

lf-a

naly

sis

and

lear

ning

fro

m m

ista

kes.

P4

5

You

resp

ond

effe

ctiv

ely

to

failur

e an

d le

arn

from

yo

ur

mis

take

s.

P46

4.5

You

disp

lay

an ini

tial

un

ders

tand

ing

of y

our

stre

ngth

s an

d ar

eas

for

deve

lopm

ent.

You

have

ide

ntif

ied

your

ow

n st

reng

ths

and

deve

lopm

ent

area

s.

P47

You

reco

gnis

e th

e va

lue

of o

ther

s in

you

r le

arni

ng.

P48

4.6

You

refl

ect

on y

our

own

pers

onal

be

lief

s an

d va

lues

sys

tem

s, a

nd b

egin

to

und

erst

and

wha

t th

is m

eans

for

yo

ur w

ork

in t

he c

lass

room

.

You

unde

rsta

nd y

our

pers

onal

mot

ivat

ions

/dri

vers

and

how

th

ey inf

luen

ce t

he w

ork

you

do.

P49

4.7

You

unde

rsta

nd t

he im

port

ance

of

wor

king

as

part

of

a w

ider

mov

emen

t to

acc

eler

ate

impa

ct t

owar

ds t

he

visi

on.

You

have

ac

tive

ly

collab

orat

ed

wit

h pa

rtic

ipan

ts

and

amba

ssad

ors

from

oth

er T

each

Fir

st c

ohor

ts t

o ac

cele

rate

yo

ur lea

rnin

g an

d bu

ild y

our

prof

essi

onal

net

wor

k.

P50

SI 5 – SOCIAL AND LOCAL CONTEXT

5.1

You

begi

n to

und

erst

and

the

com

plex

ity

of e

duca

tion

al ine

qual

ity.

Yo

u un

ders

tand

and

res

pect

the

cha

llen

ges

invo

lved

wit

h w

orki

ng t

owar

ds t

he v

isio

n.

P51

5.2

You

dem

onst

rate

a g

row

ing

unde

rsta

ndin

g of

the

edu

cati

onal

co

ntex

t in

you

r sc

hool

and

the

wid

er

com

mun

ity.

You

have

sou

ght

to u

nder

stan

d th

e ve

ry l

ocal

con

text

of

your

sch

ool

and

your

pup

ils,

and

can

art

icul

ate

wha

t th

is

will

mea

n.

P52

5.3

You

show

an

unde

rsta

ndin

g of

how

to

eng

age

wit

h th

e co

mm

unit

y of

you

r sc

hool

for

max

imum

cla

ssro

om

impa

ct.

You

are

able

to

co

mm

unic

ate

idea

s in

w

ays

that

ot

hers

un

ders

tand

; us

ing

a ra

nge

of t

echn

ique

s (b

ody

lang

uage

, lis

teni

ng,

tone

, ve

rbal

, vi

sual

, w

ritt

en).

P53

You

reco

gnis

e th

e va

lue

of w

orki

ng w

ith

the

com

mun

ity

and

the

polit

ical

, so

cial

and

rel

igio

us c

onte

xt t

hat

you

may

be

wor

king

in

and

the

sens

itiv

itie

s th

is m

ay r

equi

re a

nd h

ow i

t ca

n ef

fect

cla

ssro

om im

pact

.

P54

5.4

You

show

an

unde

rsta

ndin

g of

the

di

vers

ity

that

exi

sts

amon

gst

us a

nd

wit

hin

the

com

mun

itie

s th

at w

e

You

have

sho

wn

resp

ect

for

all

cult

ures

and

und

erst

and

your

pr

ofes

sion

al r

espo

nsib

ilit

ies

in t

his

rega

rd.

P55

You

have

beg

un t

o un

ders

tand

the

ass

ets

and

chal

leng

es

P56

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

37

Reg

iste

red

char

ity

no.

1098

294

serv

e.

face

d by

the

com

mun

ity

surr

ound

ing

your

pla

cem

ent

scho

ol

and

how

thi

s re

late

s to

you

r vi

sion

.

5.5

You

chal

leng

e yo

ur o

wn,

and

ot

hers

’ as

sum

ptio

ns.

You

wel

com

e th

e le

arni

ng g

aine

d fr

om b

eing

out

side

of

your

co

mfo

rt z

one.

P5

7

You

have

so

ught

to

un

ders

tand

yo

ur

own,

an

d ot

hers

’,

bias

es a

nd h

ow t

hey

affe

ct y

our

wor

k.

P58

SI6 – PROFESSIONAL CONTEXT

6.1

You

unde

rsta

nd a

nd p

lan

for

syst

ems

and

orga

nisa

tion

al s

truc

ture

s to

cre

ate

a pu

rpos

eful

lea

rnin

g en

viro

nmen

t.

You

have

fou

nd,

expl

ored

and

con

side

red

rele

vant

pol

icie

s an

d sy

stem

s fr

om y

our

scho

ol a

nd p

ract

ised

wor

king

wit

h th

em e

.g.

safe

guar

ding

, be

havi

our,

ass

essm

ent.

P59

6.2

You

dem

onst

rate

the

ear

ly

deve

lopm

ent

of e

ffec

tive

re

lati

onsh

ips

wit

h pu

pils

, co

llea

gues

, pa

rent

s an

d ca

rers

and

pee

rs.

You

unde

rsta

nd a

nd a

pply

str

ateg

ies

for

deve

lopi

ng t

rust

ing

and

effe

ctiv

e re

lati

onsh

ips

wit

h fa

milie

s.

P60

You

show

an

empa

thy

for

all yo

ung

peop

le,

pare

nts

and

com

mun

itie

s an

d ha

ve p

ract

ised

com

mun

icat

ing

this

em

path

y in

a p

rofe

ssio

nal m

anne

r.

P61

You

have

dem

onst

rate

d th

e ab

ilit

y to

bui

ld r

appo

rt w

ith

collea

gues

and

eng

age

wit

h th

em o

n a

team

lev

el.

P62

You

have

dem

onst

rate

d th

e ab

ilit

y to

com

mun

icat

e w

ith

youn

g pe

ople

bas

ed o

n em

path

y an

d re

spec

t an

d pr

acti

sed

doin

g so

.

P63

6.3

You

show

a s

ound

com

mit

men

t to

yo

ur o

wn

cont

inuo

us p

rofe

ssio

nal

deve

lopm

ent,

and

you

r im

pact

on

pupi

ls,

by e

ngag

ing

wit

h th

e Le

ader

ship

Dev

elop

men

t O

ffic

er.

You

have

act

ivel

y en

gage

d w

ith

a va

riet

y of

ele

men

ts o

f th

e Le

ader

ship

Dev

elop

men

t Pr

ogra

mm

e (a

s a

deve

lopi

ng

teac

her,

dev

elop

ing

lead

er,

part

icip

atin

g m

embe

r of

you

r co

hort

) as

wel

l as

the

Ref

lect

ive

Jour

nal.

P64

6.4

You

have

dev

elop

ed a

s a

refl

ecti

ve p

ract

itio

ner

by c

onsi

deri

ng

refl

ecti

ve m

odel

s an

d us

ing

the

Jour

nal.

You

can

dem

onst

rate

tha

t yo

u un

ders

tand

the

cau

se o

f is

sues

tha

t m

ay a

rise

and

the

eff

ects

of

poss

ible

sol

utio

ns.

P65

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

38

Reg

iste

red

char

ity

no.

1098

294

Init

ial Im

pac

t

Phas

e O

bjec

tive

Des

crip

tor

No

Initial Impact

You

seek

to

unde

rsta

nd a

nd inc

reas

e yo

ur

impa

ct o

n pu

pils

, an

d ho

ld y

ours

elf

acco

unta

ble

for

your

pup

ils' p

rogr

ess.

You

belie

ve t

hat

your

pup

ils c

an a

nd w

ill su

ccee

d in

lea

rnin

g an

d life

. 1

You

have

und

erst

ood

how

to

craf

t, a

nd t

he im

port

ance

of

wor

king

to

war

ds,

a vi

sion

for

all y

our

pupi

ls.

2

You

know

eve

ry p

upil

you

teac

h: t

heir

nam

e, h

isto

ry/b

ackg

roun

d,

thei

r co

mm

unit

y, h

ow t

hey

lear

n, w

hat

succ

ess

look

s like

for

the

m.

3

You

belie

ve t

hat

you

and

your

cla

ss c

an t

ake

the

nece

ssar

y st

eps

to

achi

eve

your

vis

ion.

4

You

will

hav

e re

ache

d th

e Tea

cher

s’ S

tand

ards

(En

glan

d) o

r Q

ualifi

ed T

each

er S

tatu

s St

anda

rds

Wal

es 2

009.

5

You

rem

ain

solu

tion

s-fo

cuss

ed.

6

You

unde

rsta

nd t

he im

port

ance

of

and

cont

inue

to

prio

riti

se t

he

deve

lopm

ent

of y

our

subj

ect

know

ledg

e.

7

You

unde

rsta

nd a

nd c

an d

emon

stra

te t

he im

pact

of

your

dev

elop

ing

subj

ect

know

ledg

e on

the

pro

gres

s of

you

r pu

pils

.

8

You

build

pup

ils’

resi

lienc

e an

d se

lf-b

elie

f,

and

empo

wer

the

m t

o ta

ke o

wne

rshi

p of

th

eir

own

lear

ning

wit

hin,

and

bey

ond,

the

cl

assr

oom

.

You

wel

com

e th

e le

arni

ng t

hat

com

es f

rom

bei

ng o

utsi

de o

f yo

ur

com

fort

zon

e.

9

You

unde

rsta

nd y

our

pers

onal

mot

ivat

ions

/dri

vers

and

how

the

y in

flue

nce

the

wor

k th

at y

ou d

o.

10

You

resp

ond

effe

ctiv

ely

to f

ailu

re a

nd lea

rn f

rom

you

r m

ista

kes.

11Yo

u ca

n ef

fect

ivel

y ba

lanc

e yo

ur t

ime.

12Yo

u re

cogn

ise

the

role

of

com

peti

ng e

duca

tion

al t

heor

ies

in y

our

wor

k.

13

You

driv

e yo

ur o

wn

lear

ning

as

wel

l as

the

lea

rnin

g of

oth

ers.

14

You

can

sust

ain

your

wel

lbei

ng s

o as

to

mai

ntai

n ef

fect

iven

ess.

15Yo

u ha

ve d

evel

oped

ski

lls

and

beha

viou

r th

at a

llow

you

to

rem

ain

resi

lient

in

chal

leng

ing

circ

umst

ance

s.

16

You

iden

tify

and

dev

elop

you

r ow

n le

ader

ship

sty

le a

nd u

se it

wit

h m

axim

um

effe

ct f

or y

our

pupi

ls.

You

rem

ain

solu

tion

s-fo

cuss

ed.

17

You

are

able

to

succ

essf

ully

bui

ld,

mai

ntai

n an

d m

ake

the

mos

t of

re

lati

onsh

ips.

18

You

unde

rsta

nd t

he im

port

ance

of

acti

ng a

s pa

rt o

f a

wid

er

mov

emen

t in

pur

suit

of

a vi

sion

. 19

You

unde

rsta

nd t

he im

pact

of

othe

rs’

lead

ersh

ip s

tyle

s on

you

r w

ork.

20

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

39

Reg

iste

red

char

ity

no.

1098

294

Pro

found P

upil Im

pac

t

Phas

e O

bjec

tive

Des

crip

tor

No

Profound Pupil Impact Yo

u co

ntin

ually

seek

to

unde

rsta

nd

and

incr

ease

you

r im

pact

on

pupi

ls,

and

hold

you

rsel

f ac

coun

tabl

e fo

r yo

ur p

upils

' pro

gres

s.

You

are

prep

ared

to

wor

k re

lent

less

ly t

o ac

hiev

e yo

ur v

isio

n.20

Yo

u ac

cura

tely

ana

lyse

pro

gres

s m

ade

tow

ards

you

r vi

sion

and

goa

ls f

or e

very

pu

pil,

and

use

thi

s da

ta in

your

pla

nnin

g.

21

You

unde

rsta

nd t

he im

port

ant

role

tha

t yo

u pl

ay in

your

pup

ils’

lear

ning

.22

Yo

u bu

ild s

tron

g, g

enui

ne r

elat

ions

hips

wit

h pu

pils

, th

eir

pare

nts/

care

rs a

nd

the

wid

er c

omm

unit

y.

23

You

mak

e ef

fect

ive

and

inno

vati

ve a

pplic

atio

ns o

f pe

dago

gica

l th

eory

.24

Yo

ur p

ract

ice

is r

esea

rch-

info

rmed

.25

Yo

u un

ders

tand

the

im

port

ance

and

im

pact

of

deep

cur

ricu

lum

kno

wle

dge

on

the

achi

evem

ent

of y

our

pupi

ls.

26

You

build

pup

ils’

resi

lienc

e an

d se

lf-

belie

f, a

nd e

mpo

wer

the

m t

o ta

ke

owne

rshi

p of

the

ir o

wn

lear

ning

w

ithi

n, a

nd b

eyon

d, t

he c

lass

room

.

You

prio

riti

se e

ffec

tive

ly a

nd a

naly

se e

ach

acti

vity

for

its

im

pact

.27

Yo

u ar

e ab

le t

o m

anag

e pe

ople

to

bett

er f

acilit

ate

lear

ning

and

to

man

age

thos

e re

lati

onsh

ips

in o

rder

to

prog

ress

tow

ards

you

r vi

sion

. 28

You

will

con

tinu

e to

rea

ch,

and

impr

ove

at,

the

Tea

cher

s’ S

tand

ards

(En

glan

d)

or Q

ualif

ied

Tea

cher

Sta

tus

Stan

dard

s W

ales

200

9 (s

ee d

escr

ipto

r 5

of In

itia

l Im

pact

).

29

You

shar

e yo

ur v

isio

n so

pup

ils b

elie

ve in

it

and

in t

hem

selv

es.

30

You

play

an

acti

ve r

ole

wit

hin

a m

ovem

ent

to e

nd e

duca

tion

al ine

qual

ity.

31

You

expl

icit

ly t

each

key

non

-aca

dem

ic s

kills.

32

You

enga

ge p

upils

in

an o

pen

and

tran

spar

ent

dial

ogue

abo

ut lea

rnin

g an

d th

eir

futu

res.

33

You

empo

wer

pup

ils t

o le

ad t

heir

ow

n le

arni

ng a

nd t

he lea

rnin

g of

oth

ers.

34

You

dem

onst

rate

the

ski

lls

and

beha

viou

r th

at e

nabl

e yo

u to

rem

ain

resi

lient

an

d th

rive

in c

hallen

ging

cir

cum

stan

ces.

35

You

are

able

to

supp

ort

and

deve

lop

the

resi

lienc

e of

oth

ers.

36

You

use

a va

riet

y of

dif

fere

nt

lead

ersh

ip a

ppro

ache

s to

max

imum

ef

fect

wit

hin

your

sch

ool.

You

have

an

appe

tite

for

, an

d ta

ke,

calc

ulat

ed r

isks

. 37

You

embr

ace

mis

take

-mak

ing,

for

you

rsel

f an

d yo

ur p

upils

. 38

You

have

dev

elop

ing

orga

nisa

tion

al k

now

ledg

e th

at y

ou u

se t

o im

prov

e th

e pr

ospe

cts

of y

our

pupi

ls.

39

You

man

age

and

deve

lop

othe

rs in

sup

port

of

your

im

pact

on

pupi

ls.

40

You

use

appr

opri

ate

mod

els

and

fram

ewor

ks t

o le

ad a

nd m

anag

e th

roug

h ch

ange

. 41

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rnal

te

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irst

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ity

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Bro

aden

ing

Impac

t

Phas

eO

bjec

tive

Des

crip

tor

No

Broadening Impact

You

are

part

of

a m

ovem

ent,

ins

pire

d by

you

r sh

ared

co

mm

itm

ent

to e

nd

educ

atio

nal

ineq

ualit

y.

You

have

set

, an

d ar

e w

orki

ng t

owar

ds,

a vi

sion

for

you

r lo

ng-t

erm

im

pact

. 42

You

unde

rsta

nd,

and

belie

ve in,

you

r po

tent

ial an

d kn

ow t

hat

you

are

of v

alue

to

a w

ider

mov

emen

t.

43

You

valu

e th

e am

bass

ador

com

mun

ity

you

are

a pa

rt o

f an

d ca

n ex

plai

n w

hat

it m

eans

to

you.

44

You

play

a r

ole

wit

hin

a m

ovem

ent

beyo

nd t

he c

lass

room

.45

You

feel

a s

hare

d id

enti

ty w

ith

a w

ider

mov

emen

t an

d co

re

com

mun

ity.

46

You

look

for

, an

d ar

e op

ento

, ne

w o

ppor

tuni

ties

, an

d ta

ke t

hem

.47

Your

app

roac

h to

le

ader

ship

ena

bles

yo

u to

acc

eler

ate

your

pro

gres

s.

You

belie

ve w

e ca

nnot

ach

ieve

the

vis

ion

alon

e an

d th

ere

are

man

y w

ays

to a

ddre

ss c

hallen

ges,

and

tha

t a

mov

emen

t is

nee

ded

for

us t

o ac

hiev

e th

e gr

eate

st im

pact

.

48

You

are

able

to

see

the

big

pict

ure,

und

erst

andi

ng t

he m

any

face

ts o

f ed

ucat

iona

l an

d so

cial

ine

qual

ity.

49

You

mak

e de

cisi

ons

abou

t yo

ur c

aree

r pa

th,

base

d on

its

pot

enti

al

to d

rive

ach

ieve

men

t of

the

vis

ion.

50

You

use

your

rol

es t

o th

eir

full p

oten

tial

, to

sup

port

the

ac

hiev

emen

t of

the

Fai

r Ed

ucat

ion

Impa

ct G

oals

. 51

You

look

for

, an

d ar

e op

en t

o, n

ew o

ppor

tuni

ties

, an

d ta

ke t

hem

. 52

You

have

dee

p re

serv

es o

f le

ader

ship

and

com

mit

men

t to

dra

w o

n w

hen

need

ed.

53

You

stri

ve t

o ac

cele

rate

you

r pr

ogre

ss int

o po

siti

ons

from

whi

ch

you

can

have

a g

reat

er in

flue

nce,

acc

essi

ng o

ppor

tuni

ties

and

su

ppor

t to

do

so.

54

Thr

ough

you

r de

mon

stra

tion

of

effe

ctiv

e le

ader

ship

, yo

u ar

e ab

le t

o m

obilis

e ot

hers

in

supp

ort

of t

he

visi

on.

You

unde

rsta

nd h

ow t

o id

enti

fy a

nd s

eek

out

thos

e w

ho w

ill b

e ab

le t

o he

lp y

ou a

chie

ve y

our

goal

s.

55

You

rout

inel

y pu

sh b

eyon

d w

hat

othe

rs b

elie

ve p

ossi

ble.

56

You

can

mot

ivat

e an

d in

spir

e ot

hers

to

acti

on in

purs

uit

of t

he

visi

on.

57

You

wor

k w

ith

youn

g pe

ople

, co

mm

unit

ies

and

a w

ider

mov

emen

t to

dev

elop

col

labo

rati

ve s

olut

ions

. 58

The Journal


Appendix c: Teachers’ Standards Preamble Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. Part one: Teaching A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils a) establish a safe and stimulating environment for pupils, rooted in mutual respect; b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions; c) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils a) be accountable for pupils’ attainment, progress and outcomes; b) be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these; c) guide pupils to reflect on the progress they have made and their emerging needs; d) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching; e) encourage pupils to take a responsible and conscientious attitude to their own work and study. 3. Demonstrate good subject and curriculum knowledge a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings; b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship; c) 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; d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics; e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4. Plan and teach well-structured lessons a) impart knowledge and develop understanding through effective use of lesson time; b) promote a love of learning and children’s intellectual curiosity; c) set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; d) reflect systematically on the effectiveness of lessons and approaches to teaching; e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5. Adapt teaching to respond to the strengths and needs of all pupils a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively; b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these; c) 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; d) have a clear understanding of the needs of all pupils, including those with special educational needs (SEN); those of high ability; those with English as an additional language (EAL); those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements; b) make use of formative and summative assessment to secure pupils’ progress; c) use relevant data to monitor progress, set targets and plan subsequent lessons; d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

The Journal


7. Manage behaviour effectively to ensure a good and safe learning environment a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy; b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly; c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them; d) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8. Fulfil wider professional responsibilities a) make a positive contribution to the wider life and ethos of the school; b) develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support; c) deploy support staff effectively; d) take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues; e) communicate effectively with parents with regard to pupils’ achievements and wellbeing. Part two: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;

o having regard for the need to safeguard pupils’ wellbeing, in accordance with statutory provisions;

o showing tolerance of and respect for the rights of others; o not undermining fundamental British values, including democracy, the rule of law, individual

liberty and mutual respect, and tolerance of those with different faiths and beliefs; o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or

might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

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

The Journal


Appendix d: Monitoring your progress Teach First philosophy of support As a partnership, our role is to support you in maximising your impact on pupils in schools in order to achieve the Fair Education Impact Goals. In order to do this, we support you to monitor your progress to ensure you are able to meet the Teachers’ Standards at a high level by the end of the training year – and indeed provide you with the tools to continue to develop throughout your time on the Teach First LDP and beyond. How to use this document Your Journal is your tool to support you in progressing as a teacher and leader through the year and is designed to help guide your weekly reflections and mentor meetings. Your tutor(s) will review your Journal when they visit you in school. During your training year, you will collect evidence for the award of QTS. This document will support you to fully engage with this process. Each term you will review your progress against the Teachers’ Standards, collect and record your evidence, and set yourself targets which will enable you to make progress. You will engage in this process in collaboration with your mentor(s), tutor(s) and LDO. There is a section at the end of each review point where you will record your targets and the progress you make against them. The column detailing ‘Ongoing improvement required’ may well be a stage on your journey to gaining QTS but everyone’s expectation is that you will develop positive consistency in your practice and so will quickly progress to meeting the standards at a ‘Good’ and finally at an ‘Outstanding’ level. Your progress against the Teachers’ Standards will be formally reviewed on four occasions: 1. Autumn term (after half term) 2. Spring term (after half term) 3. Summer term (before half term)

4. Final Portfolio Review (end of year one) The Teachers’ Standards are arranged in the following way: Teaching and Classroom Management These standards relate to your classroom practice:

S1. Set high expectations which inspire, motivate and challenge pupils; S2. Promote good progress and outcomes by pupils; S3. Demonstrate good subject and curriculum knowledge; S7. Manage behaviour effectively to ensure a good and safe learning environment.

Planning and Assessment This section deals with your lesson planning and how you take your pupils’ strengths and needs into account in relation to their progress and how you assess this:

S4. Plan and teach well-structured lessons; S5. Adapt teaching to respond to the strengths and needs of all pupils; S6. Make accurate and productive use of assessment.

Professional Responsibilities and Wider Professional Role This section deals with how you develop as a professional in your school, how you support its ethos, how you relate and communicate with your professional colleagues, parents and guardians and how you manage your own professional development.

S8. Fulfil wider professional responsibilities.

The Journal


In order to be recommended for the award of QTS, you will be required to supply evidence that you meet all of these standards. Each progress review will be completed with the support of your mentor(s), tutor(s) and LDO. This is the opportunity to review your progress against the standards and to ensure that you have the appropriate support and guidance to develop to meet the Teachers’ Standards at the highest standard by the end of the year. These standards include your responsibility to understand and demonstrate your responsibilities in promoting the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. This includes actively working within your school’s framework and policies for promoting these values within the school context.

The document shared here will support you in monitoring your progress towards demonstrating the Teachers’ Standards and supporting your pupils in their learning. Autumn term review Using the documentation provided, you, your tutor(s), mentor(s) and LDO will decide whether or not you are currently ‘On Track’ to achieve the Teachers’ Standards at a good or outstanding level by the end of the year. If you are ‘Not On Track’ you will have clear targets highlighted and a support plan in place. Spring and Summer term reviews In these later reviews, you will be assessed against the criteria:

Achieving the standards at an outstanding level Achieving the standards at a good level Ongoing improvement required.

Those supporting you will again establish clear targets and ensure that there are support plans in place to help you develop. In the appendix you will find a ‘Moving to Good’ and ‘Moving from Good to Outstanding’ document which will help you think through what you need to do to improve your practice and will support you in dialogue with your tutor(s), mentor(s) and LDO. Where will you find your evidence? When you review the Teachers’ Standards you will quickly realise that almost everything you do as a professional teacher can be recorded as evidence for QTS. Here is a list of some of the places you should look for evidence: lesson plans and evaluations; lesson observations; units of work and associated lesson plans, evaluations, resources, assessment and record keeping; reflective accounts of activities in school; written assignments; pupil reports and communications with parents and carers; weekly mentor meetings record; recording pupil progress/assessment records; your Journal; university-based training days; in-school training notes and records.

Your university tutor(s) will give you further guidance as to how to use this documentation to support your developing practice.

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Mon

itor

ing

your

pro

gres

s A

utu

mn T

erm

Pre

amble

Tea

cher

s m

ake

the

educ

atio

n of

the

ir p

upils

the

ir f

irst

con

cern

, an

d ar

e ac

coun

tabl

e fo

r ac

hiev

ing

the

high

est

poss

ible

sta

ndar

ds in

wor

k an

d co

nduc

t.

Tea

cher

s ac

t w

ith

hone

sty

and

inte

grit

y; h

ave

stro

ng s

ubje

ct k

now

ledg

e; k

eep

thei

r kn

owle

dge

and

skill

s as

tea

cher

s up

-to-

date

and

are

sel

f-cr

itic

al;

forg

e po

siti

ve p

rofe

ssio

nal re

lati

onsh

ips;

and

wor

k w

ith

pare

nts

in t

he b

est

inte

rest

s of

the

ir p

upils

. Par

t 1:

Tea

chin

g A

tea

cher

must

: 1.

Set

hig

h e

xpec

tati

ons

whic

h insp

ire,

mot

ivat

e an

d c

hal

lenge

pupils:

esta

blish

a s

afe

and s

tim

ula

ting

envi

ronm

ent

for

pupils,

roo

ted in m

utu

al r

espec

t;

se

t go

als

that

str

etch

and

chal

lenge

pupils

of a

ll b

ackg

rounds,

abilit

ies

and d

ispos

itio

ns;

dem

onst

rate

con

sist

entl

y th

e pos

itiv

e at

titu

des

, va

lues

and b

ehav

iour

whic

h a

re e

xpec

ted o

f pu

pils.

On T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y ar

e ab

le t

o en

cour

age

pupi

ls t

o pa

rtic

ipat

e an

d co

ntri

bute

in a

n at

mos

pher

e co

nduc

ive

to lea

rnin

g.

The

y se

t ap

prop

riat

ely

high

exp

ecta

tion

s, b

elie

ving

tha

t al

l pu

pils

ha

ve t

he p

oten

tial

to

be s

ucce

ssfu

l le

arne

rs.

The

y ar

e ab

le t

o de

velo

p a

rapp

ort

wit

h a

rang

e of

ind

ivid

uals

and

gr

oups

to

esta

blis

h a

lear

ning

atm

osph

ere.

As

a co

nseq

uenc

e of

thi

s m

ost

pupi

ls a

re e

ngag

ed in

thei

r le

arni

ng.

The

y ar

e ab

le t

o se

t go

als

for

pupi

ls b

ased

on

evid

ence

and

re

flec

tion

.

The

y co

nsis

tent

ly d

emon

stra

te p

rofe

ssio

nal be

havi

our,

res

pect

for

pu

pils

, co

llea

gues

, pa

rent

s an

d ca

rers

and

sup

port

the

eth

os o

f th

e sc

hool

.

The

y de

mon

stra

te e

nthu

sias

m f

or w

orki

ng w

ith

child

ren

and

youn

g pe

ople

and

for

tea

chin

g an

d le

arni

ng.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

D

o no

t cr

eate

an

atm

osph

ere

whe

re p

upils

are

abl

e to

con

trib

ute

in

the

maj

orit

y of

occ

asio

ns.

Are

una

ble

to d

emon

stra

te a

rap

port

wit

h si

gnif

ican

t nu

mbe

rs o

f pu

pils

to

esta

blis

h le

arni

ng a

nd p

rogr

ess.

Are

una

ble

to s

et g

oals

for

pup

ils ind

epen

dent

ly o

r un

ders

tand

wha

t kn

owle

dge

is r

equi

red

to d

o so

eff

ecti

vely

.

Cre

ate

an e

nvir

onm

ent

in w

hich

a m

ajor

ity

of p

upils

are

not

eng

aged

in

lea

rnin

g w

hich

in

turn

dis

cour

ages

ind

epen

dent

lea

rnin

g.

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Evid

ence

T

arge

ts

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char

ity

no.

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294

A t

each

er m

ust

: 2.

Pro

mot

e go

od p

rogr

ess

and o

utc

omes

by

pupils:

be

acco

unta

ble

for

att

ainm

ent,

pro

gres

s an

d o

utc

omes

of

the

pupils;

pla

n t

each

ing

to b

uild o

n p

upils’

cap

abilit

ies

and

prio

r kn

owle

dge;

guid

e pupils

to r

efle

ct o

n t

he

pro

gres

s th

ey h

ave

mad

e an

d t

hei

r em

ergi

ng

nee

ds;

dem

onst

rate

know

ledg

e an

d u

nder

stan

din

g of

how

pupils

lear

n a

nd h

ow t

his

im

pac

ts o

n t

each

ing;

enco

ura

ge p

upils

to t

ake

a re

spon

sible

and c

onsc

ienti

ous

atti

tude

to t

hei

r ow

n w

ork

and s

tudy.

On T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y un

ders

tand

how

tea

cher

s ar

e ac

coun

tabl

e fo

r th

e at

tain

men

t,

prog

ress

and

out

com

es o

f pu

pils

and

can

com

mun

icat

e th

e im

pact

of

thei

r te

achi

ng o

n th

ose

outc

omes

.

The

ir s

hort

- an

d m

ediu

m-t

erm

pla

nnin

g an

d te

achi

ng d

emon

stra

te

som

e un

ders

tand

ing

of,

and

prov

isio

n fo

r, p

upil p

rogr

essi

on t

akin

g in

to a

ccou

nt p

rior

ach

ieve

men

t.

The

y su

ppor

t pu

pils

in

refl

ecti

ng o

n th

eir

lear

ning

and

ide

ntif

ying

th

eir

prog

ress

and

em

ergi

ng lea

rnin

g ne

eds.

Feed

back

is

esta

blis

hed

to e

nabl

e pu

pil re

flec

tion

.

Whe

n pl

anni

ng les

sons

, th

ey d

evis

e su

itab

le o

ppor

tuni

ties

for

le

arne

rs t

o ev

alua

te a

nd im

prov

e th

eir

perf

orm

ance

.

The

y ar

e ab

le t

o ex

plai

n ho

w e

ffec

tive

tea

chin

g st

rate

gies

are

in

form

ed b

y an

und

erst

andi

ng o

f ho

w p

upils

lear

n an

d of

fer

a ra

tion

ale

for

choi

ces

mad

e in

the

con

text

of

prac

tice

.

The

y pl

an t

each

ing

and

lear

ning

act

ivit

ies

whi

ch e

ncou

rage

in

depe

nden

t an

d au

tono

mou

s le

arni

ng.

As

a co

nseq

uenc

e, a

ll g

roup

s of

pup

ils m

ake

at lea

st s

atis

fact

ory

prog

ress

.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

Can

not

reco

gnis

e th

e lin

k be

twee

n te

achi

ng a

nd p

upil

outc

omes

or

are

unab

le t

o ex

plai

n ho

w p

upils

hav

e m

ade

prog

ress

.

Are

not

aw

are

of p

upils

’ pr

ior

know

ledg

e an

d/or

do

not

use

this

to

info

rm p

lann

ing.

Do

not

adap

t te

achi

ng t

o ac

com

mod

ate

the

lear

ning

nee

ds o

f pu

pils

.

Pr

ovid

e lim

ited

fee

dbac

k to

sup

port

pup

ils w

ith

next

ste

ps.

Hav

e litt

le a

war

enes

s of

how

pup

ils

lear

n an

d ho

w t

his

can

supp

ort

teac

hing

.

D

o no

t m

ake

thei

r ex

pect

atio

ns c

lear

to

pupi

ls in

term

s of

att

itud

e to

w

ork

and

stud

y w

hich

in

turn

inh

ibit

s in

depe

nden

t le

arni

ng.

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ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

49

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 3.

Dem

onst

rate

goo

d s

ubj

ect

and c

urr

iculu

m k

now

ledge

:

hav

e a

secu

re k

now

ledge

of

the

rele

vant

subje

ct(s

) an

d c

urr

iculu

m a

reas

, fo

ster

and m

ainta

in p

upils’

inte

rest

in t

he

subje

ct,

and a

ddre

ss m

isunder

stan

din

gs;

dem

onst

rate

a c

riti

cal under

stan

ding

of d

evel

opm

ents

in t

he

subje

ct a

nd c

urr

iculu

m a

reas

, an

d p

rom

ote

the

valu

e of

sc

hol

arsh

ip;

dem

onst

rate

an u

nder

stan

din

g of

, an

d t

ake

resp

onsi

bilit

y fo

r, p

rom

otin

g hig

h s

tanda

rds

of lit

erac

y, a

rtic

ula

cy a

nd

the

corr

ect

use

of

stan

dar

d E

ngl

ish,

what

ever

the

teac

her

’s s

pec

ialist

subje

ct;

if t

each

ing

earl

y re

adin

g, d

emon

stra

te a

cle

ar u

nde

rsta

ndi

ng

of s

yste

mat

ic s

ynth

etic

phon

ics;

if t

each

ing

earl

y m

athem

atic

s, d

emon

stra

te a

cle

ar u

nder

stan

din

g of

appro

pri

ate

teac

hin

g st

rate

gies

.

On T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y ha

ve s

uffi

cien

tly

secu

re k

now

ledg

e an

d un

ders

tand

ing

of t

he r

elev

ant

subj

ect

/ cu

rric

ulum

are

as t

o te

ach

effe

ctiv

ely

in t

he a

ge p

hase

for

whi

ch t

hey

are

trai

ning

to

teac

h.

The

y kn

ow h

ow lea

rnin

g pr

ogre

sses

wit

hin

and

acro

ss t

he s

ubje

ct /

cur

ricu

lum

age

pha

ses

they

are

tra

inin

g to

tea

ch,

both

in

term

s of

dev

elop

ing

pupi

l in

tere

st in

and

the

deve

lopm

ent

of k

ey c

once

pts

and

of lea

rner

s’ c

omm

on m

isco

ncep

tion

s.

The

y ar

e ab

le t

o re

spon

d ap

prop

riat

ely

to s

ubje

ct-s

peci

fic

ques

tion

s w

hich

lea

rner

s as

k an

d th

ey u

se s

ubje

ct-s

peci

fic

lang

uage

acc

urat

ely

and

cons

iste

ntly

in

orde

r to

hel

p le

arne

rs d

evel

op k

now

ledg

e, u

nder

stan

ding

and

ski

lls

in t

he s

ubje

ct.

The

y re

cogn

ise

the

need

to

exte

nd a

nd u

pdat

e th

eir

subj

ect

and

peda

gogi

cal kn

owle

dge

as a

key

ele

men

t of

con

tinu

ing

prof

essi

onal

dev

elop

men

t an

d ha

ve s

how

n th

e ab

ility

and

re

adin

ess

to d

o so

.

The

y de

mon

stra

te a

n un

ders

tand

ing

of t

he n

eed

to p

rom

ote

high

sta

ndar

ds o

f co

mm

unic

atio

n, r

eadi

ng a

nd w

riti

ng f

or a

ll lea

rner

s an

d be

gin

to b

uild

thi

s in

to les

sons

.

In

rel

atio

n t

o ea

rly

read

ing:

all p

rim

ary

part

icip

ants

will de

mon

stra

te s

uffi

cien

t kn

owle

dge

and

unde

rsta

ndin

g of

the

pri

ncip

les

and

prac

tice

s of

tea

chin

g an

d as

sess

ing

read

ing

and

wri

ting

, in

clud

ing

the

use

of s

yste

mat

ic s

ynth

etic

pho

nics

, to

be

able

to

appl

y th

is e

ffec

tive

ly a

cros

s th

e sp

ecif

ic a

ge p

hase

s th

ey a

re t

rain

ing

to t

each

.

In

rel

atio

n t

o ea

rly

mat

hem

atic

s: A

ll p

rim

ary

part

icip

ants

will

kno

w a

nd u

nder

stan

d th

e pr

inci

ples

and

pra

ctic

es o

f te

achi

ng a

nd a

sses

sing

ear

ly m

athe

mat

ics,

to

be a

ble

to a

pply

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

Are

una

ble

to c

reat

e in

tere

st a

mon

gst

pupi

ls

thro

ugh

effe

ctiv

e us

e of

sub

ject

kno

wle

dge.

Req

uire

sig

nifi

cant

sup

port

to

plan

all les

sons

.

Reg

ular

ly o

mit

to

addr

ess

pupi

l m

isco

ncep

tion

s.

Are

not

aw

are

of a

nd/o

r do

not

use

sub

ject

de

velo

pmen

ts t

o in

flue

nce

the

plan

ning

of

less

ons.

Hav

e lit

tle

unde

rsta

ndin

g of

the

nee

d to

pr

omot

e hi

gh s

tand

ards

of

liter

acy

and

are

henc

e un

able

to

plan

for

its

deve

lopm

ent.

In r

elat

ion t

o ea

rly

read

ing:

the

y ha

ve n

o un

ders

tand

ing

of t

he r

ole

of s

yste

mat

ic

synt

heti

c ph

onic

s in

the

tea

chin

g of

ear

ly

read

ing

and

henc

e lim

ited

or

no s

ucce

ss in

doin

g th

is.

In

rel

atio

n t

o ea

rly

mat

hem

atic

s: t

hey

have

no

unde

rsta

ndin

g of

str

ateg

ies

for

the

teac

hing

of

earl

y m

athe

mat

ics

and

henc

e lim

ited

or

no

succ

ess

in d

oing

thi

s.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

50

Reg

iste

red

char

ity

no.

1098

294

this

eff

ecti

vely

acr

oss

the

spec

ific

age

pha

ses

they

are

tra

inin

g to

tea

ch.

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

51

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

:

4.

Pla

n a

nd t

each

wel

l-st

ruct

ure

d les

sons:

impar

t kn

owle

dge

and d

evel

op u

nder

stan

din

g th

rough

eff

ecti

ve u

se o

f le

sson

tim

e;

pro

mot

e a

love

of

lear

nin

g an

d c

hildre

n’s

inte

llec

tual

curi

osit

y;

se

t hom

ewor

k an

d p

lan o

ther

out-

of-c

lass

act

ivit

ies

to c

onso

lidat

e an

d e

xten

d th

e kn

owle

dge

and

unde

rsta

ndi

ng

pupils

hav

e ac

quir

ed;

refl

ect

syst

emat

ical

ly o

n t

he

effe

ctiv

enes

s of

les

sons

and a

ppro

aches

to

teac

hin

g;

co

ntr

ibute

to

the

des

ign a

nd p

rovi

sion

of

an e

nga

ging

curr

iculu

m w

ithin

the

rele

vant

subje

ct a

rea(

s).

O

n T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y em

ploy

a r

ange

of

teac

hing

str

ateg

ies

and

reso

urce

s.

The

y pl

an ind

ivid

ual le

sson

s th

at a

re a

ppro

pria

tely

str

uctu

red

to s

uppo

rt

pupi

ls in

deve

lopi

ng t

heir

kno

wle

dge,

ski

lls,

und

erst

andi

ng,

inte

rest

and

po

siti

ve a

ttit

udes

.

W

hen

teac

hing

, th

ey m

aint

ain

the

pace

of

the

lear

ning

, ar

e ab

le t

o re

spon

d fl

exib

ly t

o w

hat

is h

appe

ning

in

the

clas

sroo

m o

n m

ost

occa

sion

s an

d ha

ve

grow

ing

conf

iden

ce t

o ad

apt

thei

r te

achi

ng in

orde

r to

res

pond

to

the

need

s of

the

lea

rner

s.

The

y ca

n cr

eate

an

envi

ronm

ent

in w

hich

the

lea

rner

s ar

e us

ually

enga

ged

and

in w

hich

ent

husi

asm

of

pupi

ls is

sti

mul

ated

.

The

y un

ders

tand

how

hom

ewor

k or

oth

er o

ut-o

f-cl

ass

wor

k ca

n su

stai

n le

arne

rs’

prog

ress

and

con

solid

ate

lear

ning

, an

d ca

n de

sign

and

set

ap

prop

riat

e ta

sks

in lig

ht o

f th

is.

The

y re

view

and

ref

lect

on

thei

r ow

n pl

anni

ng a

nd t

each

ing

to p

repa

re f

utur

e ac

tivi

ties

and

tas

ks w

hich

bui

ld o

n an

d su

stai

n pr

ogre

ssio

n in

pup

ils’

lear

ning

. Thi

s re

flec

tion

inv

olve

s be

ing

open

and

uti

lisi

ng a

dvic

e fr

om m

ore

expe

rien

ced

collea

gues

.

The

y w

ork

collab

orat

ivel

y w

ith

mor

e ex

peri

ence

d co

llea

gues

, w

here

ap

prop

riat

e, t

o ad

apt

and

/ or

dev

elop

the

sch

ool’

s m

ediu

m-t

erm

pla

ns,

sche

mes

of

wor

k an

d cu

rric

ulum

fra

mew

orks

.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

Pr

ovid

e litt

le e

vide

nce

in p

lann

ing

and

teac

hing

of

prof

essi

onal

re

flec

tion

and

res

pons

e to

fee

dbac

k.

Allow

a s

igni

fica

nt p

ropo

rtio

n of

les

son

tim

e to

be

was

ted

and

ther

e is

lit

tle

evid

ence

of

the

abili

ty t

o ad

apt

teac

hing

if

need

s ar

ise.

Pup

ils a

re

ofte

n ov

er-

or u

nder

-cha

llen

ged.

Do

not

use

less

ons

to p

rom

ote

a po

siti

ve a

ttit

ude

and

inte

rest

in

the

subj

ect.

Are

not

cap

ital

isin

g on

hom

ewor

k as

an

oppo

rtun

ity

to e

xten

d an

d de

epen

pup

ils’

know

ledg

e an

d un

ders

tand

ing.

Prov

ide

litt

le e

vide

nce

of c

olla

bora

tive

wor

king

ove

r th

e de

sign

of

the

curr

icul

um.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

52

Reg

iste

red

char

ity

no.

1098

294

Evid

ence

Tar

gets

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

53

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 5.

Adap

t te

achin

g to

res

pond t

o th

e st

rengt

hs

and n

eeds

of

all pupils:

know

when

and h

ow t

o di

ffer

enti

ate

appro

pri

atel

y, u

sing

appro

aches

whic

h e

nab

le p

upi

ls t

o be

taugh

t ef

fect

ivel

y;

hav

e a

secu

re u

nde

rsta

ndin

g of

how

a r

ange

of

fact

ors

can inhib

it p

upils’

abilit

y to

lea

rn,

and h

ow b

est

to o

verc

ome

thes

e;

dem

onst

rate

an a

war

enes

s of

the

phys

ical

, so

cial

and inte

llec

tual

dev

elop

men

t of

childre

n,

and k

now

how

to

adap

t te

achin

g to

su

ppor

t pupils’

educa

tion

at

dif

fere

nt

stag

es o

f dev

elop

men

t;

hav

e a

clea

r unde

rsta

ndin

g of

the

nee

ds

of a

ll p

upils,

incl

udin

g th

ose

wit

h s

pec

ial ed

uca

tion

al n

eeds

(SE

N);

thos

e of

hig

h a

bilit

y;

thos

e w

ith E

ngl

ish a

s an

addit

ional

lan

guag

e (E

AL)

; th

ose

wit

h d

isab

ilit

ies;

and b

e ab

le t

o use

and e

valu

ate

dis

tinct

ive

teac

hin

g ap

pro

aches

to

enga

ge a

nd s

uppor

t th

em.

O

n T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y kn

ow t

he p

upils

wel

l en

ough

to

reco

gnis

e th

e di

ffer

ent

need

s an

d st

reng

ths

of ind

ivid

uals

and

gro

ups,

and

ada

pt t

heir

tea

chin

g to

add

ress

tho

se

need

s an

d st

reng

ths

so t

hat

lear

ners

are

sup

port

ed t

owar

ds a

chie

ving

the

ir

pote

ntia

l.

The

y ar

e aw

are

of a

ran

ge o

f fa

ctor

s th

at a

re p

oten

tial

bar

rier

s to

ach

ieve

men

t an

d un

ders

tand

how

exp

erie

nced

tea

cher

s us

e a

rang

e of

str

ateg

ies

to r

educ

e th

ese

barr

iers

.

The

y be

gin

to d

eplo

y th

ese

stra

tegi

es t

hem

selv

es,

wor

king

alo

ngsi

de

expe

rien

ced

teac

hers

and

sup

port

sta

ff a

s ap

prop

riat

e.

The

y sh

ow a

war

enes

s of

how

chi

ldre

n an

d yo

ung

peop

le d

evel

op a

nd t

ake

acco

unt

of t

his

in t

heir

tea

chin

g.

The

y ha

ve s

ome

unde

rsta

ndin

g of

the

cha

llen

ges

and

oppo

rtun

itie

s of

tea

chin

g in

a d

iver

se s

ocie

ty.

The

y ha

ve a

dev

elop

ing

unde

rsta

ndin

g of

the

nee

ds o

f al

l pu

pils

and

are

abl

e to

ar

ticu

late

dis

tinc

tive

tea

chin

g ap

proa

ches

and

str

ateg

ies

need

ed t

o en

gage

and

su

ppor

t pu

pils

wit

h pa

rtic

ular

nee

ds,

incl

udin

g EA

L an

d sp

ecia

l ed

ucat

iona

l ne

eds

and

disa

bilit

ies

(SEN

D).

They

hav

e us

ed t

hese

suc

cess

fully

and

are

able

to

eval

uate

the

im

pact

of

the

adap

tati

ons

empl

oyed

on

the

prog

ress

of

indi

vidu

al lea

rner

s.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

Are

reg

ular

ly p

itch

ing

less

ons

inap

prop

riat

ely

for

the

need

s of

the

maj

orit

y of

lea

rner

s. T

his

incl

udes

a lac

k of

un

ders

tand

ing

of a

ppro

pria

te d

iffe

rent

iati

on.

Pl

anni

ng d

oes

not

show

an

unde

rsta

ndin

g of

sig

nifi

cant

ba

rrie

rs t

o le

arni

ng o

r re

flec

tion

on

the

need

s of

pup

ils

at

diff

eren

t st

ages

.

Hav

e lim

ited

abi

lity

in a

dapt

ing

lear

ning

to

mee

t th

e ne

eds

of d

iffe

rent

pup

ils.

The

Jou

rnal

te

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irst

.org

.uk

Page

| 1

54

Reg

iste

red

char

ity

no.

1098

294

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

55

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 6.

Mak

e ac

cura

te a

nd p

roduct

ive

use

of

asse

ssm

ent:

know

and u

nder

stan

d h

ow t

o as

sess

the

rele

vant

subje

ct a

nd c

urr

iculu

m a

reas

, in

cludi

ng

stat

uto

ry a

sses

smen

t re

quir

emen

ts;

m

ake

use

of

form

ativ

e an

d s

um

mat

ive

asse

ssm

ent

to s

ecure

pupils’

pro

gres

s;

use

rel

evan

t dat

a to

mon

itor

pro

gres

s, s

et t

arge

ts,

and p

lan s

ubs

equen

t le

sson

s;

gi

ve p

upils

regu

lar

feed

back

, bot

h o

rally

and t

hro

ugh

acc

ura

te m

arki

ng,

and e

nco

ura

ge p

upils

to r

espon

d t

o th

e fe

edbac

k.

O

n T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y ha

ve a

sec

ure

unde

rsta

ndin

g of

the

sta

tuto

ry a

sses

smen

t re

quir

emen

ts f

or t

he s

ubje

ct /

cur

ricu

lum

in

the

age

phas

es t

hey

are

prep

arin

g to

tea

ch a

nd a

re a

ble

to m

ake

broa

dly

accu

rate

as

sess

men

ts a

gain

st n

atio

nal be

nchm

arks

.

The

ir p

lann

ing

is c

hara

cter

ised

by

the

use

of a

ran

ge o

f fo

rmat

ive

and

sum

mat

ive

asse

ssm

ent

stra

tegi

es,

desi

gned

to

supp

ort

pupi

ls in

mak

ing

prog

ress

.

The

y de

ploy

the

se s

trat

egie

s ef

fect

ivel

y in

les

sons

, bo

th t

o ev

alua

te

the

impa

ct o

f te

achi

ng o

n th

e pr

ogre

ss o

f le

arne

rs a

nd a

s a

basi

s fo

r m

odif

ying

the

ir t

each

ing

and

clas

sroo

m p

ract

ice

whe

n ne

cess

ary.

The

y un

ders

tand

how

sch

ool-

and

pup

il-le

vel su

mm

ativ

e da

ta is

used

to

set

tar

gets

for

gro

ups

and

indi

vidu

als

and

they

use

tha

t kn

owle

dge

to m

onit

or p

rogr

ess

in t

he g

roup

s th

ey t

each

.

W

ith

guid

ance

fro

m e

xper

ienc

ed t

each

ers,

the

y m

onit

or p

upil

prog

ress

con

sist

entl

y an

d m

aint

ain

accu

rate

rec

ords

, se

ttin

g ne

w

targ

ets

for

indi

vidu

als

and

grou

ps.

The

y m

ark

pupi

ls’

wor

k co

nstr

ucti

vely

and

pro

vide

app

ropr

iate

ora

l fe

edba

ck t

o pu

pils

to

help

the

m t

o m

ake

prog

ress

. Pu

pils

are

giv

en

oppo

rtun

itie

s to

res

pond

to

feed

back

.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

D

o no

t un

ders

tand

sta

tuto

ry a

sses

smen

t re

quir

emen

ts a

nd a

s a

resu

lt

do n

ot e

ffec

tive

ly b

uild

the

se int

o th

eir

plan

ning

and

tea

chin

g.

M

ake

litt

le o

r no

use

of

form

ativ

e an

d su

mm

ativ

e as

sess

men

t to

su

ppor

t pu

pil pr

ogre

ssio

n or

inf

orm

pla

nnin

g.

D

o no

t ad

equa

tely

and

app

ropr

iate

ly r

ecor

d an

d m

onit

or d

ata

rela

ting

to

the

prog

ress

of

pupi

ls.

Pr

ovid

e lit

tle

oppo

rtun

ity

for

pupi

ls t

o be

inv

olve

d in

fee

dbac

k an

d/or

do

not

have

opp

ortu

nity

to

resp

ond

to f

eedb

ack.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

56

Reg

iste

red

char

ity

no.

1098

294

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

57

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 7.

Man

age

beh

avio

ur

effe

ctiv

ely

to e

nsu

re a

goo

d an

d s

afe

lear

nin

g en

viro

nm

ent:

hav

e cl

ear

rule

s an

d r

outi

nes

for

beh

avio

ur

in c

lass

room

s, a

nd

take

res

pon

sibilit

y fo

r pro

mot

ing

good

and c

ourt

eous

behav

iour,

bot

h in c

lass

room

s an

d a

round t

he

schoo

l, in a

ccor

dan

ce w

ith t

he

schoo

l’s

beh

avio

ur

pol

icy;

hav

e hig

h e

xpec

tati

ons

of b

ehav

iour

and e

stab

lish

a f

ram

ewor

k fo

r dis

cipline

wit

h a

ran

ge o

f st

rate

gies

, usi

ng

pra

ise,

san

ctio

ns

and r

ewar

ds

consi

sten

tly

and f

airl

y;

m

anag

e cl

asse

s ef

fect

ivel

y, u

sing

appro

aches

whic

h a

re a

ppro

pria

te t

o pupils’

nee

ds

in o

rder

to

invo

lve

and m

otiv

ate

them

;

mai

nta

in g

ood r

elat

ionsh

ips

wit

h p

upils,

exe

rcis

e ap

pro

pri

ate

auth

orit

y an

d a

ct d

ecis

ivel

y w

hen

nec

essa

ry.

O

n T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y w

ork

wit

hin

the

scho

ol’s

fra

mew

ork

for

beha

viou

r an

d ca

n ap

ply

rule

s an

d ro

utin

es

cons

iste

ntly

and

fai

rly.

The

y ar

e be

ginn

ing

to a

pply

the

se b

eyon

d th

e cl

assr

oom

as

wel

l as

w

ithi

n it

.

The

y ha

ve h

igh

expe

ctat

ions

and

are

aw

are

of t

he r

ange

of

stra

tegi

es t

hat

expe

rien

ced

teac

hers

use

to

prom

ote

posi

tive

beh

avio

ur.

The

y ar

e ab

le t

o ap

ply

man

y of

the

se a

ppro

pria

tely

to

crea

te a

n en

viro

nmen

t co

nduc

ive

to

lear

ning

. Thi

s en

viro

nmen

t is

als

o su

ppor

ted

by p

osit

ive

rela

tion

ship

s w

ith

pupi

ls.

The

y dr

aw u

pon

rele

vant

pol

icie

s w

hen

usin

g pr

aise

and

san

ctio

ns.

The

y un

ders

tand

whe

n to

se

ek a

ddit

iona

l su

ppor

t in

add

ress

ing

the

need

s of

pup

ils w

here

sig

nifi

cant

ly c

hallen

ging

be

havi

our

is d

emon

stra

ted.

The

y re

cogn

ise

and

dem

onst

rate

tha

t pl

anni

ng a

ppro

pria

te les

sons

whi

ch c

hallen

ge lea

rner

s,

teac

hing

usi

ng a

var

iety

of

stra

tegi

es w

hich

add

ress

pup

ils’

need

s, a

nd e

mpl

oyin

g ap

prop

riat

e as

sess

men

t st

rate

gies

, w

ill a

ll c

ontr

ibut

e to

suc

cess

ful be

havi

our

man

agem

ent.

The

y sh

ow u

nder

stan

ding

of

how

bar

rier

s to

lea

rnin

g ca

n im

pact

on

pupi

l be

havi

our

and

have

be

gun

to a

pply

str

ateg

ies

to a

ddre

ss t

hese

, w

orki

ng a

long

side

exp

erie

nced

tea

cher

s an

d su

ppor

t st

aff

as a

ppro

pria

te.

The

y un

ders

tand

tha

t be

havi

our

man

agem

ent

is c

onte

xt d

epen

dent

and

are

abl

e to

art

icul

ate

whi

ch f

acto

rs m

ay c

ontr

ibut

e to

mor

e ch

alle

ngin

g be

havi

our

bein

g ex

hibi

ted

wit

hin

thei

r cl

asse

s.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

H

ave

not

yet

esta

blis

hed

rule

s an

d ro

utin

es

or t

hat

once

est

ablis

hed

are

not

follow

ed.

La

ck o

f aw

aren

ess

of t

he n

eed

to

enco

urag

e po

siti

ve b

ehav

iour

acr

oss

and

beyo

nd t

he c

lass

room

.

Are

not

dem

onst

rati

ng c

onsi

sten

tly

the

use

of s

anct

ions

and

pra

ise.

Are

not

impl

emen

ting

an

effe

ctiv

e cl

assr

oom

man

agem

ent

stra

tegy

whi

ch is

nega

tive

ly im

pact

ing

on p

upil m

otiv

atio

n.

D

ispl

ay lim

ited

evi

denc

e of

eff

ecti

ve

rela

tion

ship

s w

ith

the

maj

orit

y of

pup

ils.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

58

Reg

iste

red

char

ity

no.

1098

294

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

59

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 8.

Fulf

il w

ider

pro

fess

ional

res

pon

sibilit

ies:

mak

e a

pos

itiv

e co

ntr

ibuti

on t

o th

e w

ider

lif

e an

d e

thos

of

the

schoo

l;

dev

elop

eff

ecti

ve p

rofe

ssio

nal

rel

atio

nsh

ips

wit

h c

olle

agues

, kn

owin

g how

and w

hen

to

dra

w o

n a

dvi

ce a

nd s

pec

ialist

suppo

rt;

dep

loy

suppor

t st

aff

effe

ctiv

ely;

take

res

pon

sibilit

y fo

r im

pro

ving

teac

hin

g th

rough

appro

pri

ate

pro

fess

ional

dev

elop

men

t, r

espon

ding

to a

dvi

ce a

nd f

eedbac

k fr

om

collea

gues

;

com

munic

ate

effe

ctiv

ely

wit

h p

aren

ts w

ith r

egar

d t

o pupils’

ach

ieve

men

ts a

nd w

ell-

bei

ng.

On T

rack

N

ot O

n T

rack

Pa

rtic

ipan

ts w

ill h

ave

dem

onst

rate

d th

at:

The

y un

ders

tand

and

are

abl

e to

sup

port

the

eth

os o

f th

e sc

hool

and

are

beg

inni

ng t

o co

ntri

bute

to

the

wid

er lif

e of

the

sch

ool in

app

ropr

iate

way

s.

The

y ca

n bu

ild e

ffec

tive

pro

fess

iona

l re

lati

onsh

ips

wit

h va

riou

s co

llea

gues

and

hav

e th

e sk

ills

req

uire

d to

wor

k co

llab

orat

ivel

y.

The

y co

mm

unic

ate

wit

h an

d di

rect

any

sup

port

sta

ff d

eplo

yed

in t

heir

les

sons

, to

ass

ist

in

supp

orti

ng t

he p

rogr

ess

and

achi

evem

ent

of ind

ivid

uals

and

of

grou

ps o

f pu

pils

.

The

y un

ders

tand

whe

n to

ask

for

inf

orm

atio

n an

d ad

vice

fro

m s

peci

alis

t st

aff

abou

t in

divi

dual

pup

ils w

ith

spec

ific

nee

ds.

The

y se

ek o

ut,

and

are

resp

onsi

ve t

o, a

dvic

e fr

om m

ore

expe

rien

ced

collea

gues

. In

ev

alua

ting

the

ir o

wn

prac

tice

, th

ey a

re a

ble

to ide

ntif

y su

bseq

uent

or

ongo

ing

pers

onal

pr

ofes

sion

al d

evel

opm

ent

targ

ets

and

iden

tify

opp

ortu

niti

es t

o ad

dres

s an

d m

eet

thes

e ta

rget

s.

The

y re

cogn

ise

the

impo

rtan

ce o

f co

mm

unic

atin

g w

ith

pare

nts

and

care

rs in

supp

orti

ng

pupi

ls’

achi

evem

ent

and

mon

itor

ing

pupi

ls’

wel

l-be

ing.

The

y co

mm

unic

ate

effe

ctiv

ely

at s

et p

oint

s in

the

sch

ool ye

ar,

incl

udin

g at

par

ents

’ ev

enin

gs a

nd t

hrou

gh w

ritt

en r

epor

ts.

The

y un

ders

tand

the

nee

d to

com

mun

icat

e at

oth

er p

oint

s in

res

pons

e to

indi

vidu

al p

upils’

em

erge

nt n

eeds

.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

Are

not

abl

e to

rec

ogni

se t

he im

port

ance

of

supp

orti

ng s

choo

l et

hos.

Prov

ide

littl

e ev

iden

ce o

f us

ing

the

expe

rien

ce

of c

olle

ague

s to

sup

port

the

ir o

wn

deve

lopm

ent.

Are

not

abl

e to

cle

arly

ide

ntif

y th

eir

own

stre

ngth

s or

are

as o

f de

velo

pmen

t an

d he

nce

are

not

proa

ctiv

e ab

out

thei

r ow

n de

velo

pmen

t.

Req

uire

sig

nifi

cant

sup

port

in

com

mun

icat

ing

effe

ctiv

ely

wit

h pa

rent

s an

d ca

rers

.

The

Jou

rnal

te

achf

irst

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.uk

Page

| 1

60

Reg

iste

red

char

ity

no.

1098

294

Evid

ence

Tar

gets

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

61

Reg

iste

red

char

ity

no.

1098

294

Par

t 2:

Per

sonal

and P

rofe

ssio

nal

Con

duct

A

tea

cher

is

expec

ted t

o dem

onst

rate

con

sist

entl

y hig

h s

tandar

ds

of p

erso

nal

and p

rofe

ssio

nal

con

duct

. T

he

follow

ing

stat

emen

ts d

efin

e th

e beh

avio

ur

and a

ttit

udes

whic

h s

et t

he

requir

ed s

tandar

d f

or c

onduct

thro

ugh

out

a te

acher

’s c

aree

r.

Tea

cher

s uph

old p

ublic

trust

in t

he

prof

essi

on a

nd m

ainta

in h

igh

sta

ndar

ds o

f et

hic

s an

d b

ehav

iour,

wit

hin

and

outs

ide

schoo

l, b

y:

tr

eati

ng

pupils

wit

h d

ignit

y, b

uildin

g re

lati

onsh

ips

root

ed in m

utu

al r

espec

t, a

nd a

t al

l ti

mes

obse

rvin

g pro

per

bou

nda

ries

appro

pri

ate

to a

te

acher

’s p

rofe

ssio

nal

pos

itio

n;

hav

ing

rega

rd f

or t

he

nee

d t

o sa

fegu

ard

pupils’

wel

l-bei

ng,

in a

ccor

dan

ce w

ith s

tatu

tory

pro

visi

ons;

show

ing

tole

rance

of,

and r

espec

t fo

r, t

he

righ

ts o

f ot

her

s;

not

unde

rmin

ing

funda

men

tal Bri

tish

val

ues

, in

cludin

g dem

ocra

cy,

the

rule

of

law

, in

div

idual

lib

erty

and m

utu

al r

espec

t, a

nd t

ole

rance

of

thos

e w

ith d

iffe

rent

fait

hs

and b

elie

fs;

en

suri

ng

that

per

sonal

bel

iefs

are

not

exp

ress

ed in w

ays

whic

h e

xplo

it p

upils’

vuln

erab

ilit

y or

mig

ht

lead

them

to

bre

ak t

he

law

. T

each

ers

must

hav

e pro

per

and p

rofe

ssio

nal

reg

ard f

or t

he

ethos

, pol

icie

s an

d p

ract

ices

of

the

schoo

l in

whic

h t

hey

tea

ch,

and m

ainta

in h

igh s

tandar

ds

of a

tten

dan

ce a

nd p

unct

ual

ity.

T

each

ers

must

hav

e an

under

stan

din

g of

, an

d a

lway

s ac

t w

ithin

, th

e st

atuto

ry f

ram

ewor

ks w

hic

h s

et o

ut

thei

r pro

fess

ional

duti

es a

nd r

espo

nsi

bilit

ies.

O

n t

rack

N

ot o

n t

rack

Part

icip

ants

will

hav

e de

mon

stra

ted

that

:

The

y ha

ve a

com

mit

men

t to

the

tea

chin

g pr

ofes

sion

, an

d ar

e ab

le t

o de

velo

p ap

prop

riat

e pr

ofes

sion

al r

elat

ions

hips

wit

h co

llea

gues

and

pup

ils.

The

y ha

ve r

egar

d to

the

nee

d to

saf

egua

rd p

upils

’ w

ell-

bein

g, in

acco

rdan

ce w

ith

stat

utor

y pr

ovis

ions

. Th

ey u

nder

stan

d th

at s

choo

ls a

re r

equi

red

by law

to

teac

h a

broa

d an

d ba

lanc

ed

curr

icul

um a

nd t

hey

are

begi

nnin

g to

dev

elop

lea

rner

s’ w

ider

und

erst

andi

ng o

f so

cial

and

cul

tura

l di

vers

ity.

The

y ar

e w

illin

g to

ass

ume

an a

ppro

pria

te d

egre

e of

res

pons

ibili

ty f

or t

he im

plem

enta

tion

of

wor

kpla

ce p

olic

ies

in t

he d

iffe

rent

set

ting

s in

whi

ch t

hey

have

tra

ined

.

The

y ad

here

to

scho

ol p

olic

ies

and

prac

tice

s, inc

ludi

ng t

hose

for

att

enda

nce

and

punc

tual

ity.

The

y ha

ve a

bro

ad u

nder

stan

ding

of

thei

r st

atut

ory

prof

essi

onal

res

pons

ibilit

ies,

inc

ludi

ng t

he

requ

irem

ent

to p

rom

ote

equa

l op

port

unit

ies

and

to p

rovi

de r

easo

nabl

e ad

just

men

ts f

or p

upils

wit

h di

sabi

litie

s, a

s pr

ovid

ed f

or in

curr

ent

equa

lity

legi

slat

ion.

The

y ar

e aw

are

of t

he p

rofe

ssio

nal du

ties

of

teac

hers

as

set

out

in t

he s

tatu

tory

Sch

ool Tea

cher

s’

Pay

and

Con

diti

ons

docu

men

t.

The

re is

evid

ence

tha

t pa

rtic

ipan

ts:

H

ave

not

yet

esta

blis

hed

appr

opri

ate

rela

tion

ship

s w

ith

sign

ific

ant

num

bers

of

collea

gues

and

pup

ils.

Hav

e fa

iled

to c

onsi

der

the

issu

e of

sa

fegu

ardi

ng t

o th

e le

vel ex

pect

ed.

Are

not

dev

elop

ing

an u

nder

stan

ding

am

ongs

t pu

pils

of

soci

al a

nd c

ultu

ral di

vers

ity

or w

here

la

ck o

f un

ders

tand

ing

goes

unc

hallen

ged

in t

he

maj

orit

y of

occ

asio

ns.

D

emon

stra

te a

lac

k of

und

erst

andi

ng o

f si

gnif

ican

t sc

hool

pol

icie

s an

d pr

acti

ce.

Pe

rson

al b

elie

fs a

re e

xpre

ssed

in w

ays

that

ex

ploi

t vu

lner

abili

ty.

The

Jou

rnal

te

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irst

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.uk

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| 1

62

Reg

iste

red

char

ity

no.

1098

294

Spri

ng

and S

um

mer

ter

ms

Pre

amble

Tea

cher

s m

ake

the

educ

atio

n of

the

ir p

upils

the

ir f

irst

con

cern

, an

d ar

e ac

coun

tabl

e fo

r ac

hiev

ing

the

high

est

poss

ible

sta

ndar

ds in

wor

k an

d co

nduc

t.

Tea

cher

s ac

t w

ith

hone

sty

and

inte

grit

y; h

ave

stro

ng s

ubje

ct k

now

ledg

e, k

eep

thei

r kn

owle

dge

and

skill

s as

tea

cher

s up

to

date

and

are

sel

f-cr

itic

al;

forg

e po

siti

ve p

rofe

ssio

nal re

lati

onsh

ips;

and

wor

k w

ith

pare

nts

in t

he b

est

inte

rest

s of

the

ir p

upils

. PA

RT

ON

E: T

each

ing

A t

each

er m

ust

: 1.

Set

hig

h e

xpec

tati

ons

whic

h insp

ire,

mot

ivat

e an

d c

hal

lenge

pupils:

esta

blish

a s

afe

and s

tim

ula

ting

envi

ronm

ent

for

pupils,

roo

ted in m

utu

al r

espec

t;

se

t go

als

that

str

etch

and

chal

lenge

pupils

of a

ll b

ackg

rounds,

abilit

ies

and d

ispos

itio

ns;

dem

onst

rate

con

sist

entl

y th

e pos

itiv

e at

titu

des

, va

lues

and b

ehav

iour

whic

h a

re e

xpec

ted o

f pu

pils.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

ou

tsta

ndi

ng

leve

l m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y co

nsta

ntly

enc

oura

ge p

upils

to

part

icip

ate

and

cont

ribu

te in

an

atm

osph

ere

high

ly c

ondu

cive

to

lear

ning

. Thi

s w

ill inv

olve

inn

ovat

ive

and

crea

tive

ap

proa

ches

to

enab

le t

his

for

all pu

pils

.

- The

re a

re h

igh

leve

ls o

f m

utua

l re

spec

t be

twee

n th

e tr

aine

e an

d pu

pils

. Thi

s su

ppor

ts c

reat

ive

appr

oach

es t

o cl

assr

oom

org

anis

atio

n an

d le

arni

ng.

- The

y ar

e ve

ry e

ffec

tive

in

prom

otin

g le

arne

rs’

resi

lienc

e, c

onfi

denc

e an

d in

depe

nden

ce w

hen

tack

ling

chal

leng

ing

acti

viti

es.

-

The

y ge

nera

te h

igh

leve

ls o

f en

thus

iasm

, pa

rtic

ipat

ion

and

com

mit

men

t to

lea

rnin

g in

pur

suin

g go

als.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

le

vel m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y ar

e re

liabl

e in

enc

oura

ging

pup

ils t

o pa

rtic

ipat

e an

d co

ntri

bute

in

an a

tmos

pher

e co

nduc

ive

to lea

rnin

g an

d su

stai

ning

pup

il in

tere

st in

lear

ning

.

- The

y de

mon

stra

te a

ran

ge o

f ap

proa

ches

to

enab

le t

his

cons

iste

ntly

. -

The

y co

nsis

tent

ly s

et h

igh

expe

ctat

ions

of

pupi

ls.

-

The

y ar

e w

ell re

spec

ted

by lea

rner

s an

d ef

fect

ivel

y pr

omot

e pu

pils

’ re

silie

nce,

co

nfid

ence

and

ind

epen

denc

e w

hen

tack

ling

chal

leng

ing

acti

viti

es.

-

As

a re

sult

of

this

, m

ost

lear

ners

are

en

thus

ed a

nd m

otiv

ated

to

part

icip

ate.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

the

follow

ing

char

acte

rist

ics:

-

The

y ar

e ab

le t

o ro

utin

ely

enco

urag

e pu

pils

to

part

icip

ate

and

cont

ribu

te in

an a

tmos

pher

e co

nduc

ive

to lea

rnin

g.

- In

the

cou

rse

of d

iffe

ring

sch

ool ex

peri

ence

s, t

hey

have

sho

wn

that

the

y ha

ve s

et a

ppro

pria

tely

hig

h ex

pect

atio

ns,

belie

ving

tha

t al

l pu

pils

hav

e th

e po

tent

ial to

mak

e pr

ogre

ss.

-

The

y ar

e ab

le t

o se

t go

als

that

eng

age

mos

t pu

pils

in

lear

ning

inc

ludi

ng t

hose

wit

h ad

diti

onal

ed

ucat

iona

l ne

eds.

-

The

y ar

e ab

le t

o de

velo

p a

rapp

ort

wit

h a

rang

e of

ind

ivid

uals

and

gro

ups.

- As

a co

nseq

uenc

e of

thi

s, m

ost

pupi

ls a

re e

ngag

ed

in t

heir

lea

rnin

g.

- The

y co

nsis

tent

ly d

emon

stra

te p

rofe

ssio

nal

beha

viou

r, r

espe

ct f

or p

upils

, co

llea

gues

, pa

rent

s an

d ca

rers

and

sup

port

the

eth

os o

f th

e sc

hool

.

- The

y de

mon

stra

te e

nthu

sias

m f

or w

orki

ng w

ith

child

ren

and

youn

g pe

ople

and

for

tea

chin

g an

d le

arni

ng.

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.uk

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char

ity

no.

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Spri

ng

Ter

m

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

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| 1

64

Reg

iste

red

char

ity

no.

1098

294

Sum

mer

Ter

m

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

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.uk

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| 1

65

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 2.

Pro

mot

e go

od p

rogr

ess

and o

utc

omes

by

pupils:

be

acco

unta

ble

for

att

ainm

ent,

pro

gres

s an

d o

utc

omes

of

the

pupils

pla

n t

each

ing

to b

uild o

n p

upils’

cap

abilit

ies

and p

rior

know

ledg

e

guid

e pupils

to r

efle

ct o

n t

he

pro

gres

s th

ey h

ave

mad

e an

d t

hei

r em

ergi

ng

nee

ds

dem

onst

rate

know

ledg

e an

d u

nder

stan

din

g of

how

pupils

lear

n a

nd h

ow t

his

im

pac

ts o

n t

each

ing

enco

ura

ge p

upils

to t

ake

a re

spon

sible

and c

onsc

ienti

ous

atti

tude

to t

hei

r ow

n w

ork

and s

tudy.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

outs

tandin

g le

vel m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y as

sum

e a

high

lev

el o

f re

spon

sibi

lity

for

the

atta

inm

ent,

pro

gres

s an

d ou

tcom

es o

f th

e pu

pils

th

ey t

each

.

- The

y de

mon

stra

te c

onfi

dent

jud

gem

ent

in p

lann

ing

for

pupi

l pr

ogre

ssio

n bo

th w

ithi

n in

divi

dual

les

sons

an

d ov

er t

ime

and

are

able

to

arti

cula

te a

cle

ar a

nd

wel

l-ju

stif

ied

rati

onal

e as

to

how

the

y ar

e bu

ildin

g on

pri

or a

chie

vem

ent.

-

The

y pr

ovid

e va

ried

exa

mpl

es o

f ho

w s

usta

ined

pr

ogre

ssio

n fo

r al

l gr

oups

of

lear

ners

has

bee

n se

cure

d. W

ell-

targ

eted

int

erve

ntio

ns a

re u

sed

to

secu

re lea

rnin

g fo

r al

l.

- The

y ac

tive

ly p

rom

ote

enga

ging

and

eff

ecti

ve

met

hods

tha

t su

ppor

t pu

pils

in

refl

ecti

ng o

n th

eir

lear

ning

.

- The

y ar

e ab

le t

o se

t ap

prop

riat

ely

chal

leng

ing

task

s,

draw

ing

on a

sop

hist

icat

ed k

now

ledg

e of

pup

ils’

pr

ior

atta

inm

ent

whi

ch h

as b

een

obta

ined

thr

ough

sy

stem

atic

and

acc

urat

e as

sess

men

t.

- Pl

ans

are

diff

eren

tiat

ed t

o en

sure

pup

ils m

ake

prog

ress

in

thei

r le

arni

ng,

and

also

tim

ely

inte

rven

tion

s if

pro

gres

s is

not

suf

fici

ent.

-

The

y re

gula

rly

crea

te o

ppor

tuni

ties

for

ind

epen

dent

an

d au

tono

mou

s le

arni

ng.

-

As

a re

sult

, th

e m

ajor

ity

of p

upils

mak

e ve

ry g

ood

prog

ress

.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

le

vel m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y as

sum

e re

spon

sibi

lity

for

the

at

tain

men

t, p

rogr

ess

and

outc

omes

of

the

pupi

ls t

hey

teac

h an

d co

mm

unic

ate

in g

reat

er

dept

h ab

out

how

tea

chin

g im

pact

s up

on t

his.

-

The

y de

mon

stra

te a

sou

nd u

nder

stan

ding

of

the

need

to

deve

lop

pupi

l le

arni

ng o

ver

tim

e.

Thi

s le

ads

to a

n in

crea

sing

ly s

ophi

stic

ated

ap

proa

ch t

o m

ediu

m-

and

long

-ter

m p

lann

ing.

-

The

ir s

hort

- an

d m

ediu

m-t

erm

pla

nnin

g co

nsis

tent

ly t

akes

int

o ac

coun

t th

e pr

ior

lear

ning

of

the

pupi

ls.

-

The

y re

gula

rly

prov

ide

pupi

ls w

ith

clea

r an

d co

nsis

tent

fee

dbac

k w

hich

ena

bles

pup

ils t

o id

enti

fy t

heir

ow

n ne

xt s

teps

. -

The

y pr

ovid

e th

e op

port

unit

y to

ref

lect

on

thei

r ow

n le

arni

ng a

nd u

se t

his,

alo

ng w

ith

othe

r fo

rms

of a

sses

smen

t, t

o in

form

the

ir

futu

re p

lann

ing

and

teac

hing

.

- The

y us

e th

eir

know

ledg

e of

eff

ecti

ve

teac

hing

str

ateg

ies

to e

ncou

rage

ind

epen

dent

le

arni

ng a

nd t

hey

set

appr

opri

atel

y ch

alle

ngin

g ta

sks

whi

ch e

nabl

e th

e le

arne

rs t

o m

ake

prog

ress

.

- As

a re

sult

, th

e m

ajor

ity

of p

upils

mak

e go

od

prog

ress

.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

the

follow

ing

char

acte

rist

ics:

-

The

y un

ders

tand

how

tea

cher

s ar

e ac

coun

tabl

e fo

r th

e at

tain

men

t, p

rogr

ess

and

outc

omes

of

pupi

ls a

nd c

an c

omm

unic

ate

the

impa

ct o

f te

achi

ng o

n th

ose

outc

omes

. -

The

ir s

hort

- an

d m

ediu

m-t

erm

pla

nnin

g an

d te

achi

ng d

emon

stra

te s

ome

unde

rsta

ndin

g of

, an

d pr

ovis

ion

for,

pup

il pr

ogre

ssio

n ta

king

int

o ac

coun

t pr

ior

achi

evem

ent.

-

The

y su

ppor

t pu

pils

in

refl

ecti

ng o

n th

eir

lear

ning

and

ide

ntif

ying

the

ir p

rogr

ess

and

emer

ging

lea

rnin

g ne

eds.

Fee

dbac

k is

es

tabl

ishe

d to

ena

ble

pupi

l re

flec

tion

.

- W

hen

plan

ning

les

sons

, th

ey d

evis

e su

itab

le

oppo

rtun

itie

s fo

r le

arne

rs t

o ev

alua

te a

nd

impr

ove

thei

r pe

rfor

man

ce.

-

The

y ar

e ab

le t

o ex

plai

n ho

w e

ffec

tive

te

achi

ng s

trat

egie

s ar

e in

form

ed b

y an

un

ders

tand

ing

of h

ow p

upils

lea

rn a

nd o

ffer

a

rati

onal

e fo

r ch

oice

s m

ade

in t

he c

onte

xt o

f pr

acti

ce.

-

The

y pl

an t

each

ing

and

lear

ning

act

ivit

ies

whi

ch e

ncou

rage

ind

epen

dent

and

aut

onom

ous

lear

ning

.

- As

a co

nseq

uenc

e, a

ll g

roup

s of

pup

ils m

ake

at

leas

t sa

tisf

acto

ry p

rogr

ess.

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rnal

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irst

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red

char

ity

no.

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ng

Ter

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ence

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rnal

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irst

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Reg

iste

red

char

ity

no.

1098

294

Sum

mer

Ter

m

Evid

ence

Tar

gets

The

Jou

rnal

te

achf

irst

.org

.uk

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| 1

68

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 3.

Dem

onst

rate

goo

d s

ubj

ect

and c

urr

iculu

m k

now

ledge

:

hav

e a

secu

re k

now

ledge

of

the

rele

vant

subje

ct(s

) an

d c

urr

iculu

m a

reas

, fo

ster

and m

ainta

in p

upils’

inte

rest

in t

he

subje

ct,

and a

ddre

ss

mis

under

stan

din

gs

dem

onst

rate

a c

riti

cal under

stan

ding

of d

evel

opm

ents

in t

he

subje

ct a

nd c

urr

iculu

m a

reas

, an

d p

rom

ote

the

valu

e of

sch

olar

ship

dem

onst

rate

an u

nder

stan

din

g of

, an

d t

ake

resp

onsi

bilit

y fo

r, p

rom

otin

g hig

h s

tandar

ds

of lit

erac

y, a

rtic

ula

cy a

nd

the

corr

ect

use

of

stan

dar

d

Engl

ish,

what

ever

the

teac

her

’s s

pec

ialist

subje

ct

if

tea

chin

g ea

rly

read

ing,

dem

onst

rate

a c

lear

unde

rsta

ndi

ng

of s

yste

mat

ic s

ynth

etic

phon

ics

if t

each

ing

earl

y m

athem

atic

s, d

emon

stra

te a

cle

ar u

nder

stan

din

g of

appro

pri

ate

teac

hin

g st

rate

gies

.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

ou

tsta

ndi

ng

leve

l m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y dr

aw o

n th

eir

in-d

epth

sub

ject

and

cu

rric

ulum

kno

wle

dge

to p

lan

conf

iden

tly

for

prog

ress

ion

and

to s

tim

ulat

e an

d ca

ptur

e pu

pils

’ in

tere

st.

-

The

y de

mon

stra

te v

ery

wel

l-de

velo

ped

peda

gogi

cal su

bjec

t kn

owle

dge,

by

anti

cipa

ting

com

mon

err

ors

and

mis

conc

epti

ons

in t

heir

pla

nnin

g.

- The

y ar

e as

tute

ly a

war

e of

the

ir o

wn

deve

lopm

ent

need

s in

ter

ms

of e

xten

ding

and

up

dati

ng t

heir

sub

ject

, cu

rric

ulum

and

pe

dago

gica

l kn

owle

dge

in t

heir

ear

ly c

aree

r an

d ha

ve b

een

proa

ctiv

e in

dev

elop

ing

thes

e ef

fect

ivel

y du

ring

the

ir t

rain

ing.

-

The

y sh

ow a

war

enes

s of

dev

elop

men

ts in

both

th

e su

bjec

t an

d cu

rric

ulum

are

a.

- The

y ut

ilis

e th

is t

o in

spir

e st

udy

skills

and

sc

hola

rshi

p am

ongs

t pu

pils

.

- The

y m

odel

ver

y hi

gh s

tand

ards

of

wri

tten

and

sp

oken

com

mun

icat

ion

in a

ll p

rofe

ssio

nal

acti

viti

es.

-

The

y su

cces

sful

ly ide

ntif

y an

d ex

ploi

t op

port

unit

ies

to d

evel

op lea

rner

s’ s

kills

in

com

mun

icat

ion,

rea

ding

and

wri

ting

.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

lev

el

may

dem

onst

rate

thes

e ch

arac

teri

stic

s:

- The

y ha

ve w

ell-

deve

lope

d kn

owle

dge

and

unde

rsta

ndin

g of

the

rel

evan

t su

bjec

t /

curr

icul

um a

reas

the

y ar

e tr

aini

ng t

o te

ach

and

use

this

eff

ecti

vely

to

mai

ntai

n an

d de

velo

p pu

pils

’ in

tere

st.

-

The

y m

ake

good

use

of

thei

r se

cure

cur

ricu

lum

an

d pe

dago

gica

l su

bjec

t kn

owle

dge

to d

eepe

n le

arne

rs’

know

ledg

e an

d un

ders

tand

ing,

ad

dres

sing

com

mon

err

ors

and

mis

conc

epti

ons

effe

ctiv

ely

in t

heir

tea

chin

g.

- The

y ar

e cr

itic

ally

aw

are

of t

he n

eed

to e

xten

d an

d up

date

the

ir s

ubje

ct,

curr

icul

um a

nd

peda

gogi

cal kn

owle

dge

and

know

how

to

empl

oy

appr

opri

ate

prof

essi

onal

dev

elop

men

t st

rate

gies

to

fur

ther

dev

elop

the

se in

the

ir e

arly

car

eer

for

the

good

of

thei

r pu

pils

. -

The

y m

odel

goo

d st

anda

rds

of w

ritt

en a

nd s

poke

n co

mm

unic

atio

n in

all p

rofe

ssio

nal ac

tivi

ties

and

en

cour

age

and

supp

ort

lear

ners

to

deve

lop

thes

e sk

ills

in

thei

r le

sson

s.

- In

rel

atio

n t

o ea

rly

read

ing:

pri

mar

y pa

rtic

ipan

ts

have

a v

ery

secu

re k

now

ledg

e an

d un

ders

tand

ing

of s

ynth

etic

sys

tem

atic

pho

nics

and

its

role

in

teac

hing

and

ass

essi

ng r

eadi

ng a

nd w

riti

ng in

the

cont

ext

of t

he a

ge p

hase

s th

ey a

re t

rain

ing

to

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

the

follow

ing

char

acte

rist

ics:

-

The

y ha

ve s

uffi

cien

tly

secu

re k

now

ledg

e an

d un

ders

tand

ing

of t

he r

elev

ant

subj

ect

/ cu

rric

ulum

are

as t

o te

ach

effe

ctiv

ely

in t

he

age

phas

e fo

r w

hich

the

y ar

e tr

aini

ng t

o te

ach.

-

The

y kn

ow h

ow lea

rnin

g pr

ogre

sses

wit

hin

and

acro

ss t

he s

ubje

ct /

cur

ricu

lum

age

pha

ses

they

are

tra

inin

g to

tea

ch,

both

in

term

s of

de

velo

ping

pup

il in

tere

st in

and

the

deve

lopm

ent

of k

ey c

once

pts

and

of lea

rner

s’

com

mon

mis

conc

epti

ons.

-

The

y ar

e ab

le t

o re

spon

d ap

prop

riat

ely

to

subj

ect-

spec

ific

que

stio

ns w

hich

lea

rner

s as

k an

d th

ey u

se s

ubje

ct-s

peci

fic

lang

uage

ac

cura

tely

and

con

sist

entl

y in

ord

er t

o he

lp

lear

ners

dev

elop

kno

wle

dge,

und

erst

andi

ng

and

skill

s in

the

sub

ject

.

- The

y re

cogn

ise

the

need

to

exte

nd a

nd u

pdat

e th

eir

subj

ect

and

peda

gogi

cal kn

owle

dge

as a

ke

y el

emen

t of

con

tinu

ing

prof

essi

onal

de

velo

pmen

t an

d ha

ve s

how

n th

e ab

ility

and

re

adin

ess

to d

o so

.

- The

y de

mon

stra

te a

n un

ders

tand

ing

of t

he

need

to

prom

ote

high

sta

ndar

ds o

f co

mm

unic

atio

n, r

eadi

ng a

nd w

riti

ng f

or a

ll

lear

ners

and

beg

in t

o bu

ild t

his

into

les

sons

.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

69

Reg

iste

red

char

ity

no.

1098

294

- In

rel

atio

n t

o ea

rly

read

ing:

pri

mar

y tr

aine

es

draw

on

thei

r ve

ry s

tron

g un

ders

tand

ing

of

synt

heti

c sy

stem

atic

pho

nics

and

its

role

in

teac

hing

and

ass

essi

ng r

eadi

ng a

nd w

riti

ng t

o te

ach

liter

acy

very

eff

ecti

vely

by

prov

idin

g en

gagi

ng a

nd c

hallen

ging

lea

rnin

g op

port

unit

ies

for

pupi

ls t

o de

velo

p re

adin

g sk

ills

. -

In r

elat

ion t

o ea

rly

mat

hem

atic

s: p

rim

ary

trai

nees

dra

w o

n th

eir

very

str

ong

know

ledg

e an

d un

ders

tand

ing

of t

he p

rinc

iple

s an

d pr

acti

ces

of t

each

ing

earl

y m

athe

mat

ics

to

sele

ct a

nd e

mpl

oy c

hallen

ging

and

eng

agin

g te

achi

ng s

trat

egie

s ac

ross

the

age

ran

ges

they

ar

e tr

aini

ng t

o te

ach.

teac

h.

- In

rel

atio

n t

o ea

rly

mat

hem

atic

s: p

rim

ary

trai

nees

hav

e a

very

sec

ure

know

ledg

e an

d un

ders

tand

ing

of t

he p

rinc

iple

s an

d pr

acti

ces

of

teac

hing

ear

ly m

athe

mat

ics

and

empl

oy e

ffec

tive

te

achi

ng s

trat

egie

s ac

ross

the

age

ran

ges

they

are

tr

aini

ng t

o te

ach.

-In

rel

atio

n t

o ea

rly

read

ing:

all pr

imar

y pa

rtic

ipan

ts w

ill de

mon

stra

te s

uffi

cien

t kn

owle

dge

and

unde

rsta

ndin

g of

the

pri

ncip

les

and

prac

tice

s of

tea

chin

g an

d as

sess

ing

read

ing

and

wri

ting

, in

clud

ing

the

use

of

syst

emat

ic s

ynth

etic

pho

nics

, to

be

able

to

appl

y th

is e

ffec

tive

ly a

cros

s th

e sp

ecif

ic a

ge

phas

es t

hey

are

trai

ning

to

teac

h.

- In

rel

atio

n t

o ea

rly

mat

hem

atic

s: a

ll p

rim

ary

part

icip

ants

will

kno

w a

nd u

nder

stan

d th

e pr

inci

ples

and

pra

ctic

es o

f te

achi

ng a

nd

asse

ssin

g ea

rly

mat

hem

atic

s, t

o be

abl

e to

ap

ply

this

eff

ecti

vely

acr

oss

the

spec

ific

age

ph

ases

the

y ar

e tr

aini

ng t

o te

ach.

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

70

Reg

iste

red

char

ity

no.

1098

294

Spri

ng

Ter

m

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

71

Reg

iste

red

char

ity

no.

1098

294

Sum

mer

Ter

m

Evid

ence

T

arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

72

Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 4.

Pla

n a

nd t

each

wel

l-st

ruct

ure

d les

sons:

impar

t kn

owle

dge

and d

evel

op u

nder

stan

din

g th

rough

eff

ecti

ve u

se o

f le

sson

tim

e;

pro

mot

e a

love

of

lear

nin

g an

d c

hildre

n’s

inte

llec

tual

curi

osit

y;

se

t hom

ewor

k an

d p

lan o

ther

out-

of-c

lass

act

ivit

ies

to c

onso

lidat

e an

d e

xten

d th

e kn

owle

dge

and

unde

rsta

ndi

ng

pupils

hav

e ac

quir

ed;

refl

ect

syst

emat

ical

ly o

n t

he

effe

ctiv

enes

s of

les

sons

and a

ppro

aches

to

teac

hin

g;

co

ntr

ibute

to

the

des

ign a

nd p

rovi

sion

of

an e

nga

ging

curr

iculu

m w

ithin

the

rele

vant

subje

ct a

rea(

s).

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

ou

tsta

ndi

ng

leve

l m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y pl

an les

sons

tha

t of

ten

use

wel

l-ch

osen

, im

agin

ativ

e an

d cr

eati

ve s

trat

egie

s th

at

mat

ch ind

ivid

uals

’ ne

eds

and

inte

rest

s. T

his

stim

ulat

es t

he c

urio

sity

of

lear

ners

.

- The

pac

e of

lea

rnin

g en

sure

s pr

ogre

ssio

n fo

r al

l gr

oups

of

pupi

ls.

-

Focu

sed

out-

of-c

lass

opp

ortu

niti

es a

re

plan

ned

to r

einf

orce

and

ext

end

pupi

l le

arni

ng.

Thi

s w

ill o

ften

inv

olve

pup

ils

appr

ecia

ting

the

nee

d to

rev

isit

lea

rnin

g.

- The

y ar

e hi

ghly

ref

lect

ive

in c

riti

cally

eval

uati

ng t

heir

pra

ctic

e.

- The

y ca

n ac

cura

tely

jud

ge t

he im

pact

of

thei

r pr

acti

ce o

n in

divi

dual

s an

d gr

oups

of

lear

ners

an

d ca

n us

e th

eir

eval

uati

on t

o in

form

fut

ure

plan

ning

, te

achi

ng a

nd lea

rnin

g.

- The

y sh

ow ini

tiat

ive

in c

ontr

ibut

ing

to

curr

icul

um p

lann

ing

and

deve

lopi

ng a

nd

prod

ucin

g ef

fect

ive

lear

ning

res

ourc

es in

the

ir

plac

emen

t se

ttin

gs.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

le

vel m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y sh

ow a

will

ingn

ess

to t

ry o

ut a

ran

ge o

f ap

proa

ches

to

teac

hing

and

lea

rnin

g w

ith

a cl

ear

rati

onal

e to

sup

port

sus

tain

ed p

upil

prog

ress

.

- The

y pl

an les

sons

tha

t ta

ke a

ccou

nt o

f th

e ne

eds

of g

roup

s of

lea

rner

s an

d in

divi

dual

s th

roug

h th

e se

ttin

g of

dif

fere

ntia

ted

lear

ning

ou

tcom

es,

care

fully

mat

chin

g te

achi

ng a

nd

lear

ning

act

ivit

ies

and

reso

urce

s to

sup

port

le

arne

rs in

ach

ievi

ng t

hese

int

ende

d le

arni

ng

outc

omes

. Pu

pils

can

gen

eral

ly s

ee t

he

rele

vanc

e of

the

ir lea

rnin

g w

hich

sti

mul

ates

cu

rios

ity.

-

The

y ca

n pl

an o

ut-o

f-cl

ass

wor

k th

at e

xten

ds

pupi

l le

arni

ng a

nd r

einf

orce

s kn

owle

dge.

-

The

y kn

ow h

ow t

o le

arn

from

bot

h su

cces

sful

an

d le

ss e

ffec

tive

les

sons

thr

ough

the

ir

syst

emat

ic e

valu

atio

n of

the

eff

ecti

vene

ss o

f th

eir

prac

tice

, an

d m

ost

sign

ific

antl

y it

s im

pact

on

lea

rner

s.

- The

y ar

e be

ginn

ing

to u

se t

his

mor

e sy

stem

atic

ally

to

plan

fut

ure

less

ons.

-

The

y m

ake

a po

siti

ve c

ontr

ibut

ion

to t

he

deve

lopm

ent

of t

he c

urri

culu

m a

nd r

esou

rces

in

the

ir p

lace

men

t se

ttin

gs.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

the

follow

ing

char

acte

rist

ics:

-

The

y em

ploy

a r

ange

of

teac

hing

str

ateg

ies

and

reso

urce

s.

- The

y pl

an ind

ivid

ual le

sson

s th

at a

re a

ppro

pria

tely

st

ruct

ured

to

supp

ort

pupi

ls in

deve

lopi

ng t

heir

kn

owle

dge,

ski

lls,

und

erst

andi

ng,

inte

rest

and

pos

itiv

e at

titu

des.

-

Whe

n te

achi

ng t

hey

mai

ntai

n th

e pa

ce o

f th

e le

arni

ng,

are

able

to

resp

ond

flex

ibly

to

wha

t is

hap

peni

ng in

th

e cl

assr

oom

and

hav

e th

e co

nfid

ence

to

adap

t th

eir

teac

hing

in

orde

r to

res

pond

to

the

need

s of

the

le

arne

rs.

-

The

y ca

n cr

eate

an

envi

ronm

ent

in w

hich

the

lea

rner

s ar

e us

ually

enga

ged

and

in w

hich

ent

husi

asm

of

pupi

ls

is s

tim

ulat

ed.

-

The

y un

ders

tand

how

hom

ewor

k or

oth

er o

ut-o

f-cl

ass

wor

k ca

n su

stai

n le

arne

rs’

prog

ress

and

con

solid

ate

lear

ning

, an

d ca

n de

sign

and

set

app

ropr

iate

tas

ks.

-

The

y re

view

and

ref

lect

on

thei

r ow

n pl

anni

ng a

nd

teac

hing

to

prep

are

futu

re a

ctiv

itie

s an

d ta

sks

whi

ch

build

on

and

sust

ain

prog

ress

ion

in p

upils

’ le

arni

ng.

-

The

y w

ork

collab

orat

ivel

y w

ith

mor

e ex

peri

ence

d co

llea

gues

, w

here

app

ropr

iate

, to

ada

pt a

nd /

or

deve

lop

the

scho

ol’s

med

ium

-ter

m p

lans

, sc

hem

es o

f w

ork,

cur

ricu

lum

fra

mew

orks

, et

c.

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A t

each

er m

ust

: 5.

Adap

t te

achin

g to

res

pond t

o th

e st

rengt

hs

and n

eeds

of

all pupils:

know

when

and h

ow t

o di

ffer

enti

ate

appro

pri

atel

y, u

sing

appro

aches

whic

h e

nab

le p

upi

ls t

o be

taugh

t ef

fect

ivel

y;

hav

e a

secu

re u

nde

rsta

ndin

g of

how

a r

ange

of

fact

ors

can inhib

it p

upils’

abilit

y to

lea

rn,

and h

ow b

est

to o

verc

ome

thes

e;

dem

onst

rate

an a

war

enes

s of

the

phys

ical

, so

cial

and inte

llec

tual

dev

elop

men

t of

childre

n,

and k

now

how

to

adap

t te

achin

g to

suppo

rt p

upils’

ed

uca

tion

at

dif

fere

nt

stag

es o

f dev

elop

men

t;

hav

e a

clea

r unde

rsta

ndin

g of

the

nee

ds

of a

ll p

upils,

incl

udin

g th

ose

wit

h s

pec

ial ed

uca

tion

al n

eeds

; th

ose

of h

igh a

bilit

y; t

hos

e w

ith E

ngl

ish

as a

n a

ddit

ional

lan

guag

e; t

hos

e w

ith d

isab

ilit

ies;

and b

e ab

le t

o use

and e

valu

ate

dis

tinct

ive

teac

hin

g ap

pro

aches

to

enga

ge a

nd s

uppo

rt

them

.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

outs

tandin

g le

vel m

ay d

emon

stra

te

thes

e ch

arac

teri

stic

s:

- The

y qu

ickl

y an

d ac

cura

tely

dis

cern

th

eir

lear

ners

’ st

reng

ths

and

need

s an

d ar

e pr

oact

ive

in d

iffe

rent

iati

ng

and

empl

oyin

g a

rang

e of

eff

ecti

ve

inte

rven

tion

str

ateg

ies

to s

ecur

e pr

ogre

ssio

n fo

r in

divi

dual

s an

d gr

oups

, th

us r

emov

ing

the

barr

iers

to

lear

ning

. -

The

y ha

ve k

now

ledg

e of

a r

ange

of

fact

ors

that

inhi

bit

lear

ning

and

how

th

is k

now

ledg

e ca

n be

use

d to

sup

port

pr

ogre

ssio

n.

- The

y ha

ve a

n as

tute

und

erst

andi

ng o

f ho

w e

ffec

tive

dif

fere

nt t

each

ing

appr

oach

es a

re in

term

s of

im

pact

on

the

lear

ning

, en

gage

men

t an

d pr

ogre

ssio

n of

lea

rner

s.

- The

y ha

ve a

tho

roug

h un

ders

tand

ing

of t

he c

hallen

ges

and

oppo

rtun

itie

s in

a

dive

rse

soci

ety

and

can

brin

g th

is t

o be

ar in

plan

ning

les

sons

.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

lev

el m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y co

nsis

tent

ly a

dapt

the

ir t

each

ing

to

mee

t th

e ne

eds

of in

divi

dual

s an

d gr

oups

of

lea

rner

s to

sup

port

pro

gres

sion

in

lear

ning

.

- The

y kn

ow h

ow t

o se

cure

pro

gres

s fo

r le

arne

rs a

nd h

ow t

o id

enti

fy w

hen

grou

ps

and

indi

vidu

als

have

mad

e pr

ogre

ss.

-

The

y ha

ve a

ran

ge o

f ef

fect

ive

stra

tegi

es

that

the

y ca

n ap

ply

to r

educ

e ba

rrie

rs a

nd

resp

ond

to t

he s

tren

gths

and

nee

ds o

f th

eir

pupi

ls.

-

The

y re

cogn

ise

and

resp

ond

to t

he v

arie

d fa

ctor

s th

at m

ay inh

ibit

lea

rnin

g.

- The

y cl

earl

y re

cogn

ise

how

to

deal

wit

h an

y po

tent

ial ba

rrie

rs t

o le

arni

ng t

hrou

gh

thei

r ap

plic

atio

n of

wel

l-ta

rget

ed

inte

rven

tion

s an

d th

e ap

prop

riat

e de

ploy

men

t of

ava

ilab

le s

uppo

rt s

taff

.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

th

e fo

llow

ing

char

acte

rist

ics:

-

The

y kn

ow t

he p

upils

wel

l en

ough

to

reco

gnis

e th

e di

ffer

ent

need

s an

d st

reng

ths

of ind

ivid

uals

and

gro

ups

and

adap

t th

eir

teac

hing

to

addr

ess

thos

e ne

eds

and

stre

ngth

s so

tha

t le

arne

rs

are

supp

orte

d to

war

ds a

chie

ving

the

ir p

oten

tial

.

- The

y ar

e aw

are

of a

ran

ge o

f fa

ctor

s th

at a

re p

oten

tial

ba

rrie

rs t

o ac

hiev

emen

t an

d un

ders

tand

how

exp

erie

nced

te

ache

rs u

se a

ran

ge o

f st

rate

gies

to

redu

ce t

hese

bar

rier

s.

- The

y be

gin

to d

eplo

y th

ese

stra

tegi

es t

hem

selv

es,

wor

king

al

ongs

ide

expe

rien

ced

teac

hers

and

sup

port

sta

ff a

s ap

prop

riat

e.

- The

y sh

ow a

war

enes

s of

how

chi

ldre

n an

d yo

ung

peop

le

deve

lop

and

take

acc

ount

of

this

in

thei

r te

achi

ng.

-

The

y ha

ve s

ome

unde

rsta

ndin

g of

the

cha

llen

ges

and

oppo

rtun

itie

s of

tea

chin

g in

a d

iver

se s

ocie

ty.

-

The

y ha

ve a

dev

elop

ing

unde

rsta

ndin

g of

the

nee

ds o

f al

l pu

pils

and

are

abl

e to

art

icul

ate

dist

inct

ive

teac

hing

ap

proa

ches

and

str

ateg

ies

need

ed t

o en

gage

and

sup

port

pu

pils

wit

h pa

rtic

ular

nee

ds,

incl

udin

g EA

L an

d SE

ND

.

- The

y ha

ve u

sed

thes

e su

cces

sful

ly a

nd a

re a

ble

to e

valu

ate

the

impa

ct o

f th

e ad

apta

tion

s em

ploy

ed o

n th

e pr

ogre

ss o

f in

divi

dual

lea

rner

s.

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Reg

iste

red

char

ity

no.

1098

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A t

each

er m

ust

: 6.

Mak

e ac

cura

te a

nd p

roduct

ive

use

of

asse

ssm

ent:

know

and u

nder

stan

d h

ow t

o as

sess

the

rele

vant

subje

ct a

nd c

urr

iculu

m a

reas

, in

cludi

ng

stat

uto

ry a

sses

smen

t re

quir

emen

ts;

mak

e use

of

form

ativ

e an

d s

um

mat

ive

asse

ssm

ent

to s

ecure

pupils’

pro

gres

s;

use

rel

evan

t dat

a to

mon

itor

pro

gres

s, s

et t

arge

ts a

nd p

lan s

ubse

quen

t le

sson

s;

gi

ve p

upils

regu

lar

feed

back

, bot

h o

rally

and t

hro

ugh

acc

ura

te m

arki

ng,

and e

nco

ura

ge p

upils

to r

espon

d t

o th

e fe

edbac

k.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

ou

tsta

ndi

ng

leve

l m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y ca

n co

nfid

entl

y an

d ac

cura

tely

ass

ess

pupi

ls’

atta

inm

ent

agai

nst

nati

onal

be

nchm

arks

and

can

bui

ld t

his

asse

ssm

ent

know

ledg

e in

to lon

g-te

rm p

lann

ing.

-

The

y us

e a

rang

e of

ass

essm

ent

stra

tegi

es v

ery

effe

ctiv

ely

in t

heir

day

-to-

day

prac

tice

to

mon

itor

pro

gres

s an

d to

inf

orm

fut

ure

plan

ning

in

the

med

ium

and

lon

g te

rm.

-

The

y sy

stem

atic

ally

and

eff

ecti

vely

che

ck

lear

ners

’ un

ders

tand

ing

thro

ugho

ut les

sons

, an

tici

pati

ng w

here

int

erve

ntio

n m

ay b

e ne

eded

, an

d do

so

wit

h no

tabl

e im

pact

on

the

qual

ity

of lea

rnin

g.

- The

y us

e a

rang

e of

dat

a ef

fect

ivel

y to

inf

orm

pl

anni

ng,

mon

itor

pup

il p

rogr

ess

and

set

targ

ets

whi

ch c

hallen

ge a

nd s

uppo

rt ind

ivid

ual

pupi

ls.

-

The

y as

sess

lea

rner

s’ p

rogr

ess

regu

larl

y an

d w

ork

wit

h th

em t

o ac

cura

tely

tar

get

furt

her

impr

ovem

ent

and

secu

re r

apid

pro

gres

s.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

le

vel m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y ar

e ab

le t

o as

sess

pup

ils’

atta

inm

ent

accu

rate

ly a

gain

st n

atio

nal be

nchm

arks

.

- The

y em

ploy

a r

ange

of

appr

opri

ate

form

ativ

e as

sess

men

t st

rate

gies

eff

ecti

vely

an

d ca

n ad

apt

thei

r te

achi

ng w

ithi

n le

sson

s in

lig

ht o

f pu

pils

’ re

spon

ses.

-

The

y m

aint

ain

accu

rate

rec

ords

of

pupi

ls’

prog

ress

and

use

the

se t

o se

t ap

prop

riat

ely

chal

leng

ing

targ

ets.

-

The

y ca

n gi

ve e

xam

ples

of

how

the

y ha

ve

secu

red

prog

ress

ion

for

all gr

oups

of

pupi

ls.

-

The

y as

sess

lea

rner

s’ p

rogr

ess

regu

larl

y an

d ac

cura

tely

and

dis

cuss

ass

essm

ents

wit

h th

em s

o th

at lea

rner

s kn

ow h

ow w

ell th

ey

have

don

e an

d w

hat

they

nee

d to

do

to

impr

ove.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

the

follow

ing

char

acte

rist

ics:

-

The

y ha

ve a

sec

ure

unde

rsta

ndin

g of

the

sta

tuto

ry

asse

ssm

ent

requ

irem

ents

for

the

sub

ject

/

curr

icul

um in

the

age

phas

es t

hey

are

prep

arin

g to

te

ach

and

are

able

to

mak

e br

oadl

y ac

cura

te

asse

ssm

ents

aga

inst

nat

iona

l be

nchm

arks

.

- The

ir p

lann

ing

is c

hara

cter

ised

by

the

use

of a

ra

nge

of f

orm

ativ

e an

d su

mm

ativ

e as

sess

men

t st

rate

gies

, de

sign

ed t

o su

ppor

t pu

pils

in

mak

ing

prog

ress

.

- The

y de

ploy

the

se s

trat

egie

s ef

fect

ivel

y in

les

sons

, bo

th t

o ev

alua

te t

he im

pact

of

teac

hing

on

the

prog

ress

of

lear

ners

and

as

a ba

sis

for

mod

ifyi

ng

thei

r te

achi

ng a

nd c

lass

room

pra

ctic

e w

hen

nece

ssar

y.

- The

y un

ders

tand

how

sch

ool-

and

pup

il-le

vel

sum

mat

ive

data

is

used

to

set

targ

ets

for

grou

ps

and

indi

vidu

als

and

they

use

tha

t kn

owle

dge

to

mon

itor

pro

gres

s in

the

gro

ups

they

tea

ch.

-

Wit

h gu

idan

ce f

rom

exp

erie

nced

tea

cher

s, t

hey

mon

itor

pup

il pr

ogre

ss a

nd m

aint

ain

accu

rate

re

cord

s, s

etti

ng n

ew t

arge

ts f

or in

divi

dual

s an

d gr

oups

.

- The

y m

ark

pupi

ls’

wor

k co

nstr

ucti

vely

and

pro

vide

ap

prop

riat

e or

al f

eedb

ack

to p

upils

to

help

the

m t

o m

ake

prog

ress

.

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rnal

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irst

.org

.uk

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| 1

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Reg

iste

red

char

ity

no.

1098

294

Sum

mer

Ter

m

Evid

ence

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arge

ts

The

Jou

rnal

te

achf

irst

.org

.uk

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| 1

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Reg

iste

red

char

ity

no.

1098

294

A t

each

er m

ust

: 7.

Man

age

beh

avio

ur

effe

ctiv

ely

to e

nsu

re a

goo

d an

d s

afe

lear

nin

g en

viro

nm

ent:

hav

e cl

ear

rule

s an

d r

outi

nes

for

beh

avio

ur

in c

lass

room

s, a

nd

take

res

pon

sibilit

y fo

r pro

mot

ing

good

and c

ourt

eous

behav

iour

bot

h in c

lass

room

s an

d a

round t

he

schoo

l, in a

ccor

dan

ce w

ith t

he

schoo

l’s

beh

avio

ur

pol

icy;

hav

e hig

h e

xpec

tati

ons

of b

ehav

iour,

and e

stab

lish

a f

ram

ewor

k fo

r dis

cipline

wit

h a

ran

ge o

f st

rate

gies

, usi

ng

pra

ise,

san

ctio

ns

and

rew

ards

co

nsi

sten

tly

and f

airl

y;

m

anag

e cl

asse

s ef

fect

ivel

y, u

sing

appro

aches

whic

h a

re a

ppro

pri

ate

to p

upils’

nee

ds

in o

rder

to

invo

lve

and m

otiv

ate

them

;

m

ainta

in g

ood r

elat

ionsh

ips

wit

h p

upils,

exe

rcis

e ap

pro

pri

ate

auth

orit

y an

d a

ct d

ecis

ivel

y w

hen

nec

essa

ry.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

ou

tsta

ndi

ng

leve

l m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- Pu

pils

dem

onst

rate

a s

hare

d un

ders

tand

ing

of

rule

s an

d ro

utin

es f

or b

ehav

iour

whi

ch a

re

embe

dded

con

sist

entl

y.

- Pu

pils

are

act

ivel

y en

cour

aged

to

beha

ve w

ell

acro

ss t

he s

choo

l.

- The

y w

ork

conf

iden

tly

wit

hin

fram

ewor

ks

esta

blis

hed

in d

iffe

rent

set

ting

s an

d ap

ply

rule

s an

d ro

utin

es c

onsi

sten

tly

and

fair

ly.

-

The

y co

nsis

tent

ly h

ave

high

exp

ecta

tion

s an

d ut

ilise

a r

ange

of

stra

tegi

es t

hat

prom

ote

posi

tive

beh

avio

ur a

nd m

otiv

atio

n an

d th

ese

stra

tegi

es a

re a

pplied

ver

y ef

fect

ivel

y, inc

ludi

ng

use

of s

choo

l sa

ncti

ons

and

rew

ards

and

use

of

prai

se,

in o

rder

to

crea

te a

pro

duct

ive

and

insp

irin

g le

arni

ng e

nvir

onm

ent.

-

The

y m

anag

e pu

pil be

havi

our

wit

h ea

se s

o th

at

lear

ners

dis

play

ver

y hi

gh lev

els

of e

ngag

emen

t,

cour

tesy

, co

llab

orat

ion

and

coop

erat

ion.

-

The

y en

sure

tha

t m

atte

rs o

f be

havi

our

are

follow

ed u

p sw

iftl

y to

ens

ure

the

lear

ning

en

viro

nmen

t is

mai

ntai

ned.

-

The

y ac

tive

ly s

eek

addi

tion

al s

uppo

rt in

addr

essi

ng t

he n

eeds

of

pupi

ls w

here

si

gnif

ican

tly

chal

leng

ing

beha

viou

r is

de

mon

stra

ted.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

lev

el m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- Th

ey w

ork

wit

hin

the

scho

ol’s

fra

mew

ork

for

beha

viou

r an

d ap

ply

rule

s an

d ro

utin

es

cons

iste

ntly

and

fai

rly.

-

The

y co

nsis

tent

ly r

einf

orce

goo

d be

havi

our

acro

ss t

he s

choo

l.

- The

y co

nsis

tent

ly h

ave

high

exp

ecta

tion

s an

d un

ders

tand

a r

ange

of

stra

tegi

es t

hat

expe

rien

ced

teac

hers

use

to

prom

ote

posi

tive

beh

avio

ur a

nd a

pply

the

se

effe

ctiv

ely,

inc

ludi

ng u

se o

f sc

hool

sa

ncti

ons

and

rew

ards

and

use

of

prai

se,

in o

rder

to

crea

te a

n en

viro

nmen

t su

ppor

tive

of

lear

ning

.

- The

y m

anag

e be

havi

our

effe

ctiv

ely

usin

g a

rang

e of

str

ateg

ies

so t

hat

lear

ners

de

mon

stra

te p

osit

ive

atti

tude

s to

war

ds

the

teac

her,

the

ir lea

rnin

g an

d on

e an

othe

r, a

llow

ing

less

ons

to f

low

sm

ooth

ly s

o th

at d

isru

ptio

n is

unu

sual

.

- The

y ac

tive

ly s

eek

addi

tion

al s

uppo

rt in

addr

essi

ng t

he n

eeds

of

pupi

ls w

here

si

gnif

ican

tly

chal

leng

ing

beha

viou

r is

de

mon

stra

ted

and

appl

y th

is s

uppo

rt t

o m

anag

e cl

asse

s ef

fect

ivel

y.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

the

follow

ing

char

acte

rist

ics:

-

The

y w

ork

wit

hin

the

scho

ol’s

fra

mew

ork

for

beha

viou

r an

d ca

n ap

ply

rule

s an

d ro

utin

es c

onsi

sten

tly

and

fair

ly.

-

The

y ha

ve h

igh

expe

ctat

ions

and

are

aw

are

of t

he r

ange

of

str

ateg

ies

that

exp

erie

nced

tea

cher

s us

e to

pro

mot

e po

siti

ve b

ehav

iour

. The

y ar

e ab

le t

o ap

ply

thes

e ap

prop

riat

ely

in t

he c

onte

xt o

f th

e sc

hool

’s p

olic

y, u

sing

sa

ncti

ons

and

rew

ards

, in

clud

ing

prai

se,

in o

rder

to

crea

te a

n en

viro

nmen

t su

ppor

tive

of

lear

ning

. An

envi

ronm

ent

cond

uciv

e to

lea

rnin

g is

est

ablis

hed

base

d on

eff

ecti

ve r

elat

ions

hips

wit

h pu

pils

.

- The

y un

ders

tand

whe

n to

see

k ad

diti

onal

sup

port

in

addr

essi

ng t

he n

eeds

of

pupi

ls w

here

sig

nifi

cant

ly

chal

leng

ing

beha

viou

r is

dem

onst

rate

d.

- The

y re

cogn

ise

that

pla

nnin

g ap

prop

riat

e le

sson

s w

hich

ch

alle

nge

lear

ners

, te

achi

ng u

sing

a v

arie

ty o

f st

rate

gies

w

hich

add

ress

pup

ils’

need

s, a

nd e

mpl

oyin

g ap

prop

riat

e as

sess

men

t st

rate

gies

will

all c

ontr

ibut

e to

suc

cess

ful

beha

viou

r m

anag

emen

t.

- The

y sh

ow u

nder

stan

ding

of

how

bar

rier

s to

lea

rnin

g ca

n im

pact

on

pupi

l be

havi

our

and

have

beg

un t

o ap

ply

stra

tegi

es t

o ad

dres

s th

ese,

wor

king

alo

ngsi

de

expe

rien

ced

teac

hers

and

sup

port

sta

ff a

s ap

prop

riat

e.

- The

y un

ders

tand

tha

t be

havi

our

man

agem

ent

is c

onte

xt

depe

nden

t an

d ar

e ab

le t

o ar

ticu

late

whi

ch f

acto

rs m

ay

cont

ribu

te t

o m

ore

chal

leng

ing

beha

viou

r be

ing

exhi

bite

d w

ithi

n th

eir

clas

ses.

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arge

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Jou

rnal

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irst

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.uk

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| 1

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Reg

iste

red

char

ity

no.

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mer

Ter

m

Evid

ence

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gets

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Jou

rnal

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irst

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Reg

iste

red

char

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no.

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A t

each

er m

ust

: 8.

Fulf

il w

ider

pro

fess

ional

res

pon

sibilit

ies:

mak

e a

pos

itiv

e co

ntr

ibuti

on t

o th

e w

ider

lif

e an

d e

thos

of

the

schoo

l;

dev

elop

eff

ecti

ve p

rofe

ssio

nal

rel

atio

nsh

ips

wit

h c

olle

agues

, kn

owin

g how

and w

hen

to

dra

w o

n a

dvi

ce a

nd s

pec

ialist

suppo

rt;

dep

loy

suppor

t st

aff

effe

ctiv

ely;

take

res

pon

sibilit

y fo

r im

pro

ving

teac

hin

g th

rough

appro

pri

ate

pro

fess

ional

dev

elop

men

t, r

espon

ding

to a

dvi

ce a

nd f

eedbac

k fr

om c

olle

agues

;

com

munic

ate

effe

ctiv

ely

wit

h p

aren

ts w

ith r

egar

d t

o pupils’

ach

ieve

men

ts a

nd w

ell-

bei

ng.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t an

ou

tsta

ndi

ng

leve

l m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y ar

e pr

oact

ive

in s

eeki

ng o

ut

oppo

rtun

itie

s to

con

trib

ute

in a

si

gnif

ican

t w

ay t

o th

e w

ider

lif

e an

d et

hos

of t

he s

choo

l.

- The

y bu

ild s

tron

g pr

ofes

sion

al

rela

tion

ship

s an

d de

mon

stra

te t

hat

they

ar

e ab

le t

o w

ork

collab

orat

ivel

y w

ith

collea

gues

on

a re

gula

r ba

sis.

-

The

y ta

ke r

espo

nsib

ility

for

dep

loyi

ng

supp

ort

staf

f in

the

ir les

sons

and

for

se

ekin

g ad

vice

fro

m r

elev

ant

prof

essi

onal

s in

rel

atio

n to

pup

ils

wit

h in

divi

dual

nee

ds.

-

The

y de

liber

atel

y se

ek o

ut o

ppor

tuni

ties

to

dev

elop

the

ir o

wn

prof

essi

onal

le

arni

ng a

nd r

espo

nd p

osit

ivel

y to

all t

he

feed

back

the

y re

ceiv

e.

- The

y co

mm

unic

ate

very

eff

ecti

vely

, bo

th

verb

ally

and

in

wri

ting

, w

ith

pare

nts

and

care

rs in

rela

tion

to

pupi

ls’

achi

evem

ents

an

d w

ell-

bein

g, w

hen

requ

ired

to

do s

o fo

rmal

ly a

nd a

re p

roac

tive

in

com

mun

icat

ing

in r

elat

ion

to ind

ivid

ual

pupi

ls’

emer

gent

nee

ds.

Par

tici

pan

ts a

chie

ving

the

stan

dar

ds a

t a

good

le

vel m

ay d

emon

stra

te t

hes

e ch

arac

teri

stic

s:

- The

y ar

e pr

oact

ive

in s

eeki

ng o

ut

oppo

rtun

itie

s to

con

trib

ute

to t

he w

ider

lif

e an

d et

hos

of t

he s

choo

l.

- The

y ar

e ef

fect

ive

in b

uild

ing

good

pr

ofes

sion

al r

elat

ions

hips

wit

h co

llea

gues

an

d de

mon

stra

te t

hat

they

can

wor

k w

ell

collab

orat

ivel

y w

hen

requ

ired

to

do s

o.

- The

y ta

ke r

espo

nsib

ility

for

dep

loyi

ng

supp

ort

staf

f in

the

ir les

sons

eff

ecti

vely

to

secu

re p

upil p

rogr

ess

and

for

seek

ing

advi

ce f

rom

rel

evan

t pr

ofes

sion

als

in

rela

tion

to

pupi

ls w

ith

indi

vidu

al n

eeds

.

- The

y ar

e pr

oact

ive

in t

erm

s of

the

ir o

wn

prof

essi

onal

lea

rnin

g, v

alue

and

res

pond

to

the

feed

back

the

y re

ceiv

e fr

om m

ore

expe

rien

ced

collea

gues

, us

ing

it t

o de

velo

p th

eir

own

teac

hing

fur

ther

.

- The

y co

mm

unic

ate

effe

ctiv

ely,

bot

h ve

rbal

ly a

nd in

wri

ting

, w

ith

pare

nts

and

care

rs in

rela

tion

to

pupi

ls’

achi

evem

ents

an

d w

ell-

bein

g an

d re

cogn

ise

the

impo

rtan

ce o

f do

ing

so t

o su

ppor

t pu

pil

lear

ning

. -

The

y as

sum

e so

me

resp

onsi

bility

for

doi

ng

so in

resp

onse

to

indi

vidu

al p

upils

’ em

erge

nt n

eeds

.

Par

tici

pan

ts r

equir

ing

ongo

ing

impro

vem

ent

may

dem

onst

rate

th

e fo

llow

ing

char

acte

rist

ics:

-

The

y un

ders

tand

and

are

abl

e to

sup

port

the

eth

os o

f th

e sc

hool

and

are

beg

inni

ng t

o co

ntri

bute

to

the

wid

er lif

e of

th

e sc

hool

in

appr

opri

ate

way

s.

- The

y ca

n bu

ild e

ffec

tive

pro

fess

iona

l re

lati

onsh

ips

wit

h va

riou

s co

llea

gues

and

hav

e th

e sk

ills

requ

ired

to

wor

k co

llab

orat

ivel

y.

- The

y co

mm

unic

ate

wit

h an

d di

rect

any

sup

port

sta

ff

depl

oyed

in

thei

r le

sson

s, t

o as

sist

in

supp

orti

ng t

he p

rogr

ess

and

achi

evem

ent

of in

divi

dual

s an

d of

gro

ups

of p

upils.

-

The

y un

ders

tand

whe

n to

ask

for

inf

orm

atio

n an

d ad

vice

fr

om s

peci

alis

t st

aff

abou

t in

divi

dual

pup

ils

wit

h sp

ecif

ic

need

s.

- The

y se

ek o

ut a

nd a

re r

espo

nsiv

e to

adv

ice

from

mor

e ex

peri

ence

d co

llea

gues

.

- In

eva

luat

ing

thei

r ow

n pr

acti

ce,

they

are

abl

e to

ide

ntif

y su

bseq

uent

or

ongo

ing

pers

onal

pro

fess

iona

l de

velo

pmen

t ta

rget

s an

d id

enti

fy o

ppor

tuni

ties

to

addr

ess

and

mee

t th

ese

targ

ets.

-

The

y re

cogn

ise

the

impo

rtan

ce o

f co

mm

unic

atin

g w

ith

pare

nts

and

care

rs in

supp

orti

ng p

upils’

ach

ieve

men

t an

d m

onit

orin

g pu

pils

’ w

ell-

bein

g.

- The

y co

mm

unic

ate

effe

ctiv

ely

at s

et p

oint

s in

the

sch

ool

year

, in

clud

ing

at p

aren

ts’

even

ings

and

thr

ough

wri

tten

re

port

s.

- The

y un

ders

tand

the

nee

d to

com

mun

icat

e at

oth

er p

oint

s in

re

spon

se t

o in

divi

dual

pup

ils’

em

erge

nt n

eeds

.

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rnal

te

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irst

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.uk

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red

char

ity

no.

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ng

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m

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ence

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arge

ts

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Jou

rnal

te

achf

irst

.org

.uk

Page

| 1

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Reg

iste

red

char

ity

no.

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294

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mer

Ter

m

Evid

ence

Tar

gets

The

Jou

rnal

te

achf

irst

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| 1

87

Reg

iste

red

char

ity

no.

1098

294

Par

t 2:

Per

sonal

and P

rofe

ssio

nal

Con

duct

A t

each

er is

expec

ted t

o dem

onst

rate

con

sist

entl

y hig

h s

tandar

ds

of p

erso

nal

and p

rofe

ssio

nal

con

duct

. T

he

follow

ing

stat

emen

ts d

efin

e th

e beh

avio

ur

and a

ttit

udes

whic

h s

et t

he

requir

ed s

tandar

d f

or c

onduct

thro

ugh

out

a te

acher

’s c

aree

r.

Tea

cher

s uph

old p

ublic

trust

in t

he

prof

essi

on a

nd m

ainta

in h

igh

sta

ndar

ds o

f et

hic

s an

d b

ehav

iour,

wit

hin

and

outs

ide

schoo

l, b

y:

tr

eati

ng

pupils

wit

h d

ignit

y, b

uildin

g re

lati

onsh

ips

root

ed in m

utu

al r

espec

t, a

nd a

t al

l ti

mes

obse

rvin

g pro

per

bou

nda

ries

appro

pri

ate

to a

te

acher

’s p

rofe

ssio

nal

pos

itio

n

hav

ing

rega

rd f

or t

he

nee

d t

o sa

fegu

ard p

upils’

wel

l-bei

ng,

in a

ccor

dan

ce w

ith s

tatu

tory

pro

visi

ons

sh

owin

g to

lera

nce

of,

and r

espec

t fo

r, t

he

righ

ts o

f ot

her

s

not

unde

rmin

ing

funda

men

tal Bri

tish

val

ues

, in

cludin

g dem

ocra

cy,

the

rule

of

law

, in

div

idual

lib

erty

and m

utu

al r

espec

t, a

nd t

ole

rance

of

thos

e w

ith d

iffe

rent

fait

hs

and b

elie

fs

en

suri

ng

that

per

sonal

bel

iefs

are

not

exp

ress

ed in w

ays

whic

h e

xplo

it p

upils’

vuln

erab

ilit

y or

mig

ht

lead

them

to

bre

ak t

he

law

. T

each

ers

must

hav

e pro

per

and p

rofe

ssio

nal

reg

ard f

or t

he

ethos

, pol

icie

s an

d p

ract

ices

of

the

schoo

l in

whic

h t

hey

tea

ch,

and m

ainta

in h

igh s

tandar

ds o

f at

tendan

ce a

nd p

unct

ual

ity.

T

each

ers

must

hav

e an

under

stan

din

g of

, an

d a

lway

s ac

t w

ithin

, th

e st

atuto

ry f

ram

ewor

ks w

hic

h s

et o

ut

thei

r pro

fess

ional

duti

es a

nd r

espo

nsi

bilit

ies.

T

each

ers

must

hav

e an

under

stan

din

g of

the

resp

onsi

biliti

es in p

rom

otin

g th

e fu

ndam

enta

l Bri

tish

val

ues

of

dem

ocra

cy,

the

rule

of

law

, in

divi

dual

lib

erty

, an

d m

utu

al r

espec

t an

d t

oler

ance

of

thos

e w

ith d

iffe

rent

fait

hs

and b

elie

fs.

All t

rain

ees

to b

e aw

arde

d Q

TS

will hav

e dem

onst

rate

d h

igh s

tandar

ds

of p

rofe

ssio

nal

beh

avio

ur

and s

how

n t

hat

: The

y ha

ve a

com

mit

men

t to

the

tea

chin

g pr

ofes

sion

and

are

abl

e to

dev

elop

app

ropr

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stra

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is t

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t w

as d

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in

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dogs

.

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ruct

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sson

s √

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ons

bega

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gage

chi

ldre

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inte

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the

m t

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to

allo

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for

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part

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on.

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tain

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tain

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nd w

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chan

ged

afte

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sson

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Thi

s ga

ve m

iddl

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tain

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child

ren

the

oppo

rtun

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to

take

the

lea

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d ex

plai

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tim

es a

nd t

o be

nefi

t fr

om lis

teni

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nd d

iscu

ssin

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upil.

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etim

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pil in

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valu

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son

4).

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ee a

nnot

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les

son

eval

uati

ons

and

asse

ssm

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note

s.

7.

Beha

viou

r √

Chi

ldre

n w

ere

very

eng

aged

by

the

acti

viti

es,

part

icul

arly

wit

h m

akin

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ulti

link

dogs

and

by

wor

king

in

care

fully

chos

en

pair

s/tr

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and

bein

g en

cour

aged

to

talk

. Thi

s m

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tha

t th

ere

was

lit

tle

off-

task

beh

avio

ur.

The

TA w

orke

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ld A

and

Chi

ld B

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as

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ther

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.

8.

Wid

er p

rofe

ssio

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year

2 c

lass

tea

cher

.

The Journal teachfirst.org.uk Page | 193 Registered charity no. 1098294

Appendix h: Lesson Observation Guidance Professional development is most effective when it is focussed on helping teachers make improvements in areas of their work that will lead to an improvement in pupil progress and attainment, when those areas targeted for observation and improvement are clearly defined and when the process includes time for reflection. During the programme you should expect to observe, and be observed, numerous times. There are many benefits to observation of teaching. It can increase teacher confidence, encourage debate and dissemination of best practice, and improve teacher interactions with students. It can help maintain and improve standards by spreading good practice, encouraging the exchange of views and providing opportunities for staff to learn about and discuss new or alternative teaching approaches. Additionally, focussed observation by others of your teaching will enable you to reflect on and set targets around your own development. Materials to support guided observation can be found on the PPW3 online page; this will be useful in focussing your time observing others. During the year, it will help if you observe and are observed by different colleagues including, additionally, your tutor, mentor and LDO. You may wish to undertake joint observations, which can provide a different perspective on any lesson observed. During observations you make of others you should ensure that:

you have agreed a focus for the observation; observations take place during different times of the day; you build in time before and after the observation to discuss what you want to see/what

you have seen; You agree a format for feedback (three strengths, three areas for development, for

example); You consider triangulating observation feedback with other pieces of evidence (children’s

books, planning, pupil interviews etc).

Observation foci will depend on your current area(s) for development but could include:

observing an innovative teaching strategy you are trying out in the classroom; reflecting on and discussing your assessment strategies; a focus on behaviour for learning including pupil engagement and independence; a focus on the different types of pupil-teacher or pupil-pupil interaction and dialogue.

3 http://community.teachfirst.org.uk/content/ppw-2015-online


Observer or colleague being observed

Lesson observed

Date Focus of observation

Observation notes (record highlights here, and ensure you include further thoughts within your weekly reflection)


Appendix i: Lesson Observation Template This is an example lesson observation pro forma that can be used but please use alternatives that are in place in your school or university training provider where appropriate.

Teach First participant name:

Class: Date: Time:

Observer:

Observer’s focus: Lesson content: Aspects of Teachers’ Standards relevant to the observation: Strengths in relation to Teachers’ Standards: Points for discussion:

Targets for development:

Role ….............................................. Signature .........................................


Appendix j: Contrasting Second School Experience (This form must be completed) As well as completing this appendix you are also expected to write a one-page review of the differences between this school and your placement school with specific reference to practices that you see that you feel may be transferable to your placement school. Name of Teach First participant:

Employing school:

Employing school mentor:

Contact details:

Second school experience school:

Second school experience contact:

Contact details:

Dates of second school experience:

Focus for second school experience identified including targets:

Mentor comment:

Reason for choosing second school linked to the focus:

Second school experience training plan and teaching experience plan Teachers’ Standards to be focussed on Professional Development Action Plan including

teaching to be undertaken

Signed and dated: (Employing school mentor)

Signed and dated: (Second school)


Second school experience arrangements Please indicate how the requirement for five days’ experience in a second school will be met. This should include significant teaching experience across the five days (e.g. a day a week for five weeks – give dates and key learning opportunities for the participant, including details of the teaching to be undertaken). Day 1

Day 2

Day 3

Day 4

Day 5

I confirm that the Teach First participant has completed the Professional Development Action Plan outlined above, spent the equivalent of five days in a second school experience school, that the participant undertook the teaching described above, and that the work undertaken provided an opportunity for the participant to address the relevant Teachers’ Standards. Additional comments including whether these standards were met:

Signed and dated: (Second school)


Appendix k: Alternative Key Stage Placement

Name of Teach First participant:

Key Stage to be experienced:

Dates of placement:

Focus for the placement including how the participants progress against the Teachers’ Standards has been assessed:

Teaching Episodes during the Placement Please provide details of the teaching that took place during the placement


On completion of placement: Other Key Stage Placement Teachers’ Standards addressed: Comment by class teacher:

Signed and dated by class teacher:


Appendix l: Moving to Good Moving to GOOD against the Teachers’ Standards Part One:

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

2 Promote good progress and outcomes by pupils.

Those trainees graded as ‘good’ at the end of the programme of ITE will have demonstrated that:

They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts.

They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

Some things to consider:

How might you project your expectations about the atmosphere in the classroom: are you using a range of voice styles? What do you imagine to be the ratio of teacher talk to pupil talk? Are you aware of what all pupils are doing in your lessons? Do you think each week about a new approach or resource or grouping or mode of outcome?

Have you thought about the difference between challenging work and work which is inaccessible to some learners? How might you involve children in supporting each other? How well do you brief your TAs about target pupils?

Have you noticed that children respond better to some activities? Do you keep notes about when this happens?


They assume responsibility for the attainment, progress and outcomes of the pupils they teach.

They demonstrate a sound understanding of the need to develop pupil learning over time.

Their short and medium term planning consistently takes into account the prior learning of the pupils.

They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.

They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress.


When you plan, do you have a clear sense of direction? Do you start by thinking of where the pupils are and where you hope to get to? How do you know where the pupils are? Have you clearly thought through the stages of development? Does your plan allow you to check their understanding, maybe coming at topics from different angles, so you don’t repeat work unnecessarily but move the children forward?

Have you seen different assessment for learning (AfL) strategies being used? Have you successfully used any of these approaches in your own lessons?

When you have done this, how has it impacted on your planning for the following lesson?

Do you sometimes ask pupils to work independently in school or at home to discover things for themselves? How successful has this been? What have you learned from doing this?

Do you know what’s expected of the children over the course of the term/year? How far have you looked at the mentor’s assessment records? Do you know pupil targets? Have you seen school tracking documents for your class/year group?

Do you keep good assessment records of your work with the class and see how this fits with your mentors’ records? Are the children all making progress? How do you know?


3 Demonstrate good subject and curriculum knowledge.


They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils’ interest.

They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching.

They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career.

They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach.

In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges they are training to teach.


For good teachers, subject knowledge development is an on-going process within their professional development rather than a task to be accomplished. Have you talked to a range of teachers within your subject about any specific strategies they use to make this happen? How can you start to act upon this information?

What are your current strategies for improving your subject knowledge, using books, websites, other media, professional organisations, school and university INSET and observation?

Have you made notes when observing teachers about how they teach a new concept in varying ways, including addressing any misconceptions that emerge while teaching? How can you use your reflections on these in your weekly mentor meeting and as a focus for a lesson observation by mentor(s) and tutor(s)?

As you become more competent in planning individual lessons and whole units of work, how are you addressing the developmental aspects of pupils’ knowledge, understanding and skills in your subject? In other words, how will you move from a departmental long-term plan for a year group to dynamic and creative teaching which enables pupils to build on their achievements with confidence and enthusiasm?

How can your teaching of your subject contribute to the development of pupils’ skills for learning in general – such as ICT or research skills?

What strategies are you using to monitor and develop your use of teacher talk as a key means of generating and sustaining pupils’ interest in your subject?


4 Plan and teach well-structured lessons.

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


They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning.

They know how to secure progress for learners and how to identify when groups and individuals have made progress.

They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils.

They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.

Some things to consider (NB this links extensively with Standard 6):

How have you adapted your practice to the individual strengths and needs of your class?

Which strategies have enabled you to be confident that you know in a typical lesson whether all the pupils have made progress appropriate to their starting point and ability?

When you have felt the need to develop your practice in this area, how have you approached your mentor or others to improve your understanding?

Which strategies have you developed to maximise the impact of support staff in lessons?

How would you assess your ability to “think on your feet” and change your plan during the lesson when appropriate?

How would you assess the development of your own confidence levels in terms of the above, and the learning outcomes for children?


They show a willingness to try out a range of approaches to teaching and learning.

They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes.

They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners.

They make a positive contribution to the development of curriculum and resources in their placement settings.


Do you regularly observe and make notes on the different ways other teachers approach lessons? This might include different ways of starting the lesson, types of task, groupings of students, uses of IT.

In what ways do you note and evaluate your own different approaches to teaching and learning? Does this include how your classes have responded?

In what ways do you plan some form of differentiation into your lessons? The type can vary (task, outcome, support, etc.).

Are you aware of potential misconceptions or difficulties in understanding that may occur? How do you cater for these in your planning?

In what ways do you plan to check that your objectives are being achieved in lessons?

How often do you evaluate lessons by annotating your lesson plans or by formal full evaluations?

Have you led the discussion of a lesson after an observation and suggested targets?

How have you contributed to the materials/artefacts resource bank / interactive display / electronic media of your classroom / year group?


6 Make accurate and productive use of assessment.

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


How have you used the school’s policy and procedures on rewards and sanctions to support you in creating a positive and safe learning environment?

Have you observed different teachers doing this in different ways and can you adopt some of those strategies successfully?

How have you managed to combine consistency of application of the school procedures with the need to deal sensitively with certain individuals?

What strategies have you considered and implemented to help you to notice and ‘mop up’ minor misbehaviour quickly so that it does not interfere with pupils’ learning?

How have you used behaviour for learning approaches to address more major disruption and create a safe and supportive learning environment?

Do you have a sense that children are excited by your lessons and enjoy learning with you?


They work within the school’s framework for behaviour and apply rules and routines consistently and fairly.

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

They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual.

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


They are able to assess pupils’ attainment accurately against national benchmarks.

They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses.

They maintain accurate records of pupils’ progress and use these to set appropriately challenging targets.

They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.

Some things to consider (in addition to the elements noted in Standard 5):

Have you observed and noted a range of techniques for formative assessment / assessment for learning?

In what ways have you been able to try out a similar range of techniques in your own teaching and have you been able to draw important information from this about pupil progress?

Have you assessed / marked work and written appropriate targets and comments on it? How far have you been able to follow this up later to review further progress?

Have you set targets for pupils and how far have you been able to monitor their understanding of these and their progress towards them?

Have you assessed against a set of criteria, e.g. NC levels or APP assessment focuses?

Are you aware of the progress data for your class within the school data set?


8 Fulfil wider professional responsibilities.


They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the school.

They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.

They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.

They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further.

They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being.

They assume some responsibility for doing so in response to individual pupils’ emergent needs.


How have you contributed to department, team or other staff meetings? Do you feel you have a good relationship with other teaching and support staff in the school?

How regularly have you attended staff meetings and INSET? Have you sought opportunities to: attend assembly; participate in an outside visit; help with a lunchtime or after-school club; work with the pupil council or similar; attend a parents’ evening or open day?

How do you communicate regularly with support staff (see also Standard 5) and the SENCO about pupils with individual needs?

Have you had the opportunity to witness a multi-agency meeting? If not how can you find how about what this involves?

Have you written reports and talked to parents, formally and informally?

Do you have an improvement plan of your own which could involve working with other specialist colleagues to enhance aspects of your subject knowledge and teaching?


Part Two:

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

Those trainees graded as ‘good’ on Sections 1-8 at the end of the programme of ITE will have also demonstrated that:


They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils.

They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions.

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

How far do you feel ‘membership and ownership’ in your school and relate to pupils both in your classes and in the rest of the school as a responsible adult, sharing the role of teaching and guidance for the community as a whole?

How far do you actively promote (through your teaching and relationships with children) the understanding of social and cultural diversity?

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

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

Where appropriate, have you considered how to manage the potentially different demands of policies and procedures in your placement and your SSE or other settings?

How far have you demonstrated an ability to implement the workplace policies in your placement school?

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

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

In what ways can you show that you are clearly and overtly committed to the equality and inclusion policies of your placement school and are you aware of your professional duties as advanced in the documentation mentioned?


Appendix m: Moving From Good to Outstanding Moving to OUTSTANDING against the Teachers’ Standards Part One:

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

Those trainees graded as ‘outstanding’ at the end of the programme of ITE will have demonstrated that:

They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts.

There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning.


How do you project your expectations about an atmosphere highly conducive to learning in the classroom?

How are you ensuring that the ratio of teacher to pupil talk is consistently weighted in the pupils’ favour?

How do you keep track of what all pupils are doing in your lessons? How well do you address all individuals’ needs and progress in lessons and over time?

How well do you equip pupils to be resilient, confident and independent learners?

To what extent are you and your pupils experimenting and evaluating within the boundaries of effective, focussed teaching and learning?

Do you feel confident to take risks and to be creative, and are you able to look on mistakes as opportunities for professional learning?


2 Promote good progress and outcomes by pupils.


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

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

They actively promote engaging and effective methods that support pupils in reflecting on their learning.

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

They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.


When you plan, are you thinking about a sequence of learning across a series of lessons? Before you begin this planning, how do you find out about what your pupils might already know about this area / topic? Have you thought about, and talked to your mentor about, common misunderstandings / misconceptions that pupils might have in this area/ topic? Is the planning flexible enough to allow you to revisit concepts if you feel you need to?

Are you successfully using AfL strategies in your lessons? What do you do with the information this gives you?

Do you regularly talk to pupils about their learning and help them understand how they are progressing?

Do you feel confident talking about your pupils’ progress and outcomes to your mentor?

Do you feel confident when looking at pupil data tracking documents for the classes you teach?

Do you keep good assessment records of your work with the class and see how this fits with your mentor’s records? Are the pupils all making progress? How do you know?

Have you tried to provide opportunities for pupils to learn independently from you? What strategies do you use to try and promote pupil independence?


3 Demonstrate good subject and curriculum knowledge.

Those trainees graded as òutstanding’ at the end of the programme of ITE will have demonstrated that:

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

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

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

They model very high standards of written and spoken communication in all professional activities.

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


Are you continuing to think about your own subject knowledge and your subject knowledge pedagogy? What are you doing to enable you to view this as a long term process rather than a task to be accomplished to successfully achieve QTS? Are there areas which were initially identified as gaps in your SKA that you have taught successfully and now feel some confidence with?

Are you continuing to update your SK audit(s) so this is a ‘living’ document?

How are you beginning to engage with the professional community of teachers in your subject area? For example, through subject associations, discussions about the development of your subject and its role within the curriculum with others in your department, and contributions in subject based university sessions?

What are you learning about your subject knowledge pedagogy from your observations of other teachers and from your weekly meetings with your subject mentor? Do you ask for observers to focus on areas of subject knowledge pedagogy when they visit your classroom?

Are you developing strategies for helping students avoid common misconceptions in your area? Are these reflected in your planning and evaluations?

Are you aware of the development of concepts and topics within your subject across the age range especially in the key stages before and after the ages you teach? What do you do with this information?

Are you communicating your passion for the subject you teach? How do you know?

Do you consciously think about ways in which you can help your pupils develop their ability to communicate within your subject through their talk, their reading, their writing, their use of ICT?

Do you reflect on your own talk in the classroom? How do you model effective spoken communication, including listening, in your classroom?

Do you reflect on your ability to write effectively and appropriately in your written communication to pupils, to parents/carers, to others in your placement school and university tutors? What are you doing to develop this area of your practice further?


4 Plan and teach well-structured lessons.


They plan lessons that often use well-chosen imaginative and creative strategies and that match individuals’ needs and interests.

They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning.

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


Do you still observe and make notes on the teaching of others (including specialists and curriculum coordinators) e.g. looking for engagement strategies through input material or initial activity, strategies to ensure pupils are constantly active and use talk for learning, strategies to encourage pupils to do independent research before or after a lesson?

How have you acted on what you have seen and done in your own lessons? How have you noted the response of learners to these strategies and their impact on pupils’ learning?

How do you now approach differentiation and personalised learning? What are the groups and individuals in your class/es which need alternative tasks or materials and how do you identify and meet these needs?

How do you approach lesson evaluation? Do you lead the discussion of a lesson after you have

taught it and suggest targets for yourself? What types of impact of your teaching have you

noticed and how have you used this in planning? Do you take responsibility for areas of planning in a

subject /year team and regularly produce plans /materials/resources including interactive display/electronic media which are used by other professionals?


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

6 Make accurate and productive use of assessment.


They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups.

They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.

Some things to consider (NB this links extensively with Standard 6):

How does your planning and evaluation address the specific needs of individuals and groups?

Which strategies have enabled you to be confident that you know in a typical lesson whether all the pupils have made progress appropriate to their starting point and level of attainment?

How confidently do you engineer effective group and pair work to encourage all students to support and extend each other’s learning? How used are your pupils to learning in different groups for different purposes?

Which strategies have you developed to ensure support staff are fully prepared for their role in supporting and challenging learning?

Do you always gain support staff feedback after lessons and use that information to adapt future planning?

How confident and successful are you at “thinking on your feet” and adapting your plan during the lesson in the light of pupil feedback and your assessment of progress?

To what extent does your expanding range of appropriate teaching approaches effectively engage learners and impact on their learning?


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

They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning.

They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.

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

Some things to consider (In addition to the elements noted in Standard 5):

Which techniques for formative assessment / assessment for learning do you successfully use?

How do you use a range of AfL techniques to highlight important information about pupil progress and inform your future planning?

How do you systematically check pupils’ understanding during your lessons and intervene as appropriate?

How does your written and verbal formative feedback impact pupils’ progress?

To what extent do you involve pupils in accurately targeting further improvement and monitoring their own progress?

Do you regularly assess against a set of criteria, e.g. NC levels or APP assessment foci?

How does the progress data for your class compare with the school data set?


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

Those trainees graded as òutstanding’ at the end of the programme of ITE will have demonstrated that:

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

They consistently have high expectations behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning.

They manage pupil cooperation. They actively seek additional support in

addressing the needs of pupils where significantly challenging behaviour is demonstrated.


How have you used the school’s policy and procedures on rewards and sanctions to support you in creating an environment highly supportive of learning where you can still deal sensitively with certain individuals?

How consistent is this approach with all groups? Would you and others characterise your

approach to managing pupils’ behaviour as positive and assertive?

How successfully and easily do you adapt experienced teachers’ strategies to promote positive behaviour?

What strategies do you implement to address issues so that learning is not disrupted?

How have you drawn on others’ experience to address significantly challenging behaviour and create a safe and supportive learning environment?

Do you have a sense that pupils arrive with a positive attitude to learning and demonstrate enjoyment and engagement in their learning with you? If yes, how do you know?

Would you characterise your classroom as one where pupils show courtesy, collaboration and cooperation towards each other? If yes, why?


8 Fulfil wider professional responsibilities.


They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school.

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

They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.

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

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


How have the following experiences contributed to your emerging teacher identity and what have you learned from this activity:

Your own input into team and staff meetings and INSET days?

Your own lunch-time / after-school / assembly activity with pupils?

Your planning of an educational visit including making a risk assessment?

Your discussions with other teachers? Your discussions with support staff beyond your

own classroom? Your discussions with others, including other

agencies, about individual pupils? Your report writing on pupils in different

contexts? Your communication with parents/carers, both in

writing and face to face or on the telephone? How are you planning (what, when, how) to

address any gaps in the above and to enhance further the experiences you have already had?


Part Two:

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

Those trainees graded as òutstanding’ on Sections 1-8 at the end of the programme of ITE will have also demonstrated that:

They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils.

They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions.

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


How far do you feel ‘membership and ownership’ in your employing/home/placement school and relate to pupils both in your classes/tutorial group and in the rest of the school as a responsible adult, sharing the role of teaching and guidance for the community as a whole?

How far do you actively promote (through your teaching and relationships with young people) the understanding of social and cultural diversity?

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

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

Have you considered how to manage the potentially different demands of policies and procedures in your two placements and any time in other settings? If this has been an issue, do you, as a result, have a clearer idea of the characteristics of settings in which you want to teach?

How far have you demonstrated an ability to implement the workplace policies in your placement school?

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

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

In what ways can you show that you are clearly and overtly committed to the equality and inclusion policies of your placement school and are you aware of your professional duties as advanced in the documentation mentioned?


Documents

Early Years Journal 2015 England - Microsoft › docs › teach... · evidence to demonstrate progress, including but not limited to, lesson plans, pupils’ work, lesson observation