Learning competent against the demonstrate and cascade of pupils is evident. Can only be development is evident through Teachers’ Standards). best practice. Will be rated here if all lesson observations pupils’ learning. Sustained and rapid Environment and here if any lessons are are graded good or better. progress of target groups of pupils Behaviour graded less than good. is evident. Management Wider Professional At pay range, a teachers’ contribution to the service must be substantial and sustained. Substantial means playing a critical role in Responsibilities the life of the service and making a clear and distinctive contribution to the raising of pupil standards. The teacher takes advantage of appropriate opportunities for professional development and uses the outcomes effectively as evidenced by an improvement in pupils’ (Teachers’ Standard 8) learning. Sustained means continuously maintained over a period of two school years. Little or no contribution some whole service Clear and effective substantial and Significant and sustained whole to sharing good practice contribution to sharing good sustained whole service service contribution, sharing good and developing the practice and developing the contribution, sharing good practice, practice and developing the curriculum. curriculum. Leads learning developing the curriculum and curriculum and impacting Does not lead learning within their own team but supporting the service improvement significantly on pupil progress. within own team or is does not always impact on plan/priorities. Personal Personal contribution to the service ineffective in leading standards and improvement. contribution to the service improvement plan/priorities is learning. Engages in own professional improvement plan/priorities is clear distinctive and exceptional. Has Does not contribute to or development but does not and distinctive. Takes responsibility significant impact in improving have impact upon the impact on development of for improving teaching, learning and teaching, learning and behaviour professional development others. Narrow of behaviour management through management through outstanding of others or coach or contribution to development effective professional dialogue, professional dialogue, coaching and mentor colleagues. and implementation of coaching and mentoring and mentoring. Is able to evidence Little contribution to policies. supporting the development of significant impact on the development and others. Contributes to and development of others. Makes a implementation of implements whole service or significant contribution to policies. workplace policies and supports development of policies and others to uphold them. develops others to uphold them.
Learning Environment and Behaviour Management competent against the Teachers’ Standards). demonstrate and cascade best practice. Will be rated here if any lessons are graded less than good. of pupils is evident. Can only be here if all lesson observations are graded good or better. development is evident through pupils’ learning. Sustained and rapid progress of target groups of pupils is evident. Wider Professional Responsibilities (Teachers’ Standard 8) At pay range, a teachers’ contribution to the service must be substantial and sustained. Substantial means playing a critical role in the life of the service and making a clear and distinctive contribution to the raising of pupil standards. The teacher takes advantage of appropriate opportunities for professional development and uses the outcomes effectively as evidenced by an improvement in pupils’ learning. Sustained means continuously maintained over a period of two school years. Little or no contribution to sharing good practice and developing the curriculum. Does not lead learning within own team or is ineffective in leading learning. Does not contribute to or have impact upon the professional development of others or coach or mentor colleagues. Little contribution to development and implementation of policies. some whole service contribution to sharing good practice and developing the curriculum. Leads learning within their own team but does not always impact on standards and improvement. Engages in own professional development but does not impact on development of others. Narrow of contribution to development and implementation of policies. Clear and effective substantial and sustained whole service contribution, sharing good practice, developing the curriculum and supporting the service improvement plan/priorities. Personal contribution to the service improvement plan/priorities is clear and distinctive. Takes responsibility for improving teaching, learning and behaviour management through effective professional dialogue, coaching and mentoring and supporting the development of others. Contributes to and implements whole service or workplace policies and supports others to uphold them. Significant and sustained whole service contribution, sharing good practice and developing the curriculum and impacting significantly on pupil progress. Personal contribution to the service improvement plan/priorities is distinctive and exceptional. Has significant impact in improving teaching, learning and behaviour management through outstanding professional dialogue, coaching and mentoring. Is able to evidence significant impact on the development of others. Makes a significant contribution to development of policies and develops others to uphold them.