New Teachers

Teacher Standards Evidence

Teacher Standards Evidence

During your training year, it can be hard to balance classroom-based training with subject knowledge enhancement and assignments. This blog explores what you can use to show that you meet the teacher standards evidence, ensuring you make the most of your training year(s).

The standards themselves (part 1 and part 2) have statutory force (under regulation 6(8)(a) of the Education (School Teachers’ Appraisal) (England) Regulations 2012). They are issued by law and define the minimum level of practice for trainees and teachers to achieve qualified teacher status.

TIP: The best evidence shows an awareness and understanding of the Teacher Standards!

Contents

1. Teacher Standards Evidence: Part One

2. Teacher Standards Evidence: Part Two

3. Where Beyond can Help

Teacher Standards Evidence: Part One

Set high expectations which inspire, motivate and challenge pupils

  • Establish a safe and stimulating environment for pupils, rooted in mutual respect

Evidence you can use:

  • Safeguarding and following school policy
  • Learning opportunities outside of the classroom
  • Behaviour systems in place that promote learning
  • Working with parents to establish positive behaviour i.e. phone calls home
  • Rewards and sanctions
  • Atmosphere in class
  • Classroom displays
  • Student questionnaires
  • Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

Evidence you can use:

  • AFL
  • Projects
  • Intervention
  • Extra support
  • Setting individual targets
  • Mentoring
  • IEPs with clear goals
  • Effective lesson planning
  • Awareness of vulnerable students
  • Student progress meetings
  • Using teacher tracking data
  • Use of support staff
  • Lesson observations
  • Lesson feedback
  • Differentiated displays
  • Celebration of other cultures
  • Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Evidence you can use:

  • Lesson observations
  • Examples of modelling good behaviour i.e. respect
  • Feedback to students
  • Use of sanctions and rewards
  • Demonstration of school values and vision
  • Displays
  • Feedback from parents and school trips

Promote good progress and outcomes by pupils

  • Be accountable for pupils’ attainment, progress and outcomes

Evidence you can use:

  • Student progress meetings
  • PM reviews
  • Interventions and evidence of impact
  • Assessing Pupils Progress
  • End of Term exam/test results
  • Lesson observations
  • Meetings with parents
  • Set targets and progress
  • Students response to teacher feedback
  • Students data
  • Individual student case study
  • Marking in books and setting goals
  • Planning
  • EYFS profile data
  • SIA observations
  • Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

Evidence you can use:

  • Lesson plan annotations showing differentiation
  • AFL strategies
  • Seating plans with attention to vulnerable students
  • Intervention impact
  • Use of assessment and planning
  • Use of SIMS
  • IEPs
  • Student progress tracking
  • Use of EYFS profiles
  • Baseline assessments
  • Use of pastoral systems
  • Communication with parents
  • Effective marking
  • CAF tracking
  • Guide pupils to reflect on the progress they have made and their emerging needs

Evidence you can use:

  • Peer evaluation
  • AFL
  • IEPs
  • Marking
  • Feedback
  • Targets
  • Reviews of pupils progress
  • Promoting success criteria
  • Pupil awareness of individual and class targets
  • Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

Evidence you can use:

  • CPD
  • Staff training sessions
  • Team teaching
  • Skills/knowledge progression
  • Curriculum planning
  • Feedback from mentor
  • Lesson planning for EAL students
  • Lesson planning for SEN learners
  • Different teaching styles and strategies
  • Encourage pupils to take a responsible and conscientious attitude to their own work and study.

Evidence you can use:

  • Homework
  • Examples of students responding to teacher feedback
  • Class contributions
  • Plenary tasks
  • Extension activities
  • Praise and rewards (using school policies)
  • Positive feedback for students with a good attitude to work

Demonstrate good subject and curriculum knowledge

  • Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Evidence you can use:

  • Target setting
  • CPD sessions
  • Staff meetings
  • Knowledge enhancement
  • Marking and relevant feedback
  • Assessment
  • Planning (show progression)
  • Examples of questioning and challenging students
  • Differentiation
  • School clubs
  • Communication the parents
  • Work with other teachers
  • Identifying weaknesses and interests in students
  • Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Evidence you can use:

  • CPD
  • Own research
  • Relevant pedagogy
  • Lesson observations
  • Current educational articles
  • Planning review
  • INSET day
  • Extra training and educational conferences
  • 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

Evidence you can use:

  • Building in literacy skills
  • Use of literacy mats or resources
  • Incorporating literacy into the lesson plan
  • Developing students speaking and listening skills
  • Evidence of promoting literacy
  • Planning that shows development of literacy and subject specific vocabulary
  • Targets set to develop literacy skills
  • Modelling correct use of spoken and written English
  • If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

Evidence you can use:

  • CPD
  • SEN awareness
  • Regular assessments
  • Modelling phonemes
  • Marking
  • Addressing misconceptions
  • Use of Teaching Assistants
  • Listening to students and addressing mistakes
  • If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Evidence you can use:

  • CPD
  • Use of Teaching Assistants
  • Developing Maths skills across all subjects i.e. use of graphs
  • Planning for use of mathematical skills
  • Evidence of different teaching strategies that promote mathematics

Plan and teach well structured lessons

  • Impart knowledge and develop understanding through effective use of lesson time

Evidence you can use:

  • Timekeeping in lesson
  • Planning
  • Lesson plans
  • Lesson Observations
  • Monitoring engagement and effectiveness of lesson
  • Questioning
  • Use of Teaching Assistants
  • Monitoring progression
  • Plenary tasks / knowledge recall activities
  • Promote a love of learning and children’s intellectual curiosity

Evidence you can use:

  • Classroom displays
  • Exciting learning resources
  • Examples of fun learning opportunities
  • Encouraging students ideas
  • Fostering a enjoyable learning environment
  • Use of students ideas
  • Examples of good behaviour
  • Enrichment opportunities
  • Student voice
  • Wider activities and ‘themed days’
  • Encouraging questions
  • Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

Evidence you can use:

  • Displays
  • Homework building on prior knowledge and stretching abilities
  • Lesson plans
  • Marking and student feedback
  • Parental feedback
  • School trips
  • Evidence of motivation in the classroom
  • Set challenges
  • End of term projects
  • Other learning opportunities such as key speakers
  • Reflect systematically on the effectiveness of lessons and approaches to teaching

Evidence you can use:

  • CPD
  • Research on teaching strategies
  • Mentor meeting feedback
  • Peer observations
  • SEN trail observations
  • Assessment on whether lesson objectives have been met
  • Progress made between mentor meetings
  • Any targets that have been achieved
  • Lesson evaluations
  • Lesson planning
  • Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Evidence you can use:

  • Research on relevant subject areas
  • Resources gathered i.e. online journals, textbooks etc
  • Planning for gaps in curriculum
  • Learning enrichment activities and trips
  • CPD
  • Developing a Scheme of Work
  • Adapted lesson plans
  • Working with colleagues

Adapt teaching to respond to the strengths and needs of all pupils

  • Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Evidence you can use:

  • Student progress meetings
  • Bloom’s Taxonomy
  • Lesson observations
  • Differentiated worksheets
  • Differentiated lesson plans
  • Seating plans and focus on vulnerable students
  • IEPs
  • Adapted resources
  • Planning
  • CPD and teacher training sessions
  • Use of teaching assistants
  • Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

Evidence you can use:

  • CPD
  • Teacher training sessions
  • Department meetings
  • Students progress meetings
  • Meetings with SEN team
  • Use of teaching assistants
  • Use of different teaching pedagogies
  • Use of a range of different teaching styles
  • Differentiation
  • Use of Pupil Profiles and SEN information
  • Incorporation of literacy, ICT and numeracy
  • Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

Evidence you can use:

  • Lesson plans
  • Use of different learning strategies
  • Differentiation
  • Teacher training sessions on intellectual development of students
  • Meetings with the SEN team
  • IEPs
  • Pupil progress meetings
  • Adapted lesson plans to meet students needs
  • Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Evidence you can use:

  • Differentiated lesson plans
  • Differentiated resources
  • Inclusive delivery of lesson
  • Feedback on individual needs
  • Parent and student meetings to discuss steps to take
  • Meaningful assessment
  • Stretching learners with extensions activities and plenaries

Make accurate and productive use of assessment

  • Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

Evidence you can use:

  • Statutory assessment
  • Pupils progress meetings
  • Examples of ‘deep’ questioning
  • Staff meeting contributions
  • Teacher training sessions
  • Department meetings
  • INSET
  • Identifying gaps in the curriculum
  • Use of assessment
  • Plan for new resources to the relevant subject areas
  • Moderation across departments
  • Marking
  • Make use of formative and summative assessment to secure pupils’ progress

Evidence you can use:

  • Use of previous class data to inform planning
  • Setting targets
  • Use of APP
  • Marking
  • Student data
  • Planning that shows assessment outcomes
  • Pupil progress meetings
  • Interventions
  • Use of question and plenary/starter activities to find knowledge gaps
  • Use relevant data to monitor progress, set targets, and plan subsequent lessons

Evidence you can use:

  • Pupil progress meetings
  • Planning lessons on previous lesson observations
  • Marking
  • Lesson observations
  • Achieving lesson objectives
  • Knowledge recall activities
  • Formative and summative assessments
  • Peer feedback
  • Differentiated lessons / resources
  • Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Evidence you can use:

  • Marking in books
  • Feedback in books
  • Students responses to feedback
  • Improvements after students have responded to feedback
  • Student questionnaire
  • Lesson observations
  • Group and peer feedback
  • Discussion of targets and progress
  • In-class feedback i.e. explaining how an answer can be improved / encouraging development of an idea
  • Praising hard work and commitment to learning
  • Set targets

Manage behaviour effectively to ensure a good and safe learning environment

  • Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

Evidence you can use:

  • Set clear expectations of rules and conduct
  • Examples of modelling good behaviour
  • Discussions on behaviour with students
  • Use of detentions and other sanctions
  • Logging any negative behaviour
  • Praising/rewarding positive behaviour
  • Class agreement on acceptable behaviour
  • Example of clear and consistent rules
  • Visual reminders of classroom rules
  • Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Evidence you can use:

  • Logging negative and positive behaviour on SIMS
  • Modelling good behaviour to students
  • Communication with pupils and parents
  • Detentions and other sanctions
  • Following the school policy and ethos
  • Examples of behaviour management
  • Teacher training sessions on behaviour management
  • Research on tackling negative behaviour in classrooms
  • Following the schools behaviour management system
  • Phone calls home for both negative and positive behavioural reasons
  • Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Evidence you can use:

  • IEPs
  • Class discussions
  • Classroom displays
  • Use of teaching assistants
  • Use of seating plans
  • Differentiated tasks
  • Extension activities for higher achievers
  • Incorporating a variety of different learning strategies / styles
  • Group and pair work
  • Challenges
  • Use of a variety of different teaching resources
  • Warm up activities and moving around the classroom activities
  • Collaborative brainstorming sessions
  • Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Evidence you can use:

  • Following the school behaviour policy
  • Extra help and mentoring
  • Modelling good behaviour
  • Examples of building relationships, trust and respect
  • Consistency with negative behaviour repercussions
  • Dealing with classroom clashes calmly, fairly and effectively
  • Logging negative and positive behaviour

Fulfil wider professional responsibilities

  • Make a positive contribution to the wider life and ethos of the school

Evidence you can use:

  • Helping at staff training sessions
  • Peer mentoring
  • Developing a Scheme of Work
  • School trips
  • After school / lunchtime clubs
  • Helping during school events
  • Help plan or organise a school wide activity or ‘themed day’
  • Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Evidence you can use:

  • Use of teaching assistants
  • Asking for support when needed
  • Working with the SEN team
  • Department meetings
  • Staff meetings
  • INSET
  • Team teaching
  • Adapting lessons due to colleague feedback
  • CPD
  • Communication with colleagues
  • Deploy support staff effectively

Evidence you can use:

  • IEP
  • Deployment of teaching assistants
  • Feedback from teaching assistants
  • CPD
  • Communication with the SEN team
  • Meeting to discussion individual pupils progress
  • Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Evidence you can use:

  • CPD sessions
  • PM reviews
  • Researching current pedagogy
  • Using feedback to improve
  • Reflections on own practice and progress
  • Professional study and teacher training sessions
  • Communicate effectively with parents with regard to pupils’ achievements and well-being.

Evidence you can use:

  • Phone calls home
  • Parents evenings
  • School reports
  • Discussions with parents regarding performance or behaviour
  • Rewarding positive behaviour i.e. award or letter home.
  • SEN updates
  • Logging negative and positive behaviour on SIMS
  • Parent feedback and meetings

Teacher Standards Evidence: Part Two – Personal & Professional Conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

  • Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
  • Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
  • Showing tolerance of and respect for the rights of others.
  • Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
  • Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Evidence you can use:

  • Lesson observations
  • Consistency in professional behaviour
  • Help organise visits
  • Promote mutual respect
  • Extra curricular activities
  • Conduct during parents evening
  • Maintaining safeguarding
  • School trips
  • Professionalism
  • Strong relationships with students and colleagues

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Evidence you can use:

  • Timekeeping
  • Attendance
  • Reliability
  • After School clubs
  • Parents Evening
  • Attending meetings
  • Called in for sick days
  • Dressing professional
  • Using appropriate language
  • Use school policies ie. risk assessments and behaviour policies
  • Follow health and safety rules

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Evidence you can use:

  • Following school policies
  • Understand and evidence the Teaching Standards
  • Attend all training and INSET sessions
  • Undertaking school duties i.e. lunch/break time duty

Good Examples of Evidence – Summary

  • Student data
  • Formal Lesson Observations and Feedback
  • Lesson Plans (pedagogical plans)
  • Lesson Resources
  • Weekly/Monthly Meetings Reports
  • Marking
  • Students work (notes on progress and learning)
  • Student Self and Peer Assessments
  • Lesson Evaluations
  • CPD
  • School Clubs
  • School Trips
  • Parents Evening

Teacher Standards Evidence: Where Beyond can Help

Form tutor ideas

Form tutor ideas

Classroom and corridor displays

Corridor Displays

Teaching strategies

Organisation Tools

We hope this goes some way to helping you compile your teacher standards evidence. Don’t forget to read even more of our blogs here! You can also subscribe to Beyond for access to thousands of secondary teaching resources. You can sign up for a free account here and take a look around at our free resources before you subscribe too.

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