Appendix B: National Teacher Standards, Career Stage Expectations - [Name] School To assist with your self assessment the school has set out below the standards of performance expected at various stages of a teacher’s career. You should record in the last two columns the career stage description closest to your current performance, and your aspirational career stage. In considering your aspirational career stage, you may find it useful to consider areas you need to develop, future career plans and/or areas of particular strength that you wish to develop further. Your appraiser will also undertake an assessment and will meet with you to discuss and compare these. The discussion will inform the focus of your professional development objective during the appraisal cycle. Professional Area Relevant Standards M2 M4 M6 UPR 1 UPR 3 Current career stage Aspirational career stage Professional Practice 1.1.1(1); 1.1.2 (2,3,5), 1.1.3 (1,3), 1.1.4 (1,2,3), 1.1.5 all, 1.1.6 (1), 1.1.7 (1,2,3), 1.1.8 (3), 2.2.1 (2,4) Preamble Much teaching good or better; none inadequate; All teaching good or better All teaching good; some outstanding All teaching good; some outstanding All teaching good; much outstanding Professional Outcomes 1.1.1(2), 1.1.2 (1,2,3), 1.1.5 (1), 1.1.6 (3,4), Preamble Most pupils achieve in line with school expectations Almost all pupils achieve in line with school expectations Almost all pupils achieve in line with school expectations; some exceed them Almost all pupils achieve in line with school expectations; some exceed them Almost all pupils achieve in line with school expectations; many exceed them
Professional Relationships 1.1.1(1), 1.1.6(4) 1.1.7(4), 1.1.8 (2,3,5) 2.2.1 (1,3,4) Preamble Positive working relationships with pupils, colleagues and parents These relationships are securely focussed on improving provision for pupils Professional relationships with pupils, colleagues and staff lead to excellent class provision Plays a proactive role in building key stage or departmental teams to improve provision and outcomes Plays a proactive role in building school-wide teams to improve provision and outcomes Professional Development 1.1.2 (4,5) 1.1.3 (1,2,4,5), 1.1.4 (5), 1.1.5 (2,3,4) 1.1.6(1), 1.1.8(4) 2.2.1(2), 2.2.3 Preamble Able, with support, to identify key professional development needs and respond to advice and feedback Takes a proactive role in accessing relevant support and professional development from colleagues Fully competent practitioner able to keep up-to-date with changes and adapt practice accordingly Plays a proactive role in leading the professional development of key stage or departmental colleagues Plays a proactive role in leading the professional development of colleagues across the school Professional conduct 1.1.1(3), 1.1.7(1) 1.1.8(1), 2.2.1(all) 2.2.2, 2.2.3 Preamble Meets all standards Meets all standards Meets all standards Meets all standards Meets all standards
Performance Management Objectives [2015 – 16] [School to add] Work to develop teaching skill x so that challenging pupils a b and c achieve attainment target y by date Work to develop leadership skill y so that school improvement target z is achieved Develop evidence that I meet National Standard β In preparation for promoted post p, work to develop skill q AGREED EVENT (Appraisee Responsibility) [school to add] Audit? Peer observation? Discussion with pupils/parents? Observe colleague? Attend training? Research? Produce action plan? Implement action plan? Monitor/evaluate review? BY (DATE) RECORD OF EVENTS AGREED SUPPORT (Appraiser Responsibility) Meetings with reviewer? Meetings with coach? Observations? Training? Termly reviews? RECORD OF EVENTS IMPACT MEASURES (inc. lesson observation details) Lesson observation (with focus)? Monitoring of planning? Book trawls? Reviewer report of discussions with pupils/parents? Pupil Progress/Attainment Data RECORD OF EVENTS