Teachers' Standards PDF

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-t...

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 6 Make accurate and productive use of assessment  know and understand how to assess the relevant subject and A teacher must: curriculum areas, including statutory assessment requirements  make use of formative and summative assessment to secure pupils’ 1 Set high expectations which inspire, motivate and challenge pupils progress  use relevant data to monitor progress, set targets, and plan  establish a safe and stimulating environment for pupils, rooted in subsequent lessons mutual respect  give pupils regular feedback, both orally and through accurate  set goals that stretch and challenge pupils of all backgrounds, abilities marking, and encourage pupils to respond to the feedback. and dispositions  demonstrate consistently the positive attitudes, values and behaviour 7 Manage behaviour effectively to ensure a good and safe learning which are expected of pupils. environment 2 Promote good progress and outcomes by pupils  have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in  be accountable for pupils’ attainment, progress and outcomes classrooms and around the school, in accordance with the school’s  be aware of pupils’ capabilities and their prior knowledge, and plan behaviour policy teaching to build on these  have high expectations of behaviour, and establish a framework for  guide pupils to reflect on the progress they have made and their discipline with a range of strategies, using praise, sanctions and emerging needs rewards consistently and fairly  demonstrate knowledge and understanding of how pupils learn and  manage classes effectively, using approaches which are appropriate how this impacts on teaching to pupils’ needs in order to involve and motivate them  encourage pupils to take a responsible and conscientious attitude to  maintain good relationships with pupils, exercise appropriate their own work and study. authority, and act decisively when necessary. 3 Demonstrate good subject and curriculum knowledge 8 Fulfil wider professional responsibilities  have a secure knowledge of the relevant subject(s) and curriculum  make a positive contribution to the wider life and ethos of the school areas, foster and maintain pupils’ interest in the subject, and address  develop effective professional relationships with colleagues, knowing misunderstandings how and when to draw on advice and specialist support  demonstrate a critical understanding of developments in the subject  deploy support staff effectively and curriculum areas, and promote the value of scholarship  take responsibility for improving teaching through appropriate  demonstrate an understanding of and take responsibility for professional development, responding to advice and feedback from promoting high standards of literacy, articulacy and the correct use of colleagues standard English, whatever the teacher’s specialist subject  communicate effectively with parents with regard to pupils’  if teaching early reading, demonstrate a clear understanding of achievements and well-being. systematic synthetic phonics  if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT 4 Plan and teach well structured lessons A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the  impart knowledge and develop understanding through effective use behaviour and attitudes which set the required standard for conduct of lesson time throughout a teacher’s career.  promote a love of learning and children’s intellectual curiosity  set homework and plan other out-of-class activities to consolidate  Teachers uphold public trust in the profession and maintain high and extend the knowledge and understanding pupils have acquired standards of ethics and behaviour, within and outside school, by:  reflect systematically on the effectiveness of lessons and approaches o treating pupils with dignity, building relationships rooted in mutual to teaching respect, and at all times observing proper boundaries appropriate  contribute to the design and provision of an engaging curriculum to a teacher’s professional position within the relevant subject area(s). o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions 5 Adapt teaching to respond to the strengths and needs of all pupils o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy,  know when and how to differentiate appropriately, using approaches the rule of law, individual liberty and mutual respect, and tolerance which enable pupils to be taught effectively of those with different faiths and beliefs  have a secure understanding of how a range of factors can inhibit o ensuring that personal beliefs are not expressed in ways which pupils’ ability to learn, and how best to overcome these exploit pupils’ vulnerability or might lead them to break the law.  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support  Teachers must have proper and professional regard for the ethos, pupils’ education at different stages of development policies and practices of the school in which they teach, and maintain  have a clear understanding of the needs of all pupils, including those high standards in their own attendance and punctuality. with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able  Teachers must have an understanding of, and always act within, the to use and evaluate distinctive teaching approaches to engage and statutory frameworks which set out their professional duties and support them. responsibilities. The Teachers’ Standards can be found on the GOV.UK website: https://www.gov.uk/government/publications/teachers-standards