ࡱ> c Ubjbj :,^\^\"M@@@@@TTT8T{!t  $"%r !@ !@@5!///F@@ / // ^ +5Е F*  K!0{!2 ,&S&^ &@^ / ! !{!&> : Teachers standard 1 *Please note, if you are a more experienced teacher it is assumed you will meet all the standards for less senior roles (i.e. an Expert Teacher will meet all the standards for an Accomplished Teacher, an Accomplished Teacher will meet all the standards for a Teacher and a Teacher will meet all the standards for an NQT) Set high expectations which inspire, motivate and challenge pupils NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)Establish a safe and stimulating environment for pupils, rooted in mutual respect Ensure displays are child-centred Provide a safe physical environment Ensure a class charter is in place promoting behaviour for learning and class rules Be a positive role model Promote inclusion Ensure displays are interactive, providing children with opportunities to give feedback Encourage children to take ownership of the safe environment Ensure children take ownership of class charterEnsure displays are highly interactive and form an integral part of learning Ensure that children contribute to and understand the class charter Ensure displays are interactive, ongoing and integral to all learning Empower children to draft and promote a class safety charter Support other colleaguesSet goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Ensure short-term and long-term goals provide appropriate challenge, including for SEN and MAGT children. Involve children in setting their own goals Ensure children are accountable for progress towards their own goalsSupport other colleagues in establishing short and long-term goals.Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Be: calm, fair, kind, generous, motivational, inspiring, supportive, respectful, appreciative, thankfulEnsure that teachers qualities are reflected in childrens behaviour and attitudes Teachers standard 2 Promote good progress and outcomes by pupils NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)Be accountable for pupils attainment, progress and outcomes Ensure all pupils make at least satisfactory progressEnsure the majority of pupils make at least good progressEnsure the vast majority of pupils make at least good progress and progress for some is outstanding Ensure all pupils, with rare exceptions, make at least good progress with many making outstanding progressBe aware of pupils capabilities and their prior knowledge, and plan teaching to build on these Use knowledge of pupils current attainment levels to inform planningUse knowledge from previous lessons to inform future lessons on the unit or subject Assign additional adult support effectively Use formative assessments to inform and adapt plans within the weekBe highly proactive in adapting teaching within lessons to best suit the needs of all childrenGuide pupils to reflect on the progress they have made and their emerging needs Follow school policies relating to assessment for learningDevelop your own strategies for encouraging pupils to be reflective learners Ensure children can identify their own next steps and work proactively towards them Use a range of strategies effectively to promote children as reflective learnersEnsure children take ownership of their own learning Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Use a variety of teaching styles and strategies to help progressDevelop a variety of teaching styles to cater for a wider range of needsEffectively adapt lessons to ensure all groups are able to make good progress within a lessonBe highly reflective about learning needs of different groups Share knowledge and expertise with others  Teachers standard 2 (continued) Promote good progress and outcomes by pupils NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)Encourage pupils to take a responsible and conscientious attitude to their own work and study. Follow school policies relating to learningMake use of a variety of strategies within the classroom to promote an attitude of independent learning Ensure marking and feedback is of a high standard and that it is effective in helping children improve Ensure targets are attainable but challenging Encourage discussion of what has worked for the children Allow children to take more ownership of planning and targetsEnsure children have responsibility for preparing for future lessons  Teachers standard 3 Demonstrate good subject and curriculum knowledge NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings Ensure subject knowledge is secure in all National Curriculum areasEnsure good subject knowledge and engaging teaching maintains pupils interestEnsure subject knowledge is at least good and often outstandingEnsure subject knowledge is generally outstandingDemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Be an effective model in each subject area Show secure understanding about all subjects and how the curriculum changesTeachers and environment promote childrens interests to ensure good progress Fully understand the development of all subjects and changes that take place Teacher and environment promote at least good learning Use curriculum knowledge to support childrens learning in all areasTeacher and classroom environment promotes outstanding learning Be confident across the curriculum Support colleagues Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist subject Show a secure understanding of how to promote high standards in literacyFully understand standards required in literacy and apply knowledge of standard EnglishUse own knowledge to develop childrens literacy to a high standardUse own knowledge to extend childrens learning Support peers with planning and teaching of literacyIf teaching early reading, demonstrate a clear understanding of systematic synthetic phonics Know and understand school systemsFully understand school systems Demonstrate good phonetic teachingAdapt school systems as appropriate Demonstrate consistently good or outstanding phonics teaching Confidently use, adapt and implement strategies of phonic teaching to raise standards Support colleagues in delivering high-quality phonics teaching Teachers standard 3 (continued) Demonstrate good subject and curriculum knowledge NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Have a good awareness of objectives to be covered and use a range of teaching strategiesUse objectives to extend childrens learning, using effective teaching strategiesBe confident with all objectives and aware of how to push children on. Use a wide range of teaching strategies as appropriateBe aware of changing standards Employ a fluid approach to all objectives from all years Teach in a range of ways that suit all pupils Support colleagues in delivering high-quality maths teaching  Teachers standard 4 Plan and teach well-structured lessons NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others) Impart knowledge and develop understanding through effective use of lesson time Example: Lesson pace ensures all children make some progressExample: pace of lessons is good leading to generally good learningExample: pace of lessons injects a sense of urgency and leads to good or outstanding learningExample: pace of lessons is used to excellent effect ensuring that all children are empowered to make at least good progress. Promote a love of learning and childrens intellectual curiosity Plan lessons and teaching sequences which engage children.Children make good progress through stimulating lessonsChildren make consistently good progress through stimulating lessons; some progress is outstandingChildren are empowered to make outstanding progress. Teacher supports and stimulates other teachers, sharing outstanding practice. Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired Plan out-of-class activities. Homework is planned following the school policy and with parallel teacherHomework leads to good progressA variety of different types of homework leads to consistently good progress, some of which is outstandingHomework reinforces outstanding learning and uses a range of stimuli to engage the learnerReflect systematically on the effectiveness of lessons and approaches to teaching Be reflective and addresses next stepsReflection is ongoing and addresses next steps and misconceptionsReflection is ongoing and ensures children make good or outstanding progressReflection is ongoing and leads to a flexible teaching approach which ensures outstanding progress. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Plan an engaging curriculumChildren make good progress across a range of subject areasChildren make good or outstanding progress across the curriculum; teacher adapts lessons to ensure maximum engagementChildren make outstanding progress across the curriculum; teacher supports CPD in others  Teachers standard 5 Adapt teaching to respond to the strengths and needs of all pupils NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Use a variety of different forms of differentiation in line with school policy Use differentiation effectively to ensure all childrens needs are metUse a range of types of differentiation, giving children ownership of their learning, and ensuring at least good progress. Use differentiation highly effectively ensuring that all children make good or outstanding progress.Have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these Know and plan for the variety of learning styles using appropriate VAK strategiesUse relevant strategies to support the learning of children with evidence of opportunities identified to learn independently Use a range of relevant strategies to aid good progress which children are supported in using independentlyUse a range of relevant and meaningful strategies highly effectively, ensuring outstanding learning Children use strategies independently. 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 Have a suitable awareness of childrens development so that teaching can be adapted to support progressHave a good awareness of childrens development so that teaching is adapted to ensure progressHave a sound awareness of childrens development so that teaching is adapted effectively to ensure good or outstanding progressHave an in-depth awareness of the development of all children where teaching is flexible, based on a sound knowledge to ensure outstanding progressHave a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Use a range of strategies which meet the needs of all children and engage and support them, based on relevant evaluationUse a widening range of suitable strategies which will meet the needs of all children and engage and support them, based on sound evaluationUse a wide range of suitable teaching approaches which will ensure that all children are engaged and supported in their learning to make at least good progress, based on effective evaluationMake highly effective use of a wide range of relevant teaching approaches based on accurate evaluation of teaching and learning. Teachers standard 6 Make accurate and productive use of assessment NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Teacher is pro-active in assessing children and uses assessment to inform future planningFormative and summative assessments are used to proactively inform future provision for all groupsTeacher uses a range of evidence types to assess all children accurately and assign interventions quickly to ensure all children make at least good progress Assessment is cyclical and highly meaningful, contributing to generally outstanding progressMake use of formative and summative assessment to secure pupils progress Use formative and summative assessments to monitor and support pupils progressUse formative and summative assessments to proactively inform future provision for all groupsUse formative and summative assessments to provide confident information about all children to ensure at least good progress Use a range of assessment effectively to ensure outstanding progress.Use relevant data to monitor progress, set targets, and plan subsequent lessons Be proactive in using relevant data to monitor progressRead and interpret data to set, monitor and plan lessons using SMART targetsAnalyse and interpret data, putting in place strategies to address any shortcomingsAnalyse and interpret data, making highly meaningful predictions and apply targets consistently Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Be proactive in providing pupils with regular feedback, orally and through markingUse oral feedback and marking to inform children of their progressUse oral feedback and marking to interact with children and inform them of their progress, intervening to ensure successUse oral feedback and marking in a highly meaningful, immediate and effective way to ensure outstanding progress Teachers standard 7 Manage behaviour effectively to ensure a good and safe learning environment NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)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 schools behaviour policy Ensure children are well-behaved and there is a positive learning atmosphere in the class Display classroom rules and refer to them when following up sanctionsEnsure behaviour is good and children are actively engaged in their learning Rules and routines are well-established. Reward positive behaviour consistentlyEnsure behaviour is good, children are actively involved and pro-active in demonstrating good behaviour for learning Be a positive role model in the classroom in accordance with policy and behaviourEnsure behaviour is excellent and children take full responsibility for their own behaviour (including B4L) and that of others Adapt and develop rules and behaviourHave high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Follow schools policy on behaviour management. Integrate effective behaviour for learning into the schools behaviour policyFollow schools behaviour policy to suit the needs of children in the class, including behaviour for learning. pro-actively implement effecting behaviour for learning across the schoolCreate frameworks from up-to-date research Manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them Follow school policy and use knowledge from classroom observations. Liaise effectively with the Inclusion Manager Follow school policy, applying prior developed knowledge when implementing policyTake initiative in applying additional strategies to benefit a range of pupils needsDevelop approaches which meet a range of behaviour needs. Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. Follow school policy on sanctions and rewards Develop practice through observationsUse career experience in combination with school policy to develop positive relationship with pupils Liaise with parentsMake immediate informed decisions which have a positive effect on class relationships Liaise with parentsMake a contribution to decisions and strategies used for sanctions Promote positive behaviour throughout the school Liaise with parents Teachers standard 8 Fulfil wider professional responsibilities NQT (with support)TeacherAccomplished teacherExpert teacher (supporting others)Make a positive contribution to the wider life and ethos of the school Follow the staff code of conduct and contribute to the school, e.g. in planningLead a subject areaParticipate in some form of out-of-hours learning Lead assemblies as appropriateBe pro-active in identifying wider areas for development and come up with plans to address them.Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Know who is responsible for what in school and have an open, positive attitude to other team members Be approachableConfidently approach other members of staff for help and offer help to others when neededHave a confident relationship with all staff Establish supportive networks for collaborative work and adviceBe someone who all staff members feel they can approach. Build up cross-school networks and support in other schools Deploy support staff effectively Have a positive relationship with all support staff and plan with class teaching assistantUse support staff effectively to extend the childrens learning in and out of classBe able to use support staff strengths to promote high expectations in and out of classBe able to develop support staff and encourage their own CPDTake responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Have a positive attitude towards self-development Use feedback as a tool to develop practiceIdentify longer-term development needs and be proactive in addressing themBe proactive in developing leadership skillsHave a commitment to professional development of colleagues, providing support and signposting as appropriate.Communicate effectively with parents with regard to pupils achievements and well-being. Hold parents evenings and informal chats about any major concerns, providing positive feedback when appropriate Know how to deal or interact with parents more effectively and confidentlyDeal with issues as they arise, with developed confidence. 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