10. Teachers’ Standards, Part One: Teaching grade descriptors Please note: Words in italics are directly from the ‘Initial teacher education inspection handbook’ (March 2015); column headings reproduce the overall outcome criterion. 1. Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour are expected of pupils. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum level of practice. a establish a safe and stimulating environment for pupils, rooted in mutual respect Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, motivates and inspires pupils to learn and enjoy the subject. Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect. Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect. Is unable to establish a safe and stimulating environment for pupils. b set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Consistently sets goals that stretch, challenge and motivate pupils. use effective strategies to support the learning and progress of underperforming groups. Sets goals that stretch, challenge and motivate pupils. use strategies to support the learning and progress of underperforming groups. Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Is unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. c demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Is unable to demonstrate consistently the positive attitudes, values and behaviour are expected of pupils.
c demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist. Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach. Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject. Is able to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. Is unable to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary) Trainee can teach early reading, systematic synthetic phonics, communication and language development … confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. Trainee can early reading, systematic synthetic phonics, communication and language development … with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. Is unable to, if teaching early reading, demonstrate a understanding of systematic synthetic phonics.
e if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) * The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’. Trainee can primary mathematics … confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics. Trainee can teach primary mathematics … with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of strategies for the teaching of early mathematics. Is able to, if teaching mathematics, demonstrate a clear understanding of appropriate teaching strategies. Is unable to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.
d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Consistently uses a of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time. Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback. Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.
c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs. Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs. Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them. Is unable to manage classes effectively. d maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary. Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary. Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary. Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.