Ntu characteristics of performance

Teachers’ Standards:
Characteristics of Performance

Based on guidance produced by UCET (the Universities Council for the Education of
Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the
Higher Education Academy and the outcomes of workshops at the NTU Partnership
Conference 2012

PART ONE: Teaching

A teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the
standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding
yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these
demonstrate these minimum that: characteristics: characteristics:
characteristics:

S1 Set high expectations They are inconsistent in their They are able to encourage pupils They are reliable in encouraging They constantly encourage pupils
which inspire, motivate and encouragement of pupils to to participate and contribute in an pupils to participate and to participate and contribute in an
challenge pupils participate and contribute in an atmosphere conducive to learning. contribute in an atmosphere atmosphere highly conducive to
atmosphere conducive to learning. In the course of differing school conducive to learning. They learning. They consistently set
 establish a safe and The expectations they set are experiences they have shown that consistently set high expectations high expectations of pupils in
stimulating environment for often not well matched to pupils’ they have set appropriately high of pupils in their different training different training contexts. There
pupils, rooted in mutual potential to make progress. They expectations, believing that all contexts. They are well respected are high levels of mutual respect
respect; are not able to confidently build pupils have the potential to make by learners and effectively between the trainee and pupils.
 set goals that stretch and and sustain positive, respectful progress. They are able to develop promote pupils’ resilience, They are very effective in
challenge pupils of all working relationships with a rapport with a range of confidence and independence promoting learners’ resilience,
backgrounds, abilities and individuals or groups. As a result individuals and groups. As a when tackling challenging confidence and independence
dispositions; of this learners can sometimes consequence of this most pupils activities. As a result of this most when tackling challenging
 demonstrate consistently the become disengaged and are engaged in their learning. learners are enthused and activities. They generate high
positive attitudes, values and demotivated. This is characterised They consistently demonstrate motivated to participate. levels of enthusiasm, participation
behaviour which are expected by such trainees, at times, professional behaviour, respect for and commitment to learning.
of pupils. appearing unenthusiastic and pupils, colleagues, parents and
demotivated themselves. carers and support the ethos of
the school. They demonstrate
enthusiasm for working with
children and young people and for
teaching and learning.

PART ONE: Teaching

characteristics:

S2 Promote good progress They understand that teachers are They understand how teachers are They assume responsibility for the They assume a high level of
and outcomes by pupils accountable for the attainment, accountable for the attainment, attainment, progress and responsibility for the attainment
progress and outcomes of pupils, progress and outcomes of pupils outcomes of the pupils they teach. progress and outcomes of the
 be accountable for but are not taking responsibility and have taken some They demonstrate a sound pupils they teach. They
attainment, progress and for this. Their short- and medium- responsibility for this with understanding of the need to demonstrate confident judgement
outcomes of the pupils; term planning and teaching guidance from the usual class develop pupil learning over time. in planning for pupil progression
 plan teaching to build on demonstrate inconsistent teacher or other professional. Their short- and medium-term both within individual lessons and
pupils’ capabilities and prior understanding of, and provision Their short- and medium-term planning consistently takes into over time and are able to
knowledge; for, pupil progression and the planning and teaching account the prior learning of the articulate a clear and well-justified
 guide pupils to reflect on the need to take into account prior demonstrate some understanding pupils. They regularly provide rationale as to how they are
progress they have made and achievement. Their support for of, and provision for, pupil pupils with the opportunity to building on prior achievement.
their emerging needs; pupils in reflecting on their progression taking into account reflect on their own learning and They actively promote engaging
 demonstrate knowledge and learning and identifying their prior achievement. They support use this, along with other forms of and effective methods that
understanding of how pupils progress and emerging needs is pupils in reflecting on their assessment, to inform their future support pupils in reflecting on
learn and how this impacts on underdeveloped and, as a learning and identifying their planning and teaching. They use their learning. They are able to set
teaching; consequence, learners are given progress and emerging learning their knowledge of effective appropriately challenging tasks,
 encourage pupils to take a insufficient opportunity to needs. When planning lessons teaching strategies to encourage drawing on a sound knowledge of
responsible and conscientious evaluate and improve their own they devise suitable opportunities independent learning and they set the pupils’ prior attainment which
attitude to their own work performance. The teaching for learners to evaluate and appropriately challenging tasks has been obtained through
and study. strategies they adopt can lack an improve their performance. They which enable the learners to make systematic and accurate
understanding of how pupils learn are able to explain how effective progress. As a result the majority assessment. They regularly create
and a rationale for choices made. teaching strategies are informed of pupils make good progress. opportunities for independent and
As a consequence too few pupils by an understanding of how pupils autonomous learning. As a result
make sufficient progress. learn and offer a rationale for the majority of pupils make very
choices made in the context of good progress.
practice. They plan teaching and
learning activities which
encourage independent and
autonomous learning. As a
consequence all groups of pupils
make at least satisfactory
progress.

PART ONE: Teaching

characteristics:

S3 Demonstrate good Their subject knowledge is not They have sufficiently secure They have well-developed They draw on their in-depth
subject and curriculum sufficiently secure for teaching to knowledge and understanding of knowledge and understanding of subject and curriculum knowledge
knowledge be effective. They also the relevant subject/ curriculum the relevant subject/ curriculum to plan confidently for progression
demonstrate insufficient knowledge areas to teach effectively in the areas they are training to teach and to stimulate and capture
 have a secure knowledge of how learning progresses and age phase for which they are and use this effectively to maintain pupils’ interest. They demonstrate
of the relevant subject(s) cannot always respond training to teach. They know how and develop pupils’ interest. They very well-developed pedagogical
and curriculum areas, appropriately to key questions, learning progresses within and make good use of their secure subject knowledge, by anticipating
foster and maintain pupils’ common errors and across the subject/curriculum age curriculum and pedagogical subject common errors and
interest in the subject, and misconceptions. There is little phases they are training to teach, knowledge to deepen learners’ misconceptions in their planning.
address evidence of appropriate and/or in terms of the development of key knowledge and understanding, They are astutely aware of their
misunderstandings; effective research of subject and concepts and of learners’ common addressing common errors and own development needs in terms
 demonstrate a critical curriculum knowledge to underpin misconceptions. They are able to misconceptions effectively in their of extending and updating their
understanding of teaching. They demonstrate a lack respond appropriately to subject teaching. They are critically aware subject, curriculum and
developments in the of understanding or consistency in specific questions which learners of the need to extend and update pedagogical knowledge in their
subject and curriculum their promotion of high standards ask and they use subject specific their subject, curriculum and early career and have been
areas, and promote the of literacy and articulacy. language accurately and pedagogical knowledge and know proactive in developing these
value of scholarship; consistently in order to help how to employ appropriate effectively during their training.
 demonstrate an In relation to early reading: learners develop knowledge, professional development They model very high standards of
understanding of and take primary trainees demonstrate understanding and skills in the strategies to further develop these written and spoken communication
responsibility for promoting insufficient understanding of the subject. They recognise the need in their early career. They model in all professional activities. They
high standards of literacy, principles and practices of teaching to extend and update their subject good standards of written and successfully identify and exploit
articulacy and the correct and assessing reading and writing, and pedagogical knowledge as a spoken communication in all opportunities to develop learners’
use of standard English, including systematic synthetic key element of continuing professional activities and skills, in communication, reading
whatever the teacher’s phonics, in their planning and professional development and have encourage and support learners to and writing.
specialist subject; teaching. shown the ability and readiness to develop these skills in their
 if teaching early reading, do so. They demonstrate an lessons. In relation to early reading:
demonstrate a clear In relation to early maths: understanding of the need to primary trainees draw on their
understanding of primary trainees demonstrate promote high standards of In relation to early reading: very strong understanding of
systematic synthetic insufficient understanding of the communication, reading and primary trainees have a very synthetic systematic phonics and
phonics; principles and practices of teaching writing for all learners and begin to
secure knowledge and its role in teaching and assessing
 if teaching early and assessing early mathematics build this into lessons. understanding of synthetic reading and writing to teach
mathematics, demonstrate in their planning and teaching. systematic phonics and its role in literacy very effectively across the
a clear understanding of In relation to early reading: all teaching and assessing reading age-phases they are training to
appropriate teaching primary trainees will demonstrate and writing in the context of the teach.
strategies. sufficient knowledge and age-phases they are training to
understanding of the principles and teach. In relation to early
practices of teaching and assessing mathematics: primary trainees
reading and writing, including the In relation to early draw on their very strong
use of systematic synthetic mathematics: primary trainees knowledge and understanding of
phonics, to be able to apply this have a very secure knowledge and the principles and practices of
effectively across the specific age understanding of the principles and teaching early mathematics to

phases they are training to practices of teaching early select and employ highly effective
teach. (See Systematic Synthetic mathematics and employ effective teaching strategies across the age-
Phonics in ITT: Guidance and teaching strategies across the age- ranges they are training to teach.
Support Materials for further ranges they are training to teach.
information).

In relation to early
mathematics: all primary trainees
will know and understand the
principles and practices of teaching
and assessing early mathematics,
to be able to apply this effectively
across the specific age phases they
are training to teach.

PART ONE: Teaching

characteristics:

S4 Plan and teach well The range of strategies and They employ a range of teaching They show a willingness to try out They plan lessons that often use
structured lessons resources employed in teaching strategies and resources. They a range of approaches to teaching well-chosen, imaginative and
are limited. The structure of their plan individual lessons that are and learning. They plan lessons creative strategies, and that match
 impart knowledge and lessons often does not support appropriately structured to support individuals’ needs and interests.
that take account of the needs of
develop understanding pupils in developing their pupils in developing their They are highly reflective in
through effective use of knowledge, skills, understanding knowledge, skills, understanding, groups of learners and individuals, critically evaluating their practice.
lesson time; and attitudes. The pace of learning interest and positive attitudes. through the setting of They can accurately judge the
 promote a love of learning and teaching is often inappropriate When teaching they maintain the differentiated learning outcomes, impact of their practice on
and children’s intellectual for the needs and abilities of the pace of the learning, are able to carefully matching teaching and individual and groups of learners
curiosity; pupils. The classroom environment respond flexibly to what is learning activities and resources to and can use their evaluation to
 set homework and plan and ethos are not conducive to happening in the classroom and support learners in achieving these inform future planning, teaching
other out-of-class activities learning and pupil progress. have the confidence to adapt their and learning. They show initiative
intended learning outcomes. They
to consolidate and extend Review and evaluation of planning teaching in order to respond to the in contributing to curriculum
the knowledge and is inconsistently applied and needs of the learners. They can know how to learn from both planning and developing and
understanding pupils have opportunities to collaborate with create an environment in which the successful and less effective producing effective learning
acquired; more experienced colleagues on a learners are usually engaged. lessons through their systematic resources in their placement
 reflect systematically on range of projects have often been They understand how homework or evaluation of the effectiveness of settings.
the effectiveness of lessons missed. other out-of-class work can sustain their practice, including its impact
and approaches to learners’ progress and consolidate on learners. They make a positive
teaching; learning and can design and set
contribution to the development of
 contribute to the design appropriate tasks. They review and
and provision of an reflect on their own planning and curriculum and resources in their
engaging curriculum within teaching to prepare future placement settings.
the relevant subject activities and tasks which build on
area(s). and sustain progression in pupils’
learning. They work collaboratively
with more experienced colleagues,
where appropriate, to adapt and/or
develop the school’s medium-term
plans, schemes of work, curriculum
frameworks.

PART ONE: Teaching

characteristics:

S5 Adapt teaching to They are not sufficiently aware of They know the pupils well enough They consistently adapt their They quickly and accurately
respond to the strengths the different needs and strengths to recognise the different needs teaching to meet the needs of discern their learners’ strengths
and needs of all pupils of individuals and groups to adapt and strengths of individuals and individual and groups of learners and needs and are proactive in
their teaching to support learners groups and begin to adapt their to support progression in learning. differentiating and employing a
 know when and how to to progress. They show some teaching to address those needs They know how to secure progress range of effective intervention
differentiate appropriately, awareness of key barriers to and strengths so that learners are for learners and how to identify strategies to secure progression
using approaches which pupils’ achievement but lack supported towards achieving their when groups and individuals have for individuals and groups. They
enable pupils to be taught understanding of strategies that potential. They are aware of a made progress. They have a range have an astute understanding of
effectively; experienced teachers use to range of factors that are potential of effective strategies that they how effective different teaching
 have a secure overcome these barriers. There is barriers to achievement and can apply to reduce barriers and approaches are in terms of impact
understanding of how a little account taken in their understand how experienced respond to the strengths and on learning and engagement of
range of factors can inhibit teaching of how children and teachers use a range of strategies needs of their pupils. They clearly learners.
pupils’ ability to learn, and young people develop or of how to to reduce these barriers. They recognise how to deal with any
how best to overcome support pupils with particular begin to deploy these strategies potential barriers to learning
these; needs, including EAL and SEND. themselves, working alongside through their application of well-
 demonstrate an awareness experienced teachers and support targeted interventions and the
of the physical, social and staff as appropriate. They show appropriate deployment of
intellectual development of awareness of how children and available support staff.
children, and know how to young people develop and take
adapt teaching to support account of this in their teaching.
pupils’ education at They have some understanding of
different stages of the challenges and opportunities of
development; teaching in a diverse society. They
 have a clear understanding have a developing understanding
of the needs of all pupils, of the needs of all pupils and are
including those with special able to articulate distinctive
educational needs; those teaching approaches and strategies
of high ability; those with needed to engage and support
English as an additional pupils with particular needs,
language; those with including EAL and SEND. When the
disabilities; and be able to opportunity has arisen they have
use and evaluate used these successfully and are
distinctive teaching able to evaluate the impact of the
approaches to engage and adaptations employed, on the
support them. progress of individual learners.

PART ONE: Teaching

characteristics:

S6 Make accurate and They have an insecure They have a secure understanding They are able to assess pupils’ They can confidently and
productive use of understanding of the statutory of the statutory assessment attainment accurately against accurately assess pupils’
assessment assessment requirements for the requirements for the national benchmarks. They employ attainment against national
subject/curriculum in the age subject/curriculum in the age a range of appropriate formative benchmarks. They use a range of
 know and understand how phases they are preparing to phases they are preparing to teach assessment strategies effectively assessment strategies very
to assess the relevant teach. Their planning is and are able to make broadly and can adapt their teaching effectively in their day to day
subject and curriculum characterised by underdeveloped accurate assessments against within lessons in light of pupils’ practice to monitor progress and to
areas, including statutory assessment strategies that are not national benchmarks. Their responses. They maintain inform future planning.
assessment requirements; sufficiently effective to support planning is characterised by the accurate records of pupils’ They systematically and effectively
 make use of formative and pupils in making progress. They use of a range of formative and progress and use these to set check learners’ understanding
summative assessment to show little awareness of how to summative assessment strategies, appropriately challenging targets. throughout lessons, anticipating
secure pupils’ progress; modify their teaching and designed to support pupils in They assess learners’ progress where intervention may be needed
 use relevant data to classroom practice in the light of making progress. They deploy regularly and accurately and and do so with notable impact on
monitor progress, set formative assessment information these strategies effectively in discuss assessments with them so the quality of learning. They
targets, and plan or of how summative data is used lessons, both to evaluate the that learners know how well they assess learners’ progress regularly
subsequent lessons; to set targets for groups and impact of teaching on the progress have done and what they need to and work with them to accurately
 give pupils regular individuals. Their record-keeping is of learners and as a basis for do to improve. target further improvement and
feedback, both orally and not used to support the monitoring modifying their teaching and secure rapid progress.
through accurate marking, of pupil progress and target- classroom practice when
and encourage pupils to setting. Their marking and necessary. They understand how
respond to the feedback. feedback to pupils are, too often, school- and pupil-level summative
untimely and not focused on data is used to set targets for
making progress. groups and individuals and they
use that knowledge to monitor
progress in the groups they teach.
With guidance from experienced
teachers, they monitor pupil
progress and maintain accurate
records, setting new targets for
individuals and groups. They mark
pupils’ work constructively and
provide appropriate oral feedback
to pupils to help them to make
progress.

PART ONE: Teaching

characteristics:

S7 Manage behaviour They attempt to work within the They work within the school’s They work within the school’s They rapidly adapt to the different
effectively to ensure a good school’s framework for behaviour, framework for behaviour and can framework for behaviour and apply circumstances in which they train,
and safe learning but find it difficult to apply rules apply rules and routines rules and routines consistently and working confidently within the
environment and routines with consistency and consistently and fairly. They have fairly. They consistently have high frameworks established in different
fairness. Expectations have been high expectations and are aware of expectations and understand a settings and applying rules and
 have clear rules and insufficiently high for positive the range of strategies that range of strategies that routines consistently and fairly.
routines for behaviour in behaviour to be maintained. experienced teachers use to experienced teachers use to They consistently have high
classrooms, and take Problems have arisen from promote positive behaviour. They promote positive behaviour and expectations and understand a
responsibility for promoting planning and teaching which do are able to apply these apply these effectively, including range of strategies that
good and courteous not challenge learners, coupled appropriately, in the context of the use of school sanctions and experienced teachers use to
behaviour both in with a narrow range of strategies schools policy using sanctions and rewards and use of praise, in order promote positive behaviour and
classrooms and around the to promote positive behaviour. rewards, including praise, in order to create an environment apply these very effectively,
school, in accordance with Support in addressing challenging to create an environment supportive of learning. They including use of school sanctions
the school’s behaviour behaviour from experienced supportive of learning. They manage behaviour effectively so and rewards and use of praise, in
policy; teachers and support staff is not understand when to seek that learners demonstrate positive order to create an environment
 have high expectations of sought in a timely fashion. Too additional support in addressing attitudes towards the teacher, highly supportive of learning. They
behaviour, and establish a often, the emphasis in the the needs of pupils where their learning and each other manage pupil behaviour with ease
framework for discipline classroom is on the management significantly challenging behaviour allowing lessons to flow smoothly so that learners display very high
with a range of strategies, of behaviour rather than on is demonstrated. They recognise so that disruption is unusual. They levels of engagement, courtesy,
using praise, sanctions and engaging pupils in their learning that planning appropriate lessons actively seek additional support in collaboration and cooperation.
rewards consistently and and moving their learning forward. which challenge learners, teaching addressing the needs of pupils They actively seek additional
fairly; using a variety of strategies which where significantly challenging support in addressing the needs of
 manage classes effectively, address pupils’ needs and behaviour is demonstrated. pupils where significantly
using approaches which employing appropriate assessment challenging behaviour is
are appropriate to pupils’ strategies will all contribute to demonstrated.
needs in order to involve successful behaviour management.
and motivate them; They show understanding of how
 maintain good barriers to learning can impact on
relationships with pupils, pupil behaviour and have begun to
exercise appropriate apply strategies to address these,
authority, and act working alongside experienced
decisively when necessary. teachers and support staff as
appropriate. They understand that
behaviour management is context-
dependent and are able to
articulate which factors may
contribute to more challenging
behaviour being exhibited within
their classes.

PART ONE: Teaching

characteristics:

S8 Fulfil wider professional They lack understanding of the They understand and are able to They are proactive in seeking out They are proactive in seeking out
responsibilities ethos of the school and therefore support the ethos of the school and opportunities to contribute to the opportunities to contribute in a
find it difficult to support it or to show an inclination to contribute to wider life and ethos of the school. significant way to the wider life
 make a positive contribute to the wider life of the the wider life of the school in They are effective in building good and ethos of the school. They build
contribution to the wider school community in appropriate appropriate ways. They can build professional relationships with strong professional relationships
life and ethos of the ways. They are not able to effective professional relationships colleagues and demonstrate that and demonstrate that they are
school; confidently build effective and with various colleagues and have they can work well collaboratively able to work collaboratively with
 develop effective purposeful professional the skills required to work when required to do so. They take colleagues on a regular basis. They
professional relationships relationships and are still collaboratively. They communicate responsibility for deploying support take responsibility for deploying
with colleagues, knowing developing the skills required to with and direct any support staff staff in their lessons and for support staff in their lessons and
how and when to draw on work collaboratively. They miss deployed in their lessons, to assist seeking advice from relevant for seeking advice from relevant
advice and specialist opportunities to seek specialist in supporting the progress and professionals in relation to pupils professionals in relation to pupils
support; help from staff with expertise in achievement of individuals and of with individual needs. They are with individual needs. They
 deploy support staff the needs of specific pupils. They groups of pupils. They understand pro-active in terms of their own deliberately seek out opportunities
effectively; find it difficult to identify personal when to ask for information and professional learning and value the to develop their own professional
 take responsibility for professional development targets advice from specialist staff about feedback they receive from more learning and respond positively to
improving teaching or to act upon targets that have individual pupils with specific experienced colleagues, using it to all the feedback they receive. They
through appropriate been identified for them through needs. They seek out and are develop their own teaching further. communicate very effectively, both
professional development, advice and feedback. This leads to responsive to advice from more They communicate effectively, verbally and in writing, with
responding to advice and a lack of meaningful and experienced colleagues. In both verbally and in writing, with parents and carers in relation to
feedback from colleagues; measurable progress. The need for evaluating their own practice they parents and carers in relation to pupils’ achievements and well-
 communicate effectively communication with parents is are able to identify subsequent or pupils’ achievements and well- being, both when required to do so
with parents with regard to undervalued and, where present, on-going personal professional being. They assume some formally and are proactive in
pupils’ achievements and opportunities are missed to development targets and identify responsibility for doing so in communicating in relation to
well-being. communicate with and involve opportunities to address and meet response to individual pupils’ individual pupils’ emergent needs.
parents and carers in supporting these targets. They recognise the emergent needs.
pupils’ achievement, monitoring importance of communicating with
pupils’ well-being and responding parents and carers in supporting
to individual pupils’ emergent pupils’ achievement and
needs. monitoring pupils’ well-being. They
communicate effectively at set
points in the school year, including
at parents’ evenings and through
written reports. They understand
the need to communicate at other
points in response to individual
pupils’ emergent needs.

PART TWO: Personal and professional conduct
A teacher is expected to demonstrate consistently high All trainees to be awarded QTS will have demonstrated high standards of professional
standards of personal and professional conduct. The following behaviour and that:
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 They have a commitment to the teaching profession, and are able to develop appropriate professional
standards of ethics and behaviour, within and outside school, by: relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in
accordance with statutory provisions. They understand that by law that schools are required to teach a
 treating pupils with dignity, building relationships rooted in mutual broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social
respect, and at all times observing proper boundaries appropriate and cultural diversity.
to a teacher’s professional position;
 having regard for the need to safeguard pupils’ well-being, in They are willing to assume an appropriate degree of responsibility for the implementation of workplace
accordance with statutory provisions; policies in the different settings in which they have trained. They adhere to school policies and practices,
 showing tolerance of and respect for the rights of others; including those for attendance and punctuality
 not undermining fundamental British values, including democracy,
the rule of law, individual liberty and mutual respect, and They have a broad understanding of their statutory professional responsibilities, including the requirement
tolerance of those with different faiths and beliefs; to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as
 ensuring that personal beliefs are not expressed in ways which provided for in current equality legislation. They are aware of the professional duties of teachers as set out
exploit pupils’ vulnerability or might lead them to break the law. in the statutory School Teachers’ Pay and Conditions document.

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

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

Ntu characteristics of performance

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