10. Teachers’ Standards, Part One: Teaching grade descriptors Please note: Words in italics are directly from the teacher education inspection handbook’ (March 2015); column headings reproduce the ‘Initial 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 are expected of pupils. Standard sub-headings Outstanding (1): Good (2): Requires improvement (3) Inadequate (4): the Standard: Much of the quality of trainees’ Much of the quality of trainees’ The quality of trainees’ Trainees fail to meet the teaching over time is outstanding teaching over time is good; some teaching over time requires minimum level of practice. and never less than consistently is outstanding. improvement 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 stimulating environment for strategies to establish a safe and establish a safe environment stimulating environment for and stimulating environment pupils, rooted in mutual stimulating environment for pupils, which, much of the time, is pupils, rooted in mutual for pupils. respect rooted in mutual respect, stimulating and rooted in mutual respect. motivates and inspires pupils to respect. learn and enjoy the subject. set goals that stretch and Consistently sets goals that Sets goals that stretch, Is able to set goals that Is unable to set goals that b challenge pupils of all stretch, challenge and motivate challenge and motivate pupils. stretch and challenge pupils stretch and challenge pupils backgrounds, abilities and pupils. use strategies to support the of all backgrounds, abilities of all backgrounds, abilities dispositions use effective strategies to learning and progress of and dispositions. and dispositions. support the learning and underperforming groups. progress of underperforming groups. demonstrate consistently Consistently and effectively Consistently demonstrates and Is able to demonstrate Is unable to demonstrate c the positive attitudes, demonstrates and models the models the positive attitudes, consistently the positive consistently the positive values and behaviour positive attitudes, values and values and behaviour which are attitudes, values and attitudes, values and which are expected of behaviour which are expected of expected of pupils. behaviour which are behaviour are expected pupils. pupils. expected of pupils. of pupils.
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 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, 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 are expected of pupils.
Training-and-Assessment-Toolkit-ok.docx