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SBTLevelDescriptorsforAssessmentofTeachers’Standards

Preamble:ThesestatementsprovidedescriptionsofhowtraineesmaydemonstrateachievementatdifferentlevelsinmeetingandexceedingtheTeachers’StandardsPart1:Teaching

Teachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1TS1:Sethighexpectationswhichinspire,motivateandchallengepupils• establishasafeandstimulating

environmentforpupils,rootedinmutualrespect

• setgoalsthatstretchandchallengepupilsofallbackgrounds,abilitiesanddispositions

• demonstrateconsistentlythepositiveattitudes,valuesandbehaviourwhichareexpectedofpupils.

• demonstrateanunderstandingofaneedforasafeandstimulatingenvironmentforpupilsandshowrespectforpupils

• begintorecognisetheneedtochallengepupilsofallbackgrounds,abilitiesanddispositions

• demonstratethepositiveattitudes,valuesandbehaviourswhichareexpectedofpupils

• beabletoencouragepupilstoparticipateandcontributeinanatmosphereconducivetolearning

• inthecourseofdifferingschoolexperiences,showthathe/shehassetappropriatelyhighexpectations,believingthatallpupilscanmakeprogress

• beabletodeveloparapportwitharangeofindividualsandgroups;mostpupilsareengagedintheirlearning

• consistentlydemonstrateprofessionalbehaviour,respectforpupils,colleagues,parentsandcarersandsupporttheethosoftheschool

• demonstrateenthusiasmforworkingwithpupilsandyoungpeopleandforteachingandlearning

• beconsistentinencouragingpupilstoparticipateandcontributeinanatmosphereconducivetolearning

• consistentlysethighexpectationsofpupilsindifferenttrainingcontexts

• bewellrespectedbylearnersandeffectivelypromotepupils’resilience,confidenceandindependencewhentacklingchallengingactivities.Asaresultofthismostlearnersareenthusedandmotivatedtoparticipate

• constantlyencouragepupilstoparticipateandcontributeinanatmospherehighlyconducivetolearning

• consistentlysethighexpectationsofpupilsindifferenttrainingcontexts

• therearehighlevelsofmutualrespectbetweenthetraineesandpupils.

• beveryeffectiveinpromotinglearners’resilience,confidenceandindependencewhentacklingchallengingactivities.

• generatehighlevelsofenthusiasm,participationandcommitmenttolearningensuringallchildrentryhardandtakeprideinalloftheirwork

SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1

TS2:Promotegoodprogressandoutcomesbypupils• beaccountableforpupils’

attainment,progressandoutcomes• beawareofpupils’capabilitiesand

theirpriorknowledge,andplanteachingtobuildonthese

• guidepupilstoreflectontheprogresstheyhavemadeandtheiremergingneeds

• demonstrateknowledgeandunderstandingofhowpupilslearnandhowthisimpactsonteachingencouragepupilstotakearesponsibleandconscientiousattitudetotheirownworkandstudy.

• begintounderstandhow

teachersareaccountableforattainment,progressandoutcomesofpupilsandhaveengagedinaspectsofthisalongsidetheclassteacher

• demonstrateadevelopingabilityinsupportingpupilsinreflectingontheirlearningandidentifyingtheirneeds

• demonstrateanincreasingknowledgeandunderstandingofeffectiveteachingstrategiestosupportpupils’learning

• begintodevelopteachingandlearningactivitieswhichencourageindependentlearning

• pupilprogressandlearningovertimeissometimesasexpected

• understandhowteachersare

accountablefortheattainment,progressandoutcomesofpupilsandhavetakensomeresponsibilityforthiswithguidancefromtheusualclassteacherorotherprofessional

• ensurehis/hershortandmediumtermplanningandteachingdemonstratesomeunderstandingof,andprovisionfor,pupilprogressiontakingintoaccountpriorachievement

• supportpupilsinreflectingontheirlearningandidentifyingtheirprogressandemerginglearningneeds

• planlessonswithsuitableopportunitiesforlearnerstoevaluateandimprovetheirperformance

• beabletoexplainhoweffectiveteachingstrategiesareinformedbyanunderstandingofhowpupilslearnandofferarationaleforchoicesmadeinthecontextofpractice

• planteachingandlearningactivitieswhichencourageindependentandautonomouslearning

• pupilprogressandlearningovertimeisnotalwaysasexpected

• assumeresponsibilityforthe

attainment,progressandoutcomesofthepupilshe/sheteaches

• demonstrateasoundunderstandingoftheneedtodeveloppupillearningovertime

• ensurehis/hershortandmediumtermplanningconsistentlytakesintoaccountthepriorlearningofthepupils

• regularlyprovidepupilswiththeopportunitytoreflectontheirownlearningandusethis,alongwithotherformsofassessment,toinformhis/herfutureplanningandteaching

• usehis/herknowledgeofeffectiveteachingstrategiestoencourageindependentlearningandsetappropriatelychallengingtaskswhichenablethelearnerstomakeexpectedprogress

• pupilprogressandlearningovertimemustbeatleastasexpected

• assumeahighlevelof

responsibilityfortheattainmentprogressandoutcomesofthepupilshe/sheteaches

• demonstrateconfidentjudgementinplanningforpupilprogressionbothwithinindividuallessonsandovertimeandareabletoarticulateaclearandwell-justifiedrationaleastohowhe/sheisbuildingonpriorachievement

• activelypromoteengagingandeffectivemethodsthatsupportpupilsimprovetheirlearning

• setappropriatelychallengingtasks,drawingonasoundknowledgeofthepupils’priorattainmentwhichhasbeenobtainedthroughsystematicandaccurateassessment

• regularlycreateopportunitiesforindependentandautonomouslearning

• identifyandsupportanypupilswhofallbehindandenablethemtocatchup

• pupilprogressandlearningovertimemustbegoodorbetterthanexpected


TS3:Demonstrategoodsubjectandcurriculumknowledge• haveasecureknowledgeofthe

relevantsubject(s)andcurriculumareas,fosterandmaintainpupils’interestinthesubject,andaddressmisunderstandings

• demonstrateacriticalunderstandingofdevelopmentsinthesubjectandcurriculumareas,andpromotethevalueofscholarship

• demonstrateanunderstandingofandtakeresponsibilityforpromotinghighstandardsofliteracy,articulacyandthecorrectuseofstandardEnglish,whatevertheteacher’sspecialistsubject

• haveanadequateknowledge

andunderstandingoftherelevantsubject/curriculumareas,andactivelyseektodevelopthis,recognisingthatsubjectandpedagogicalknowledgearekeyelementsofhis/herdevelopmentforwhichhe/sheisresponsible

• generallyusesubjectspecificlanguageaccuratelyandrespondappropriatelytoquestionswhichlearnersask

• demonstrateandencouragegoodstandardsofliteracyandarticulationandcorrectuseofstandardEnglish

• havesufficientlysecure

knowledgeandunderstandingoftherelevantsubject/curriculumareastoteacheffectivelyintheagephaseforwhichhe/sheistrainingtoteach

• knowhowlearningprogresseswithinandacrossthesubject/curriculumagephaseshe/sheistrainingtoteach,intermsofthedevelopmentofkeyconceptsandoflearners’commonmisconceptions

• beabletorespondappropriatelytosubjectspecificquestionswhichlearnersaskandusesubjectspecificlanguageaccuratelyandconsistentlyinordertohelplearnersdevelopknowledge,understandingandskillsinthesubject

• recognisetheneedtoextendandupdatehis/hersubjectandpedagogicalknowledgeasakeyelementofprofessionaldevelopmentandshowtheabilityandreadinesstodoso

• demonstrateanunderstandingoftheneedtopromotehighstandardsofcommunication,readingandwritingforalllearnersandbegintobuildthisintolessons

• havewelldeveloped

knowledgeandunderstandingoftherelevantsubject/curriculumareashe/sheistrainingtoteachandusethiseffectivelytomaintainanddeveloppupils’interest

• makegooduseofhis/hersecurecurriculumandpedagogicalsubjectknowledgetodeepenlearners’knowledgeandunderstanding,addressingcommonerrorsandmisconceptionseffectivelyinhis/herteaching

• becriticallyawareoftheneedtoextendandupdatehis/hersubject,curriculumandpedagogicalknowledgeandknowhowtoemployappropriateprofessionaldevelopmentstrategiestofurtherdeveloptheseinhis/herearlycareer

• modelgoodstandardsofwrittenandspokencommunicationinallprofessionalactivitiesandencourageandsupportlearnerstodeveloptheseskillsinhis/herlessons

• drawonhis/herin-depth

subjectandcurriculumknowledgetoplanconfidentlyforprogressionandtostimulateandcapturepupils’interest

• demonstrateverywell-developedpedagogicalsubjectknowledge,byanticipatingcommonerrorsandmisconceptionsinhis/herplanning

• beastutelyawareofhis/herowndevelopmentneedsintermsofextendingandupdatinghis/hersubject,curriculumandpedagogicalknowledgeinhis/herearlycareerandhavebeenproactiveindevelopingtheseeffectivelyduringhis/hertraining

• modelveryhighstandardsofwrittenandspokencommunicationinallprofessionalactivities

• successfullyidentifyandexploitopportunitiestodeveloplearners’skills,incommunication,readingandwriting


TS3cont.• ifteachingearlyreading,

demonstrateaclearunderstandingofsystematicsyntheticphonics

ifteachingearlymathematics,demonstrateaclearunderstandingofappropriateteachingstrategies.

Inrelationtoearlyreadingandmathematics:demonstratehe/sheisdevelopingasufficientunderstandingofteachingsystematicsyntheticphonics,readingandwritingandofteachingearlymathematics

Inrelationtoearlyreading:• demonstratesufficient

knowledgeandunderstandingoftheprinciplesandpracticesofteachingandassessingreadingandwriting,includingtheuseofsystematicsyntheticphonics,tobeabletoapplythiseffectivelyacrossthespecificagephaseshe/sheistrainingtoteach

See‘SystematicSyntheticPhonicsinITT:GuidanceandSupportMaterials’forfurtherinformationInrelationtoearlymathematics:• knowandunderstandthe

principlesandpracticesofteachingandassessingearlymathematics,tobeabletoapplythiseffectivelyacrossthespecificagephaseshe/sheistrainingtoteach

See:`UnderstandingArithmeticinITTMathematics’fordefinitionandfurtherinformation

Inrelationtoearlyreading:• haveaverysecure

knowledgeandunderstandingofsystematicsyntheticphonicsanditsroleinteachingandassessingreadingandwritinginthecontextoftheage-phaseshe/sheistrainingtoteach

Inrelationtoearlymathematics:haveaverysecureknowledgeandunderstandingoftheprinciplesandpracticesofteachingearlymathematicsandemployeffectiveteachingstrategiesacrosstheage-rangeshe/sheistrainingtoteach

Inrelationtoearlyreading:• drawonhis/herverystrong

understandingofsystematicsyntheticphonicsanditsroleinteachingandassessingreadingandwritingtoteachliteracyveryeffectivelyacrosstheage-phaseshe/sheistrainingtoteach

Inrelationtoearlymathematics:drawonhis/herverystrongknowledgeandunderstandingoftheprinciplesandpracticesofteachingearlymathematicstoselectandemployhighlyeffectiveteachingstrategiesacrosstheage-rangeshe/sheistrainingtoteach


TS4:Planwell-structuredlessons• impartknowledgeanddevelop

understandingthrougheffectiveuseoflessontime

• promotealoveoflearningandchildren’sintellectualcuriosity

• sethomeworkandplanotherout-of-classactivitiestoconsolidateandextendtheknowledgeandunderstandingpupilshaveacquired

• reflectsystematicallyontheeffectivenessoflessonsandapproachestoteaching

• contributetothedesignandprovisionofanengagingcurriculumwithintherelevantsubjectarea(s).

• begintoemployarangeof

teachingstrategiesandtoplanindividuallessonsandlearningexperiencesthataimtodeveloppupils’knowledge,skills,understanding,engagementandenthusiasm

• begintodevelopanunderstandingoftheimportanceofhomeworkandoutofclassworkinconsolidatingandextendinglearning

• reviewandreflectonhis/herownplanningandteaching

• haveanawarenessoftheroleandimportanceofandrelationshipbetweenmediumtermplans,schemesofwork,curriculumframeworksetc.andbegintocontributetowardsthese

• employarangeofteaching

strategiesandresources• planindividuallessonsthat

areappropriatelystructuredtosupportpupilsindevelopingtheirknowledge,skills,understanding,interestandpositiveattitudes

• maintainthepaceofthelearning,beabletorespondflexiblytowhatishappeningintheclassroomandhavetheconfidencetoadapthis/herteachinginordertorespondtotheneedsofthelearners

• createanenvironmentinwhichthelearnersareusuallyengaged

• understandhowhomeworkorotheroutofclassworkcansustainlearners’progressandconsolidatelearningandcandesignandsetappropriatetasks

• reviewandreflectonhis/herownplanningandteachingtopreparefutureactivitiesandtaskswhichbuildonandsustainprogressioninpupils’learning

• workcollaborativelywithmoreexperiencedcolleagues,whereappropriate,toadaptand/ordeveloptheschool’smediumtermplans,schemesofwork,curriculumframeworksetc.

• showawillingnesstotryout

arangeofapproachestoteachingandlearning

• planlessonsthattakeaccountoftheneedsofgroupsoflearnersandindividuals,throughthesettingofdifferentiatedlearningoutcomes,carefullymatchingteachingandlearningactivitiesandresourcestosupportlearnersinachievingtheseintendedlearningoutcomes

• knowhowtolearnfrombothsuccessfulandlesseffectivelessonsthroughhis/hersystematicevaluationoftheeffectivenessofhis/herpractice,includingitsimpactonlearners

• makeapositivecontributiontothedevelopmentofcurriculumandresourcesinhis/herplacementsettings

• planlessonsthatoftenuse

well-chosenimaginativeandcreativestrategiesandthataccuratelymatchindividuals’needsandinterest

• behighlyreflectiveincriticallyevaluatinghis/herpractice

• accuratelyjudgetheimpactofhis/herpracticeonindividualsandgroupsoflearnersandcanusehis/herevaluationtoinformfutureplanning,teachingandlearning

• showinitiativeincontributingtocurriculumplanninganddevelopingandinproducingeffectivelearningresourcesintheirplacementsettings


TS5:Adaptteachingtorespondtothestrengthsandneedsofallpupils• knowwhenandhowtodifferentiate

appropriately,usingapproacheswhichenablepupilstobetaughteffectively

• haveasecureunderstandingofhowarangeoffactorscaninhibitpupils’abilitytolearn,andhowbesttoovercomethese

• demonstrateanawarenessofthephysical,socialandintellectualdevelopmentofchildren,andknowhowtoadaptteachingtosupportpupils’educationatdifferentstagesofdevelopment

• haveaclearunderstandingoftheneedsofallpupils,includingthosewithspecialeducationalneeds;thoseofhighability;thosewithEnglishasanadditionallanguage;thosewithdisabilities;andbeabletouseandevaluatedistinctiveteachingapproachestoengageandsupportthem.

• begintoadapthis/her

teachingtoaddressdifferentneedsandstrengthsofindividuals

• beawareofarangeoffactorsthatarepotentialbarrierstoachievement,developinganunderstandingofhowexperiencedteachersusearangeofstrategiestoreducethesebarriers

• showanincreasingawarenessofhowpupilsandyoungpeopledevelopandbegintotakeaccountofthisinhis/herteaching

• haveagrowingunderstandingofthechallengesandopportunitiesofteachinginadiversesocietyandhaveadevelopingunderstandingoftheneedsofallpupilsincludingEAL,SENDandthosewhoachievehighly

• recognisethedifferentneeds

andstrengthsofindividualsandgroupsandbegintoadapthis/herteachingtoaddressthoseneedsandstrengthssothatlearnersaresupportedtowardsachievingtheirpotential

• beawareofarangeoffactorsthatarepotentialbarrierstoachievementandunderstandhowexperiencedteachersusearangeofstrategiestoreducethesebarriersandbegintodeploythesestrategiesthemselves,workingalongsideexperiencedteachersandsupportstaffasappropriate

• showanawarenessofhowpupilsandyoungpeopledevelopandtakeaccountofthisinhis/herteaching

• havesomeunderstandingofthechallengesandopportunitiesofteachinginadiversesociety

• haveadevelopingunderstandingoftheneedsofallpupilsandbeabletoarticulatedistinctiveteachingapproachesandstrategiesneededtoengageandsupportpupilswithparticularneeds,includingEAL,SENDandthosewhoachievehighly.Whentheopportunityhasarisentheyhaveusedthesesuccessfullyandareabletoevaluatetheimpactoftheadaptationsemployed,ontheprogressofindividuallearners

• consistentlyadapthis/her

teachingtomeettheneedsofindividualsandgroupsoflearnerstosupportprogressioninlearning

• knowhowtosecureprogressforlearnersandhowtoidentifywhengroupsandindividualshavemadeprogress

• havearangeofeffectivestrategiesthathe/shecanapplytoreducebarriersandrespondtothestrengthsandneedsoftheirpupils

• clearlyrecognisehowtodealwithanypotentialbarrierstolearningthroughhis/herapplicationofwell-targetedinterventionsandtheappropriatedeploymentofavailablesupportstaff

• quicklyandaccurately

discernhis/herlearners’strengthsandneedsandbeproactiveindifferentiatingandemployingarangeofclearlydirectedandtimelyinterventionstrategiestosecureprogressionforindividualsandgroups

• haveanastuteunderstandingofhoweffectivedifferentteachingapproachesareintermsofimpactonlearningandengagementoflearners


TS6:Makeaccurateandproductiveuseofassessment• knowandunderstandhowtoassess

therelevantsubjectandcurriculumareas,includingstatutoryassessmentrequirements

• makeuseofformativeandsummativeassessmenttosecurepupils’progress

• userelevantdatatomonitorprogress,settargets,andplansubsequentlessons

• givepupilsregularfeedback,bothorallyandthroughaccuratemarking,andencouragepupilstorespondtothefeedback.

• haveanunderstandingof

thestatutoryassessmentrequirementsforthesubject/curriculumintheagephaseshe/sheispreparingtoteachandwithsupportfromtheclassteacherbeabletomakebroadlyaccurateassessmentsagainstnationalbenchmarks

• ensureplanningandteachingincludesformativeassessmentstrategies,designedtosupportpupilsinmakingprogress

• evaluatetheimpactofteachingontheprogressoflearnersandusethisasabasisformodifyinghis/herteachingandclassroompracticewhennecessary

• haveanincreasingawarenessofhowschoolandpupillevelsummativedataisusedtosettargetsforgroupsandindividuals

• withguidancefromexperiencedteachers,begintomonitorpupilprogressandmaintainaccuraterecords

• markpupils’workconstructivelyandprovideappropriateoralfeedbacktopupilstohelpthemtomakeprogress

• haveasecureunderstanding

ofthestatutoryassessmentrequirementsforthesubject/curriculumintheagephaseshe/sheispreparingtoteachandbeabletomakebroadlyaccurateassessmentsagainstnationalbenchmarks

• ensureplanningischaracterisedbytheuseofarangeofformativeandsummativeassessmentstrategies,designedtosupportpupilsinmakingprogress

• deploythesestrategieseffectivelyinlessons,bothtoevaluatetheimpactofteachingontheprogressoflearnersandasabasisformodifyinghis/herteachingandclassroompracticewhennecessary

• understandhowschoolandpupillevelsummativedataisusedtosettargetsforgroupsandindividualsandusethatknowledgetomonitorprogressinthegroupshe/sheteaches

• withguidancefromexperiencedteachers,monitorpupilprogressandmaintainaccuraterecordssettingnewtargetsforindividualsandgroups

• markpupils’workconstructivelyandprovideappropriateoralfeedbacktopupilstohelpthemtomakeprogress

• beabletoassesspupils’

attainmentaccuratelyagainstnationalbenchmarks

• employarangeofappropriateformativeassessmentstrategieseffectivelyandadapthis/herteachingwithinlessonsinlightofpupils’responses

• maintainaccuraterecordsofpupils’progressandusethesetosetappropriatelychallengingtargets

• assesslearners’progressregularlyandaccuratelyanddiscussassessmentswiththemsothatlearnersknowhowwelltheyhavedoneandwhattheyneedtodotoimprove

• confidentlyandaccurately

assesspupils’attainmentagainstnationalbenchmarks

• usearangeofassessmentstrategiesveryeffectivelyinhis/herdaytodaypracticetomonitorprogressandtoinformfutureplanning

• systematicallyandeffectivelychecklearners’understandingthroughoutlessons,anticipatingwhereinterventionmaybeneededanddosowithnotableimpactonthequalityoflearning

• assesslearners’progressregularlyandworkwiththemtoaccuratelytargetfurtherimprovementandsecurerapidprogress


TS7:Managebehavioureffectivelytoensureagoodandsafelearningenvironment• haveclearrulesandroutinesfor

behaviourinclassrooms,andtakeresponsibilityforpromotinggoodandcourteousbehaviourbothinclassroomsandaroundtheschool,inaccordancewiththeschool’sbehaviourpolicy

• havehighexpectationsofbehaviour,andestablishaframeworkfordisciplinewitharangeofstrategies,usingpraise,sanctionsandrewardsconsistentlyandfairly

• manageclasseseffectively,usingapproacheswhichareappropriatetopupils’needsinordertoinvolveandmotivatethem

• maintaingoodrelationshipswithpupils,exerciseappropriateauthority,andactdecisivelywhennecessary.

• workwithintheschool’s

frameworkforbehaviourandusuallyapplyrulesandroutinesfairly,

• havehighexpectationsandbegintousetherangeofstrategiesthatexperiencedteachersusetopromotepositivebehaviour

• begintoapplytheseappropriatelyusingsanctionsandrewards,includingpraise,inordertocreateanenvironmentsupportiveoflearning

• begintorecognisethatplanningappropriatelessonswhichchallengelearners,teachingtoaddresspupils’needsandemployingappropriateassessmentstrategieswillallcontributetosuccessfulbehaviourmanagement

• begintobuildpersonalisedandmeaningfulrelationshipswithpupilsusingageappropriatelanguage

• begintounderstandhowbarrierstolearning,includingSEND,canimpactonpupilbehaviourandthatbehaviourmanagementiscontext-dependentandreflectonfactorswhichmaycontributetomorechallengingbehaviourbeingexhibitedwithintheclass

• understandtheneedtobeabletoregulatetheirownemotionalstate

• understandwhentoseekadditionalsupportinaddressingtheneedsofpupilswheresignificantlychallengingbehaviourisdemonstrated

• workwithintheschool’sframeworkforbehaviourandapplyrulesandroutinesfairly

• havehighexpectationsandawarenessoftherangeofstrategiesthatexperiencedteachersusetopromotepositivebehaviour

• understandhowtohandleconfrontationandstressfulencounters,includingde-escalatingstrategies,restorativeconversations,useofplannedandscriptedresponseswherepossibleandhowtoseekadditionalsupportwhenappropriate.

• recognisethecontributiontosuccessfulbehaviourmanagementofplanningappropriatelessonsthatchallengelearners,usingavarietyofstrategiesthataddresstheirneedswithappropriateassessmentstrategies.

• buildpersonalisedandmeaningfulrelationshipswithpupils,includingcrucially,usingeachpupils’name

• understandthatbehaviourmanagementiscontext-dependentandbeabletoidentifyfactorsthatmaycontributetosignificantlychallengingbehaviour

• understandhowSENDaffectsbehaviour:understandinge.g.ADHD,autism,dyslexia,Asperger’s,ObsessiveCompulsiveDisorder(OCD)

• understandthebasicpsychologyofmotivation;longandshorttermmemory;focus;learning;cognitiveload,spacingandinterleaving;andgroupdynamics.

• understandtheimpactofbeingabletoregulatetheirownemotionalstate

• workwithintheschool’sframeworkforbehaviourandapplyarangeofstrategiesconsistentlyandfairly

• modelandreinforceexpectationsandboundariesbymakingexplicitexpectationsofcomplianceandeffort

• usesanctionsandrewardsincludingpraise,inordertocreateanenvironmentsupportiveoflearning.

• managebehavioureffectivelysothatlearnersdemonstratepositiveattitudestowardstheteacher,theirlearningandeachotherallowinglessonstoflowsmoothlysothatdisruptionisunusual

• begintohandleconfrontationandstressfulencountersandactivelyseekingadditionalsupportinaddressingtheneedsofpupilswherechallengingbehaviourisdemonstrated.

• applystrategiestoovercomebarrierstolearningthatimpactonpupilbehaviour,workingalongsideexperiencedteachersandsupportstaffasappropriate

• usethebasicpsychologyofmotivationtobuildandmaintaingoodrelationships

• keepcalmandpatientandmaintainaprofessional‘unconditionalpositiveregard’

• rapidlyadapttodifferentcircumstances,workingconfidentlyandeffectivelywithintheframeworksestablishedindifferentsettingsandapplyingrulesandroutinesconsistentlyandfairly

• consistentlymodelandreinforceexpectationsandboundariesbymakingexplicitexpectationsofcomplianceandeffortinordertocreateanenvironmenthighlysupportiveoflearning

• managepupilbehaviourhighlyeffectivelysothatlearnersdisplayveryhighlevelsofengagement,courtesy,collaborationandcooperation

• activelyseekanduseadditionalsupporteffectivelyinaddressingtheneedsofpupilswheresignificantlychallengingbehaviourisdemonstrated

• applystrategieseffectivelytoovercomebarrierstolearningthatimpactonpupilbehaviour,deployingsupportstaffasappropriate

• showmasteryofpsychologyofmotivationtechniquesanddemonstratinggoodrelationships

• displayconfidenceandappropriatelevelsofenthusiasmtomaintainaprofessional‘unconditionalpositiveregard’consistently


TS8:Fulfilwiderprofessionalresponsibilities• makeapositivecontributiontothe

widerlifeandethosoftheschool• developeffectiveprofessional

relationshipswithcolleagues,knowinghowandwhentodrawonadviceandspecialistsupport

• deploysupportstaffeffectively• takeresponsibilityforimproving

teachingthroughappropriateprofessionaldevelopment,respondingtoadviceandfeedbackfromcolleagues

• communicateeffectivelywithparentswithregardtopupils’achievementsandwell-being.

• understandtheethosofthe

schoolandshowawillingnesstocontributetothewiderlifeoftheschoolinappropriateways

• begintobuildeffectiveprofessionalrelationshipswithcolleaguesandbeabletoworkcollaboratively

• communicatewithsupportstafftoassistinsupportingtheprogressandachievementofindividualsandgroupsofpupilsandseekandrespondtoadvicefromspecialiststaffandmoreexperiencedcolleaguesaboutindividualpupilswithspecificneeds

• bebecomingincreasinglyreflectiveofhis/herownpracticeandbegintoidentifypersonalprofessionaldevelopmenttargetsandwithsupport,he/shecanidentifyopportunitiestoaddressandmeetthesetargets

• recognisetheimportanceofcommunicatingwithparentsandcarersinsupportingpupils’achievementandmonitoringpupils’well-beingandseektodeveloppositiverelationshipswithparentsandcarers

• understandandbeableto

supporttheethosoftheschoolandshowanreadinesstocontributetothewiderlifeoftheschoolinappropriateways

• buildeffectiveprofessionalrelationshipswithvariouscolleaguesandhavetheskillsrequiredtoworkcollaboratively

• communicatewithanddirectanysupportstaffdeployedinhis/herlessonstoassistinsupportingtheprogressandachievementofindividualsandofgroupsofpupils

• understandwhentoaskforinformationandadvicefromspecialiststaffaboutindividualpupilswithspecificneeds

• seekoutandberesponsivetoadvicefrommoreexperiencedcolleagues

• evaluatehis/herownpracticeandbeabletoidentifysubsequentorongoingpersonalprofessionaldevelopmenttargetsandidentifyopportunitiestoaddressandmeetthesetargets

• recognisetheimportanceofcommunicatingwithparentsandcarersinsupportingpupils’achievementandmonitoringpupils’well-being

• communicateeffectivelyatsetpointsintheschoolyear,includingatparents’eveningsandthroughwrittenreportsandunderstandtheneedtocommunicateatotherpointsinresponsetoindividualpupils’emergentneeds

• bepro-activeinseekingout

opportunitiestocontributetothewiderlifeandethosoftheschool

• beeffectiveinbuildinggoodprofessionalrelationshipswithcolleaguesanddemonstratethathe/shecanworkwellcollaborativelywhenrequiredtodoso

• takeresponsibilityfordeployingsupportstaffinhis/herlessonsandforseekingadvicefromrelevantprofessionalsinrelationtopupilswithindividualneeds

• bepro-activeintermsofhis/herownprofessionallearningandvaluethefeedbackhe/shereceivesfrommoreexperiencedcolleagues,usingittodevelophis/herownteachingfurther

• communicateeffectively,bothverballyandinwriting,withparentsandcarersinrelationtopupils’achievementsandwell-beingandassumesomeresponsibilityfordoingsoinresponsetoindividualpupils’emergentneeds

• bepro-activeinseekingout

opportunitiestocontributeinasignificantwaytothewiderlifeandethosoftheschool

• buildstrongprofessionalrelationshipsanddemonstratethathe/sheareabletoworkcollaborativelywithcolleaguesonaregularbasis

• takeresponsibilityfordeployingsupportstaffinhis/herlessonsandforseekingadvicefromrelevantprofessionalsinrelationtopupilswithindividualneeds

• deliberatelyseekoutopportunitiestodevelophis/herownprofessionallearningandrespondpositivelytoallthefeedbacktheyreceive

• communicateveryeffectively,bothverballyandinwriting,withparentsandcarersinrelationtobothpupils’achievementsandwell-beingwhenrequiredtodosoformallyandbeproactiveincommunicatinginrelationtoindividualpupils’emergentneeds

SBT

Part2:PersonalandprofessionalconductAteacherisexpectedtodemonstrateconsistentlyhighstandardsofpersonalandprofessionalconduct.Thefollowingstatementsdefinethebehaviourandattitudeswhichsettherequiredstandardforconductthroughoutateacher’scareer.

Teachers’Standards(TS)DfE2012 ExpectedStandardsTeachersupholdpublictrustintheprofessionandmaintainhighstandardsofethicsandbehaviour,withinandoutsideschool,by:• treatingpupilswithdignity,building

relationshipsrootedinmutualrespect,andatalltimesobservingproperboundariesappropriatetoateacher’sprofessionalposition

• havingregardfortheneedtosafeguardpupils’well-being,inaccordancewithstatutoryprovisions

• showingtoleranceofandrespectfortherightsofothers

• notunderminingfundamentalBritishvalues,includingdemocracy,theruleoflaw,individuallibertyandmutualrespect,andtoleranceofthosewithdifferentfaithsandbeliefs

• ensuringthatpersonalbeliefsarenotexpressedinwayswhichexploitpupils’vulnerabilityormightleadthemtobreakthelaw.

Traineeteachersupholdpublictrustintheteachingprofessionandmaintainhighstandardsofethicsandbehaviour,withinandoutsideschool,by:• demonstratingacommitmenttotheteachingprofessionandbeingpro-activeindevelopingeffectiveprofessionalrelationshipswith

colleaguesandpupils• demonstratingahighregardtotheneedtosafeguardpupils’well-being,inaccordancewithstatutoryprovisions• understandingthatbylawschoolsarerequiredtoteachabroadandbalancedcurriculum• activelysupportingpupilstodevelopawiderunderstandingofsocialandculturaldiversityandallvaluesincludingBritishvalues• promotingequalityofopportunityanddiversityinteachingandlearning

Teachersmusthaveproperandprofessionalregardfortheethos,policiesandpracticesoftheschoolinwhichtheyteach,andmaintainhighstandardsintheirownattendanceandpunctuality.

• demonstratehighregardforandtakeresponsibilityfortheimplementationofworkplacepoliciesinthedifferentsettingsinwhichhe/shehastrained

• adheretoschoolpoliciesandpractices,includingthoseforattendanceandpunctuality

Teachersmusthaveanunderstandingof,andalwaysactwithin,thestatutoryframeworkswhichsetouttheirprofessionaldutiesandresponsibilities

• demonstrateanunderstandingofhis/herstatutoryprofessionalresponsibilities,includingtherequirementtopromoteequalopportunities

• provideappropriateadjustmentsforpupilswithdisabilitieswhichimpactpositivelyonpupilachievement,asprovidedforincurrentEqualitiesLegislation

• demonstrateasoundunderstandingoftheprofessionaldutiesofteachersassetoutinthestatutorySchoolTeachers’PayandConditionsdocument

SBTProfileofExpectedProgressforEachTeachingStandard

Programme EmergingGrade3(E) Grade3 Grade2 Grade1

BASBT1

Minimumattainment SometraineeswillreachGrade3 ExceptionaltraineeswillreachGrade2 HighlyexceptionaltraineeswillreachGrade1

BASBT2

IfatraineeattainsatGradeEthismaytriggeraNotificationofaCausefor

Concern(see2below)Minimumattainment SometraineeswillreachGrade2 ExceptionaltraineeswillreachGrade1

BASBT3

IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor

Concern(see1below)

IfatraineeisreachingGrade3onlythismaytriggeraNotificationofaCausefor

Concern(see2below)Minimumattainment MajorityoftraineeswillreachGrade1

PGCESBT1IfatraineeattainsatGradeEthismaytriggeraNotificationofaCausefor


PGCESBT2IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor

Concern(see1below)



SDTerm1IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor


SDTerm2IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor

Concern(see1below)

IfatraineereachesGrade3onlythismaytriggeraNotificationofaCausefor

Concern(see2below)Minimumattainment SometraineeswillreachGrade1

SDTerm3IfatraineeattainsatgradeEthiswilltriggeraNotificationofaCausefor

Concern(see1below)



NotificationofaCauseforConcern1.IfatraineefallsintothecategoryofaCauseforConcern,considerationneedstobegivenastowhetherthetraineecanmaketheacceleratedprogressnecessarytoensurehe/shereachestheminimumattainmentgradesbytheendoftheassessmentperiod.Ifthereisdoubtthattheprogresswillbegoodenoughtoachievetheminimumgradebytheendoftheassessmentperiod,aformalNotificationofaCauseforConcern,togetherwithaSupportPlan,willbeissued.2.NotalltraineesfallingintotheCauseforConcerncategorywillrequireaformalNotificationofaCauseforConcernashe/sheisontracktomakesufficientprogresstoachievetheminimumgradesbytheendoftheplacement.He/shemayonlyrequireaprogresssupportplan.EndofProgrammeExpectationsAtMiddlesexUniversity,wehaveappropriatelyhighexpectationsofourtraineesandourexpectationisthatthemajorityoftraineeswillachieveanoverallGrade2orhigherbytheendofhis/herfinalSBTplacement/endofprogramme.

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