TOC 10. Standards, Part One: Teaching grade descriptors Teachers’ Please note: Words in italics are directly from the teacher education inspection ‘Initial handbook’ (March 2015); column headings reproduce the overall outcome criterion. 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 demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) Inadequate (4): the Standard: Much of the quality of Much of the quality of The quality of teaching Trainees fail to meet the trainees’ trainees’ trainees’ teaching over time is outstanding teaching over time is good; over time requires improvement minimum level of practice. and never less than consistently some is outstanding. as it is not yet good. good. Trainees need targeted advice to be good. a establish a safe and Consistently uses innovative Uses a range of strategies to Is able to establish a safe and Is unable to establish a safe and stimulating environment for strategies to establish a safe and establish a safe environment stimulating environment for stimulating environment for pupils, rooted in mutual stimulating environment for which, much of the time, is pupils, rooted in mutual respect. pupils. respect pupils, rooted in mutual respect, stimulating and rooted in which motivates and inspires mutual respect. pupils to learn and enjoy the subject. b set goals that stretch and Is able to set goals that stretch Is unable to set goals that Consistently sets goals that Sets goals that stretch, challenge pupils of all and challenge pupils of all stretch and challenge pupils of stretch, challenge and challenge and motivate backgrounds, abilities and backgrounds, abilities and all backgrounds, abilities and motivate pupils. pupils. dispositions dispositions. dispositions. use effective strategies to use strategies to support the support the learning and learning and progress of progress of underperforming underperforming groups. groups. c demonstrate consistently Consistently and effectively Consistently demonstrates and Is able to demonstrate Is unable to demonstrate the positive attitudes, values demonstrates and models the models the positive attitudes, consistently the positive consistently the positive and behaviour which are positive attitudes, values and values and behaviour which attitudes, values and behaviour attitudes, values and behaviour expected of pupils. behaviour which are expected of are expected of pupils. which are expected of pupils. which are expected of pupils. pupils.
TOC 10. Teachers’ Standards, Part One: Teaching grade descriptors Please note: Words in italics are directly from the ‘Initial teacher education inspection handbook’ (March 2015); column headings reproduce the overall outcome criterion. 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 demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum level of practice. a establish a safe and stimulating environment for pupils, rooted in mutual respect Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject. Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect. Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect. Is unable to establish a safe and stimulating environment for pupils. b set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Consistently sets goals that stretch, challenge and motivate pupils. use effective strategies to support the learning and progress of underperforming groups. Sets goals that stretch, challenge and motivate pupils. use strategies to support the learning and progress of underperforming groups. Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Is unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. c demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Is unable to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
Student-Teacher--Mentor-Handbook-18-19.docx