Rating/Area Inadequate Meets minimum Achieved expectations Exceptional performance expectations with some development required Quality of Teaching Overall performance against Performance against Teachers’ Performance against Teachers’ Performance against Teachers’ (Teachers’ Standards 1-7): Teachers’ Standards is Standards is broadly Standards is good. Practice is Standards is consistently good inadequate. Performance acceptable, although may broadly consistent. Subject or better and no standards are High expectations requires significant require some improvement. knowledge and practice has as requiring improvement Pupil progress improvement in significant Practice is not yet consistent. developed with a reasonable or inadequate. Practice is Subject Knowledge areas (e.g. behaviour Support is required to develop level of support. Is addressing consistent and good pedagogy Planning and Teaching management, progress of practice, subject knowledge progress of groups of pupils. is evident. Sustained Differentiation pupils and quality of teaching). and/or to address progress of Will only be rated here if most progress of pupils is evident. Assessment Considerable support is groups of pupils. lesson observations have been Learning environment required to develop practice graded good or better and and behaviour and/or address progress of others are no less than management pupils. requiring improvement and there is evidence of response to professional feedback as a result. Professional No contribution outside of Makes little contribution to Contributes appropriately to Contributes well to the Responsibilities own classroom. Does not wider life and ethos of the the wider life of the service. life of the service. Responds respond to feedback and service. Responds to advice Responds well to advice and positively to advice and (Teachers’ Standard 8): advice of mentor. Does not and feedback but does not feedback and makes feedback. Identifies own communicate effectively. take initiative in own improvements. professional development development. Independently communicating needs. Communicates Communication undertaken across service community. positively across service with advice and support Works collaboratively with community. Works provided. colleagues. collaboratively. Personal and Professional Does not demonstrate proper Does not consistently Demonstrates proper and Demonstrates consistent high Conduct and professional regard for demonstrate proper and professional regard for the regard and has proper and the ethos, policies and professional regard for the policies and practices of professional regard for the (Part 2 Teachers’ practices of the workplace ethos, policies and practices of the workplace ethos, policies and practices of the workplace the workplace Standards) Newly Qualified Teachers continued
Rating/Area Inadequate Meets minimum expectations with some development required Achieved expectations Exceptional performance Quality of Teaching (Teachers’ Standards 1-7): High expectations Pupil progress Subject Knowledge Planning and Teaching Differentiation Assessment Learning environment and behaviour management Overall performance against Teachers’ Standards is inadequate. Performance requires significant improvement in significant areas (e.g. behaviour management, progress of pupils and quality of teaching). Considerable support is required to develop practice and/or address progress of pupils. Performance against Teachers’ Standards is broadly acceptable, although may require some improvement. Practice is not yet consistent. Support is required to develop practice, subject knowledge and/or to address progress of groups of pupils. Performance against Teachers’ Standards is good. Practice is broadly consistent. Subject knowledge and practice has developed with a reasonable level of support. Is addressing progress of groups of pupils. Will only be rated here if most lesson observations have been graded good or better and others are no less than requiring improvement and there is evidence of response to professional feedback as a result. Performance against Teachers’ Standards is consistently good or better and no standards are as requiring improvement or inadequate. Practice is consistent and good pedagogy is evident. Sustained progress of pupils is evident. Professional Responsibilities (Teachers’ Standard 8): No contribution outside of own classroom. Does not respond to feedback and advice of mentor. Does not communicate effectively. Makes little contribution to wider life and ethos of the service. Responds to advice and feedback but does not take initiative in own development. Communication undertaken with advice and support provided. Contributes appropriately to the wider life of the service. Responds well to advice and feedback and makes improvements. Independently communicating across service community. Works collaboratively with colleagues. Contributes well to the life of the service. Responds positively to advice and feedback. Identifies own professional development needs. Communicates positively across service community. Works collaboratively. Personal and Professional Conduct (Part 2 Teachers’ Standards) Does not demonstrate proper and professional regard for the ethos, policies and practices of the workplace Does not consistently demonstrate proper and professional regard for the ethos, policies and practices of the workplace Demonstrates proper and professional regard for the policies and practices of the workplace Demonstrates consistent high regard and has proper and professional regard for the ethos, policies and practices of the workplace Newly Qualified Teachers continued
Payguidance-careerstageexpectations-ratingframework-v2-2015-09-07.docx