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The Professional Portfolio for Teachers

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XXXX PRIMARY SCHOOL YYYY


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Meeting Standards: Raising Standards


The Professional Portfolio for Teachers

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Meeting Standards: Raising Standards The Professional Portfolio for Teachers Š Copyright 2013 by Liz Greensides

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the publisher, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent publisher.

Typeset by Greensides Associates Ltd 1st Floor Offices Millfields House, Huddersfield Rd, Thongsbridge, Holmfirth, HD9 3JL


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Meeting Standards: Raising Standards


The Professional Portfolio for Teachers

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Meeting Standards: Raising Standards The Professional Portfolio for Teachers

“The Teachers’ Standards … set clear expectations about the skills that every teacher in our schools should demonstrate. They will make a significant improvement to teaching by ensuring teachers can focus on the skills that matter most.” Michael Gove, Secretary of State for Education When launching the Teachers’ Standards in July 2011


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The Professional Portfolio for Teachers

INTRODUCTION

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Meeting Standards: Raising Standards


The Professional Portfolio for Teachers

INTRODUCTION The Teachers’ Standards were developed by an independent review group, made up of leading teachers, head teachers, and other experts, and replace the previous vague and often ambiguous standards. The new standards are made up of: THE PREAMBLE:

An introductory overview to the standards themselves

PART ONE:

The Eight Standards with brief, bulleted examples

PART TWO:

The Code of Conduct for all teachers; in cases of alleged serious misconduct the Teacher Agency has licence to draw on this part of the standards.

In contrast to the old Teacher Standards, the 2012 Teachers’ Standards are intended to be used right across all teaching professionals – from those aspiring to Qualified Teacher Status, through to Newly Qualified Teachers, Core Teachers, Threshold Teachers, and all members of the Leadership Team, including the Head Teacher. As such, this new set of standards “set a clear baseline of expectations for the professional practice and conduct of teachers and define the minimum level of practice expected of teachers in England.” The Standards will also be used by Teacher Training providers to assess when trainees can be recommended for QTS, and again by schools to assess the extent to which NQTs can demonstrate their competence at the end of their Induction period. And, of course, the Standards will be used by Ofsted inspectors, who are asked to consider the extent to which the Teachers’ Standards are being met when assessing the quality of teaching in any school – including Academies.

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Meeting Standards: Raising Standards

THE PREAMBLE TO THE STANDARDS 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. This Preamble to the standards gives an indication of the expectations of all teachers, as teased out further in each of the eight different standards. The standards themselves cover WHAT teachers DO, whilst the Preamble considers WHO teachers ARE, those characteristics which sum up our very best teachers. The purpose of this Professional Portfolio is to encapsulate the WHATS with the WHOS, by helping teachers to reflect on their practice, and to support them in their quest for development.


The Professional Portfolio for Teachers

THE 8 STANDARDS

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The Professional Portfolio for Teachers

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THE 8 STANDARDS

The range of what we think and do is limited by what we fail to notice and because we fail to notice that we fail to notice there is little we can do to change, until we notice how failing to notice shapes our thoughts and deeds. Ronald Laing


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Meeting Standards: Raising Standards

STANDARD ONE: Set high expectations which inspire, motive and challenge pupils KEY FEATURES I establish a safe and stimulating environment for pupils, rooted in mutual respect. I use a range of techniques and strategies to develop learners’ confidence and trust. I have a developing understanding of my responsibilities to children. My classroom is one in which pupils feel welcome and valued. I create an environment to support learning. I use a range of visual stimuli arising from children’s own work, which give powerful and aspirational models to other children. I set goals which stretch and challenge pupils of all backgrounds, abilities and dispositions. My planning and teaching are challenging enough to extend children’s previous KSU in a range of lessons and activities over time. My displays often reflect contemporary events and a breadth which extends beyond our current study. I demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils I foster pupils’ curiosity and enthusiasm for learning. I stimulate a culture of learning alongside a sense of mutual respect and good manners.


The Professional Portfolio for Teachers

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STANDARD ONE: Set high expectations which inspire, motive and challenge pupils MODELLING Much of my teaching in most subjects is outstanding and never less than consistently good. Almost all pupils are making rapid and sustained progress. I have consistently high expectations of all pupils.

ESTABLISHED

My teaching in most subjects, including English and mathematics, is usually good, with examples of some Specifics relating outstanding teaching. to my own Most pupils and practice: groups of pupils make good progress and achieve well over time. I have high expectations.

INITIAL THOUGHTS

EMERGING AND IMPROVING My teaching in this area requires improvement as it is not yet good.

REFLECTIVE ON PRACTICE This element of my teaching is inadequate as I sometimes find it difficult to keep my expectations sufficiently high.


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REFLECTIONS:

Meeting Standards: Raising Standards


The Professional Portfolio for Teachers

TEACHER SELF EVALUATION:

STRENGTHS:

AREAS FOR DEVELOPMENT:

NEXT STEPS:

WHAT THE SCHOOL COULD DO:

Please see Appendix One for Suggested Range of Evidence

EVIDENCE TOWARDS THIS STANDARD:

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The Professional Portfolio for Teachers

APPENDIX 1: Suggested Range of Evidence towards the Teacher Standards

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Meeting Standards: Raising Standards


The Professional Portfolio for Teachers

APPENDIX ONE: Suggested Range of Evidence towards the Teacher Standards NB These are just examples of the wide range of possible evidence. One or two of these examples will suffice – you will NOT need them all!!

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

         

Photos of classroom environment Behaviour log Behaviour systems Rewards and sanctions Motivational posters Area for student voice Pupil questionnaire Class groupings and rationale Class induction systems, including for inward mobility Class code of conduct

           

Children’s targets Example of next steps marking Attainment and well being targets Rationale for support and intervention IEPs with clear steps to goals and regularly reviewed Analysis of data and action taken to close gaps Lesson planning showing differentiation and challenge Seating plans and groupings Records of pupil progress meetings Up to date APP Record of lesson observations Photos which show respect and celebration of other backgrounds or cultures Records of meetings with external agencies

Demonstrate

consistently the positive

   

attitudes, values and behaviour which are expected of pupils

Records of lesson observations which show consistency of practice Copy of feedback given to pupils Home school agreement Class rules and/or code of conduct Feedback from other people – for example following trips, or parents’ evening Involvement in School Council

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Meeting Standards:Raising Standards