The revised framework of professional standards for teachers

1
The revised framework of professional standards
for teachers
v 03

• February 2008

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The context review of standards for classroom
practitioners

• TDA has reviewed the following standards for
  classroom practitioners
• Professional standards for teachers
• Professional standards for Higher Level Teaching
  Assistants
• Level 3 National Occupational Standards for
  Teaching/Classroom Assistants
• Level 2 National Occupational Standards for
  Teaching/Classroom Assistants
• The NCSL is currently working with social
  partners to review the standards for school
  leadership

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The wider context for teachers- new teacher
professionalism

• The new teacher professionalism agenda, as
  described by RIG in their submission to the STRB
  in May 2005, aims to develop a culture whereby
• teachers and head teachers feel confident and
  empowered to participate fully in Performance
  Management
• those who manage staff engage in a professional
  dialogue with them, respect them as
  professionals, make decisions about their work
  and contribute in an open, equitable and fair
  manner
• teachers feel both an entitlement to, and a duty
  to engage in, school-focussed CPD which is
  effective and relevant to their professional
  development, career progression and aspirations

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The wider context for teachers- performance
management

• Performance management provides a single and
  coherent vehicle for assessing the overall
  performance of a teacher or head teacher, in the
  context of their job description and the relevant
  pay progression criteria, and making plans for
  the individuals future development in the
  context of the schools improvement plan.
• Performance management and professional
  development should be an ongoing part of everyday
  activities and not a separate activity adding to
  workload.
• Professional standards provide the backdrop to
  discussions about performance and future
  development.
• Revised Performance management arrangements were
  published in October 2006 and come into effect in
  September 2007.
• Further information on performance management is
  available at
• www.tda.gov.uk/pm

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Why have these standards been reviewed?

• To bring coherence to the framework of
  professional and occupational standards used
  throughout the school workforce
• To create a coherent and progressive framework
  which will provide a helpful reference point for
  the school workforce as they review and plan
  their training and development
• To support new developments emerging in the
  context of new teacher professionalism including
  revised performance management arrangements (in
  place from autumn 2007)

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National occupational standards

• National occupational standards to support
  teaching and learning in schools cover the role
  of teaching assistants and other classroom-based
  roles such as cover superviser. These came into
  force June 2007
• New NVQs at levels 2 and 3, based on the national
  occupational standards, are available

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Alignment with the wider childrens workforce
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HLTA standards

• Revised 2007 to take account of
• Changing context for teaching assistants work
• New policy developments across the Childrens
  Workforce (Every Child Matters, common core)
• Revision of the teachers standards
• Further information is available on the TDA
  website

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The revised framework of professional standards
for teachers

• Four sets of standards reviewed
• QTS, Induction, Post-threshold, Advanced Skills
  Teacher
• New set of standards for the Excellent Teacher
  scheme
• Three inter-linked sections
• Professional attributes, professional knowledge
  and understanding, professional skills
• Induction standards are known as core standards,
  they apply to NQTs and mainscale teachers.
• The standards are progressive and cumulative.
  Core standards underpin all the subsequent
  standards
• The introduction to the standards within the
  booklet Professional Standards for Teachers.
  Why sit sill in your career? contains important
  messages and context regarding the new framework

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The purpose of the revised standards

• The standards provide clarity of the expectations
  at each career stage. They provide the context
  for regular discussions about teachers' career
  aspirations and their future development, within
  or beyond their current career stage. The
  standards will therefore form a backdrop to
  performance management. The standards will
• provide a supportive framework
• provide a helpful reference point when
  identifying training and development needs
• help teachers to plan their career progression
• inform decisions about career and pay progression
• set out expectations of each career stage
• The QTS standards will inform teacher training

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What progression across the standards looks like

• The framework of professional standards is
  progressive
• post threshold teachers make a distinctive
  contribution to raising standards across the
  school by acting as role models for teaching and
  learning and providing mentoring and coaching to
  less experienced teachers
• ASTs and Excellent Teachers provide models of
  excellent and innovative teaching and use their
  skills to enhance teaching and learning by
  undertaking and leading school improvement
  activities and CPD for other teachers. ASTs also
  carry out developmental work across a range of
  workplaces.

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Career progression

• As now, to access each career stage, a teacher
  needs to demonstrate that he/she has met the
  relevant standards. As now, teachers seeking to
  cross the threshold are assessed by their head
  teacher. Teachers seeking Excellent Teacher or
  AST status need to apply and be assessed through
  an external assessment process.
• The standards clarify the professional
  characteristics that a teacher should be expected
  to maintain and build on. After the induction
  year, teachers are expected to continue to meet
  the core standards and to broaden and deepen
  their professional knowledge, understanding and
  skills within that context. This principles
  applies at all other career stages.
• Whilst not all teachers will necessarily want to
  move to the next career stage, the standards will
  also support teachers in identifying ways to
  broaden and deepen their expertise within their
  current career stages.

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When will the revised standards for teachers be
used in schools?

• New standards to be used as a backdrop to revised
  performance management arrangements which must be
  in place by Autumn 2007
• Used from September 2007 for
• pay and career progression purposes
• training and developmental purposes

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Guidance available on TDA website

• Guidance on QTS standards
• Guidance on core standards for NQTs
• Craft of teaching guidance
• No further guidance is planned

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A changing landscape

• Childrens agenda
• Workforce remodelling
• Personalised learning
• Professional development
• New professionalism

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Childrens agenda

• C5 Recognise and respect the contribution that
  colleagues, parents and carers can make to the
  development and well-being of children and young
  people and to raising their levels of attainment.
• C18 Understand how children and young people
  develop and how the progress, rate of development
  and well-being of learners are affected by a
  range of developmental, social, religious,
  ethnic, cultural and linguistic influences
• C25 Know how to identify and support children
  and young people whose progress, development or
  well-being is affected by changes or difficulties
  in their personal circumstances, and when to
  refer them to colleagues for specialist support

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Workforce remodelling

• C6 Have a commitment to collaboration and
  co-operative working where appropriate
• C21 Know when to draw on the expertise of
  colleagues, such as those with responsibility for
  the safeguarding of children and young people and
  special educational needs and disabilities, and
  to refer to sources of information, advice and
  support from external agencies.
• C40 Work as a team member and identify
  opportunities for working with colleagues,
  managing their work where appropriate and sharing
  the development of effective practice with them.

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Personalised learning

• C10 Have a good, up to date working knowledge
  and understanding of a range of teaching,
  learning and behaviour management strategies and
  know how to use and adapt them, including how to
  personalise the learning experience to provide
  opportunities for all learners to achieve their
  potential.
• C19 Know how to make effective personalised
  provision for those they teach, including those
  for whom English is an additional language or who
  have special educational needs or disabilities
  and how to take practical account of diversity
  and promote equality and inclusion in their
  teaching.

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Personal professional development

• C7 Evaluate their performance and be committed
  to improving their practice through appropriate
  professional development
• C8 Have a creative and constructively critical
  approach towards innovation, being prepared to
  adapt their practice where benefits and
  improvements are identified
• C9 Act upon advice and feedback and be open to
  coaching and mentoring

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Promoting the standards

• Wallchart
• Booklet
• Website
• Performance management support
• Support from local authorities
• Trainer support from TDA regional trainers

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Where can I find the standards?

• www.tda.gov.uk/teachers