Professional Standards for Teachers Core

provide clarity of the expectations at each career stage.<br><br> The standards are not to be confused with and do not replace the professional duties contained in the School Teachers 9 Pay and Conditions Document, which sets out the roles and responsibilities of teachers. 4. The framework of standards below is arranged in three interrelated sections covering: a.<br><br> professional attributes b. professional knowledge and understanding c. professional skills.<br><br> What these standards cover 5. The standards provide the framework for a teacher 9s career and clarify what progression looks like. As now, to access each career stage a teacher will need to demonstrate that he/she has met the relevant standards.<br><br> The process for this varies depending on the standards concerned. Teachers seeking Excellent Teacher or AST status need to apply and be assessed through an external assessment process. Teachers seeking to cross the threshold are assessed by their head teacher.<br><br> The standards for Post Threshold Teachers, Excellent Teachers and ASTs are pay standards and teachers who are assessed as meeting them also access the relevant pay scale. 6. The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage.<br><br> After the induction year, therefore, teachers would be expected to continue to meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding and skills within that context. This principle applies at all subsequent career stages. So, for example, teachers who have gone through the threshold would be expected to meet the core and post-threshold standards and to broaden and deepen their professional attributes, knowledge, 1 The framework as a whole, as set out here, applies in England only.<br><br> The standards for Post Threshold Teachers, Excellent Teac hers and ASTs are pay standards (as set out in the School Teachers 9 Pay and Conditions Document) and apply in England and Wales. 3 understanding and skills in that context. There are no new criteria for pay progression for teachers paid on the upper pay scale in the 2006 School Teachers 9 Pay and Conditions Document.<br><br> 7. The standards will support teachers in identifying their professional development needs. Where teachers wish to progress to the next career stage, the next level of the framework provides a reference point for all teachers when considering future development.<br><br> Whilst not all teachers will necessarily want to move to the next career stage, the standards will also support teachers in identifying ways to broaden and deepen their expertise within their current career stages. 8. All teachers should have a professional responsibility to be engaged in effective, sustained and relevant professional development throughout their careers and all teachers should have a contractual entitlement to effective, sustained and relevant professional development throughout their careers.<br><br> There should be a continuum of expectations about the level of engagement in professional development that provides clarity and appropriate differentiation for each career stage. The expectations about the contribution teachers make to the development of others should take account of their levels of skills, expertise and experience, their role within the school, and reJect their use of up-to-date subject knowledge and pedagogy. 2 9.<br><br> In all these cases, performance management is the key process. Performance management provides the context for regular discussions about teachers 9 career aspirations and their future development, within or beyond their current career stage. The framework of professional standards will provide a backdrop to discussions about how a teacher 9s performance should be viewed in relation to their current career stage and the career stage they are approaching.<br><br> The relevant standards should be looked at as a whole in order to help teachers identify areas of strength and areas for further professional development. For example, a teacher who aspires to become an AST will need to reJect on and discuss how they might plan their future development so they can work towards becoming an AST, and performance management would provide evidence for the teacher 9s future application. 10.<br><br> All qualiIed teachers in maintained schools and non-maintained special schools are required to be registered with the GTCE. To maintain registration they must uphold the GTCE 9s Code of Conduct and Practice for Registered Teachers. 11.<br><br> The recommendation for the award of qualiIed teacher status and registration with the GTCE is made by an accredited Initial Teacher Training (ITT) provider following an assessment which shows that all of the QTS standards have been met. The Newly QualiIed Teacher (NQT) may then begin the induction period. NQTs will not be required to meet fully the core standards until the end of their induction period.<br><br> The core standards underpin all the subsequent standards and, where there is no progression at subsequent career stages, are valid at all points of teachers 9 careers within both their immediate workplace and the wider professional context in which they work. Each set of standards builds on the previous set, so that a teacher being considered for the threshold would need to satisfy the post-threshold standards (P) and meet the core standards (C); 2 Extract from the Rewards and Incentives Group 9s (RIG) evidence (Section 9 8The New Teacher Professionalism 9) to the School Teachers 9 Review Body (STRB) on 25 May 2005. 4 a teacher aspiring to become an Excellent Teacher would need to satisfy the standards that are speciIc to that status (E) and meet the preceding standards (C and P); and a teacher aspiring to become an AST would need to satisfy the standards that are speciIc to that status (A) as well as meet the preceding standards (C, P and E) 3 although they can apply for an AST post before going through the threshold.<br><br> In practice, the standards relating to the excellence of their own teaching are common to ASTs and Excellent Teachers; the three additional AST standards are focused on their ability to carry out their work with other schools and on their leadership role. 12. The framework of standards is progressive, reJecting the progression expected of teachers as their professional attributes, knowledge, understanding and skills develop and they demonstrate increasing effectiveness in their roles.<br><br> Post Threshold Teachers are able to act as role models for teaching and learning, make a distinctive contribution to raising standards across the school, continue to develop their expertise post threshold and provide regular coaching and mentoring to less experienced teachers. Excellent Teachers provide an exemplary model to others through their professional expertise, have a leading role in raising standards by supporting improvements in teaching practice and support and help their colleagues to improve their effectiveness and to address their development needs through highly effective coaching and mentoring. ASTs provide models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading school improvement activities and continuing professional development (CPD) for other teachers.<br><br> They carry out developmental work across a range of workplaces and draw on the experience they gain elsewhere to improve practice in their own and other schools. 13. All the standards are underpinned by the Ive key outcomes for children and young people identiIed in Every Child Matters and the six areas of the Common Core of skills and knowledge for the children 9s workforce.<br><br> The work of practising teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the development and well-being of children and young people expressed in the Children Act 2004, the Disability Discrimination Acts 1995 and 2005 and relevant associated guidance, the special educational needs provisions in the Education Act 1996 and the associated Special Educational Needs: Code of Practice (DfES 2001), the Race Relations Act 1976 as amended by the Race Relations (Amendment) Act 2000, and the guidance Safeguarding Children in Education (DfES 0027 2004). 14. The professional standards must operate in the context of teachers 9 legal rights and contractual entitlements.<br><br> 15. Nothing in the professional standards militates against teachers taking lawful industrial action. cCore standards underpin all the standards and are valid at all points of a teacher 9s career d 5 " The term 8learners 9 is used instead of 8children and young people 9 when learning per se is the main focus of the standard.<br><br> It refers to all children and young people including those with particular needs, for example, those with special educational needs, looked after children, those for whom English is an additional language, those who are not reaching their potential or those who are gifted and talented. " The term 8colleagues 9 is used for all those professionals with whom a teacher might work. It encompasses teaching colleagues, the wider workforce within an educational establishment, and also those from outside with whom teachers may be expected to have professional working relationships, for example early years and health professionals and colleagues working in children 9s services.<br><br> " The term 8classroom 9 is used to encompass all the settings within and beyond the workplace where teaching and learning take place. " The term 8workplace 9 refers to the range of educational establishments, contexts and settings (both in and outside the classroom) where teaching takes place. " The term 8subjects/curriculum areas 9 is used to cover all forms of organised learning experienced across the curriculum.<br><br> For example, areas of learning in the foundation stage, broad areas of curricular experience and learning through play in the early years, thematically structured work in the primary phase, single subjects, vocational subjects and cross-curricular work in the 14 319 phase. " The terms 8lessons 9 or 8sequences of lessons 9 are used to cover teaching and learning activities wherever they take place, whatever their nature and length, and however they might be organised, and are applicable to all educational phases and contexts. " Where the phrase 8parents and carers 9 is used, it is understood that the term 8parents 9 includes both mothers and fathers.<br><br> " The term 8well-being 9 refers to the rights of children and young people (as set out and consulted upon in the Every Child Matters: Green Paper and subsequently set out in the Children Act 2004), in relation to: " physical and mental health and emotional well-being " protection from harm and neglect " education, training and recreation " the contribution made by them to society " social and economic well-being. " The term 8personalised learning 9 means maintaining a focus on individual progress, in order to maximise all learners 9 capacity to learn, achieve and participate. This means supporting and challenging each learner to achieve national standards and gain the skills they need to thrive and succeed throughout their lives.<br><br> 8Personalising learning 9 is not about individual lesson plans or individualisation (where learners are taught separately or largely through a one-to-one approach). Note on the terminology used in the standards Core 6 Teachers should meet the following core standards (C) at the end of the induction period and continue to meet them throughout their teaching career. C4 C3 C2 C1 Professional attributes All teachers should: Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.<br><br> Hold positive values and attitudes and adopt high standards of behaviour in their professional role. Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity. Frameworks (a) Communicate effectively with children, young people and colleagues.<br><br> (b) Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being. (c) Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress, development and well-being of children and young people. Relationships with children and young people 7 C6 C5 Recognise and respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.<br><br> Have a commitment to collaboration and co-operative working where appropriate. Communicating and working with others C9 C8 C7 Evaluate their performance and be committed to improving their practice through appropriate professional development. Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where beneIts and improvements are identiIed.<br><br> Act upon advice and feedback and be open to coaching and mentoring. Personal professional development 8 Professional knowledge and understanding All teachers should: C10 C13 C12 C11 Assessment and monitoring Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential. Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualiIcations.<br><br> Teaching and learning Know a range of approaches to assessment, including the importance of formative assessment. Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. C17 C20 C19 C18 C14 C16 C15 Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.<br><br> Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subjects/ curriculum areas can make to cross-curricular learning; and recent relevant developments. Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they teach. Literacy, numeracy and ICT Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.<br><br> Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic inJuences. Subjects and curriculum Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Achievement and diversity Understand the roles of colleagues such as those having speciIc responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people.<br><br> 9 C21 C25 C24 C23 C22 Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies. Health and well-being Know how to identify potential child abuse or neglect and follow safeguarding procedures. Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difIculties in their personal circumstances, and when to refer them to colleagues for specialist support.<br><br> Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. Know the local arrangements concerning the safeguarding of children and young people. 10 C26 Professional skills All teachers should: Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.<br><br> Planning C28 C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context. C29 Teaching 11 Plan, set and assess homework, other out-of-class assignments and coursework for examinations, where appropriate, to sustain learners 9 progress and to extend and consolidate their learning. Teach challenging, well-organised lessons and sequences of lessons across the age and ability range they teach in which they: (a) use an appropriate range of teaching strategies and resources, including e-learning, which meet learners 9 needs and take practical account of diversity and promote equality and inclusion (b) build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress (c) develop concepts and processes which enable learners to apply new knowledge, understanding and skills (d) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively (e) manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners.<br><br> C30 Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment. 12 C35 Review the effectiveness of their teaching and its impact on learners 9 progress, attainment and well-being, reIning their approaches where necessary. Reviewing teaching and learning C34 C33 C32 C31 Assessing, monitoring and giving feedback Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners 9 progress and levels of attainment.<br><br> Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners 9 attainment, progress and areas for development. Support and guide learners so that they can reJect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners. Use assessment as part of their teaching to diagnose learners 9 needs, set realistic and challenging targets for improvement and plan future teaching.<br><br> C36 Review the impact of the feedback provided to learners and guide learners on how to improve their attainment. C37 (a) Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufIciently conIdent to make an active contribution to learning and to the school. (b) Make use of the local arrangements concerning the safeguarding of children and young people.<br><br> (c) Identify and use opportunities to personalise and extend learning through out-of-school contexts where possible making links between in-school learning and learning in out-of-school contexts. Learning environment 13 C38 (a) Manage learners 9 behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school 9s behaviour policy. (b) Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners.<br><br> C40 Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them. Team working and collaboration C39 Promote learners 9 self-control, independence and cooperation through developing their social, emotional and behavioural skills. C41 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulIl.<br><br> The TDA is committed to providing accessible information. To request this item in another language or format contact TDA corporate communications at the address below or e-mail corporatecomms@tda.gov.uk Please specify what you require and provide your name and contact information. Training and Development Agency for Schools 151 Buckingham Palace Road London SW1W 9SS www.tda.gov.uk/standards Publication line: 0845 6060 323 TDA switchboard: 0870 4960 123 ©TDA 2007 TOA313/06.07/COL<br><br>

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