New Teacher Standards analysis of links to Core Standards

Part one: Teaching

New Teachers Standard - Part one: Teaching
1 Set high expectations which inspire, motivate and challenge ppils
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
establish a safe and stimulating environment for
pupils, rooted in mutual respect;
esson observation feedbac! "ood match
#$, #%&a
Some lin!s
#%&b
set goals that stretch and challenge pupils of all
bac!grounds, abilities and dispositions;
Target grades and levels, esson plans "ood match
#$
Some lin!s
#%', #%$, #%(
demonstrate consistentl) the positive attitudes, values
and behaviour which are e*pected of pupils+
esson observation feedbac! "ood match
#$, #,
Some lin!s
New Teachers Standard - Part one: Teaching
% Promote good progress and otcomes &y ppils
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
be accountable for pupils attainment, progress and
outcomes;
-ata anal)sis
esson observations
Pupil .uestionnaires
Parental surve)s
/ehaviour logs 0 e*clusion data
"ood match
#$, $', $1, ,2, ,3, ,&, ,4,
,1, %' %$, %,, %%, %(, %4, %1
Some lin!s
#(, 2, 3, &, 4, $$, $,, $%, $(,
$2, $3, $&, $4, ,', ,$, ,,,
,%, ,(, %2, %3, %&, (', ($
be aware of pupils capabilities and their prior
!nowledge, and plan teaching to build on these;
Assessment for earning
Teacher5s records
Planning
esson observations
Pupil .uestionnaires
"ood match
#$', $$, $,, $%, $(, $4, $1,
,3, ,4, ,1, %', %$, %,, %%,
%(, %2, %3
Some lin!s
#$, ,, (, 2, &, 4, 1, $2, $3,
$&, ,', ,$, ,2, ,&, %&, %4
guide pupils to re6ect on the progress the) have made
and their emerging needs;
#lear ob7ectives
Success criteria
89ective .uestioning
Self0peer assessment
"ood match
#,&, ,4, ,1, %', %$, %,, %%
Some lin!s
#$, ,, (, 2, %(, %2, %3, %&,
%1
demonstrate !nowledge and understanding of how
pupils learn and how this impacts on teaching;
Teaching and learning st)les "ood match
#%, $4, $1, ,2, ,1, %%, %2
Some lin!s
#$, 2, $', $2, ,', ,$, %', %$,
%,, %(,%3, %&, %1
encourage pupils to ta!e a responsible and
conscientious attitude to their own wor! and stud)+
-evelop pupils5 independence
:oster a love of learning
"ood match
#%%, %1
Some lin!s
#$, ,, (, $1, ,2, ,&, ,4, ,1,
%2
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
New Teachers Standard - Part one: Teaching
' (emonstrate good s&)ect and crriclm knowledge
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
have a secure !nowledge of the relevant sub7ect=s>
and curriculum areas, foster and maintain pupils
interest in the sub7ect, and address
misunderstandings;
esson ?bservation
Planning
/oo! Scrutin) of mar!ing
"ood match
#$2, #$3,
Some lin!s
#,3
demonstrate a critical understanding of developments
in the sub7ect and curriculum areas, and promote the
value of scholarship demonstrate an understanding of
and ta!e responsibilit) for promoting high standards of
literac), articulac) and the correct use of standard
8nglish, whatever the teachers specialist sub7ect;
S?@ development
Pla)ing an active part in team meetings
esson ?bservation
"ood match
#$2, #,1 c A d, #$&
=literac)>, #,& =literac)>
Some lin!s
#(a
if teaching earl) reading, demonstrate a clear
understanding of s)stematic s)nthetic phonics;
Active part in phonics training
esson observation
Planning
/oo! scrutin)
"ood match
#$& =literac)>, #,& =literac)>
Some lin!s
if teaching earl) mathematics, demonstrate a clear
understanding of appropriate teaching strategies;
Planning
esson observation
/oo! scrutin)
"ood match
#%, $4, $1, ,2, ,1, %%, %2
Some lin!s
#$& =numerac)>, #,&
=numerac)>
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
New < promoting values of scholarship
New < promoting the good use of standard 8nglish
New < s)stematic s)nthetic phonics as a methodolog)
No longer re.uired to use framewor!s or methodologies promoted b) National Strategies
New Teachers Standard - Part one: Teaching
* Plan and teach well+strctred lessons
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
impart !nowledge and develop understanding through
e9ective use of lesson time;
esson planners 0 sample of lesson
plans
@or! trawl of pupils boo!s
esson observations
"ood match
#$&, #,&, #,1 =a-e> #$',
#$2
Some lin!s
C16, C19, C25
promote a love of learning and childrens intellectual
curiosit);
esson observations
Bnterview focus group of pupils
"ood match
#$&, #,&, #,1 =a-e> #$',
#$2
Some lin!s
C16, C19, C25
set homewor! and plan other out-of-class activities to
consolidate and e*tend the !nowledge and
understanding pupils have ac.uired;
esson planners 0 sample of lesson
plans
@or! trawl of pupils boo!s
esson observations
etters to parents re: activit)
"ood match
#,4, #%&=c>
Some lin!s
re6ect s)stematicall) on the e9ectiveness of lessons
and approaches to teaching;
Teacher planners
Ce6ective log
Cecord of appropriate professional
development
Assessment records
"ood match
#&, #$%, #%$, #%%, #%(,#%2,
#%3
Some lin!s
C1, C12, C21
contribute to the design and provision of an engaging
curriculum; within the relevant sub7ect area=s>+
esson plans
Schemes of wor!
"ood match
#,3, #%'
Some lin!s
C3, #4
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
New < love of learning
8mphasis on teaching rather than learning
8mphasis on !nowledge and understanding rather than s!ill development of literac) etc
New Teachers Standard - Part one: Teaching
, -dapt teaching to respond to the strengths and needs of all ppils
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
!now when and how to di9erentiate appropriatel),
using approaches which enable pupils to be taught
e9ectivel);
Teacher planning
8*ample So@
"ood match
#$1
Some lin!s
C29 C37
have a secure understanding of how a range of factors
can inhibit pupils abilit) to learn, and how best to
overcome these;
S?@ development
Pla)ing an active part in team meetings
esson ?bservation
"ood match
#,1
Some lin!s
C13
demonstrate an awareness of the ph)sical, social and
intellectual development of children, and !now how to
adapt teaching to support pupils education at di9erent
stages of development;
Teacher planning "ood match
#$1
Some lin!s
C10
have a clear understanding of the needs of all
pupils, including those with special educational needs;
Teacher planning "ood match
#$1
those of high abilit); those with 8nglish as an
additional language; those with disabilities; and be
able to use and evaluate distinctive teaching
approaches to engage and support them+
Some lin!s
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
There is a ver) clear and unambiguous focus on personalisation 0di9erentiation with behaviour split into a separate standard rather
than an entwined thread+
There is an emphasis on the teacher DadaptsE to the needs of the learners+ The lesson plan is not conceived of as a rigid script to
be followed b) the teacher+
DAdaptionE is seen as a !e) to unloc! inclusion+
earning is implicitl) deFned as something which occurs in school+
New Teachers Standard - Part one: Teaching
. /ake accrate and prodctive se of assessment
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
!now and understand how to assess the relevant
sub7ect and curriculum areas, including statutor)
assessment re.uirements;
Attend an) #P- on statutor)
assessments
8vidence from statutor) assessments
such as SATS
Trac!ing data assessments both
formative and summative
"ood match
#$$ #$% #%$
Some lin!s
C16
ma!e use of formative and summative assessment to
secure pupils progress;
Trac!ing data assessments both
formative and summative
"ood match
#$, #,4 #%2
Some lin!s
C18 C29a/b
use relevant data to monitor progress, set targets, and
plan subse.uent lessons;
Planning
Assessments and trac!ing data
Af
"ood match
#,3 #,4 #%$ #%( #%2
Some lin!s
C19 C29a/b
give pupils regular feedbac!, both orall) and through
accurate mar!ing, and encourage pupils to respond to
the feedbac!+
Gar!ing with feedbac! and pupil
responses
esson observations
"ood match
#$( #%, #%% #%3
Some lin!s
C4a
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
New Teachers Standard - Part one: Teaching
0 /anage &ehavior e1ectively to ensre a good and safe learning environment
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
have clear rules and routines for behaviour in
classrooms, and ta!e responsibilit) for promoting good
and courteous behaviour both in classrooms and
around the school, in accordance with the schools
behaviour polic);
esson observations
?bservations of NHT in and around the
school at brea!s and lunchtimes, in
tutor time, in assemblies, in clubs, at
performances on trips and e*tra <
curricular activities
"ood match
#%4a
Some lin!s
C39, #%4b
have high e*pectations of behaviour, and establish a
framewor! for discipline with a range of strategies,
using praise, sanctions and rewards consistentl) and
fairl);
esson observations
?bservations of NHT in and around the
school at brea!s and lunchtimes, in
tutor time, in assemblies, in clubs, at
performances on trips and e*tra <
curricular activities
"ood match
#%4b
Some lin!s
manage classes e9ectivel), using approaches which
are appropriate to pupils needs in order to involve and
motivate them;
esson observations "ood match
#,1e
Some lin!s
maintain good relationships with pupils, e*ercise
appropriate authorit), and act decisivel) when
necessar)+
esson observations "ood match
#$
Some lin!s
#,, C4a
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
New < not 7ust in the classroom but around the school
New < praise and sanctions
New Teachers Standard - Part one: Teaching
2 3l"l wider professional responsi&ilities
Standard !xempli"cation # !vidence $inks with core
standards
A teacher must:
ma!e a positive contribution to the wider life and ethos
of the school;
Pla)ing a part in school communit) and
activities
I:itting in within team
"ood match
Some lin!s
C3
develop e9ective professional relationships with
colleagues, !nowing how and when to draw on advice
and specialist support;
Active part in team meetings and
discussions
Attending mentor sessions regularl)
and responding well to advice
As! colleagues for advice 0 help
appropriatel) and timel)
"ood match
#2, #3, #,', #,$, #('
Some lin!s
C9
deplo) support sta9 e9ectivel); Planning documents 0 assessment
evidence
esson observations
-iscussions with support sta9
"ood match
#($, #('
Some lin!s
ta!e responsibilit) for improving teaching through
appropriate professional development, responding to
advice and feedbac! from colleagues;
Cesponding well to advice
Progress against action plan targets
esson observations
"ood match
#&, #4 A #1
Some lin!s
communicate e9ectivel) with parents with regard to
pupils achievements and well-being+
Parents evenings
#ommunication logs 0 records of
postcards 0 calls
"ood match
(b Ac
Some lin!s
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
New < ma!ing a positive contribution to wider school life and ethos+
Part two: Personal and professional conduct
New Teachers Standard - Part two: Personal and professional condct
Standard !xempli"cation # !vidence $inks with core
standards
Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour, within
and outside school, b):
treating pupils with dignit), building relationships
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
"ood match
# $, # ,
rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teachers
professional position;
Pupil records and reports
Assessment reports
:eedbac! from pupils, parents and
other carers
e*amples of speciFc training, and other
professional development
?Jcial records , and other declarations
including those relating to #C/ and
application
Some lin!s
C 5, C 7, C 9
having regard for the need to safeguard pupils well-
being, in accordance with statutor) provisions;
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
Pupil records and reports
Assessment reports
:eedbac! from pupils, parents and
other carers
8*amples of speciFc training, and other
professional development
"ood match
# ,,, # ,%, # ,(, # %&b
Some lin!s
C 21, C 37 a, C 20, C 25, C
7, C 9
showing tolerance of and respect for the rights of
others;
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
Pupil records and reports
Assessment reports
:eedbac! from pupils, parents and
other carers
8*amples of speciFc training, and other
professional development
Cecord of contributions to school life
be)ond teaching, for e*ample, e*tra-
curricular
?Jcial records , and other declarations
including those relating to #C/
"ood match
# $, # ,
Some lin!s
C 5, C 7, C 9
not undermining fundamental /ritish values, including
democrac), the rule of law, individual libert) and
mutual respect, and tolerance of those with di9erent
faiths and beliefs;
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
Pupil records and reports
Assessment reports
"ood match
# $, # ,
:eedbac! from pupils, parents and
other carers
8*amples of speciFc training, and other
professional development
Bnformation from social and other
media
?Jcial records , and other declarations
including those relating to #C/
Some lin!s
C 5, C 7, C 9
ensuring that personal beliefs are not e*pressed in
wa)s which e*ploit pupils vulnerabilit) or might lead
them to brea! the law+
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
Pupil records and reports
Assessment reports
:eedbac! from pupils, parents and
other carers
8*amples of speciFc training, and other
professional development
?Jcial records , and other declarations
including those relating to #C/
"ood match
# $, # ,
Some lin!s
C 5, C 7, C 9
Teachers must have proper and professional regard for
the ethos, policies and practices of the school in which
the) teach, and maintain high standards in their own
attendance and punctualit)+
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
Pupil records and reports
Assessment reports
:eedbac! from pupils, parents and
other carers
8*amples of speciFc training, and other
professional development
School records, such as those held b)
Kuman Cesources
"ood match
# ,, # %, # $3
Some lin!s
C 1 , C 7, C 9
Teachers must have an understanding of, and alwa)s act
within, the statutor) framewor!s which set out their
professional duties and responsibilities+
?bservation of teaching and associated
reports
-iscussion with induction tutor, and
other professional colleagues
Pupil records and reports
"ood match
# %, # $3
Assessment reports
:eedbac! from pupils, parents and
other carers
8*amples of speciFc training, and other
professional development
?Jcial records , and other declarations
Some lin!s
C 22, C 23, C 24, C 37 a, C
37 b, C 7, C 9
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+
Part ,, of the Teachers Standards, whilst retaining fundamental positive values, attitudes and related DprofessionalE practices and
e*pectations of teachers =found in the #ore Standards> ; has broadened the scope of the standards =applicable to NHTs> in two
fundamental wa)s:
$+ /) including new Iconcepts and values such as D/rutishnessE and upholding of these values; and,
,+ /) e*tending the scope of the Teachers Standards be)ond D+++ the school +++ where the) teachE to include Dbe)ond the
school where the) teachE+
#ore standards which have some lin!s to this
Teacher Standard
;e) points of note for this standard < aspects of teaching newl) included, or aspects no longer being assessed+