Journal of Language Teaching and Research

The Teachers’ Standards contained in this document come into force on 1 September 2012 and will be applied to all trainee teachers qualifying from this date, regardless of when training commenced.

The matching table below draws on the work of UCET and Leeds Metropolitan University. UCET took the view that one to one matching of Standards was the most useful approach. However, some old Standards evidence could be used to demonstrate more than one new Standard. Recognising this allows progressing trainees to use existing Standards evidence against more than one new Standard.

This imperfect one to one correspondence lacks clarity and simplicity for other purposes. In the table below where old Standards appear more than once they are emboldened to indicate the main link to new Standards. This should aid trainees, tutors and the Partnership in identifying key correspondences.

The new 2012 Standards are formally ordered as numbers with bulleted sub-descriptors. In this document the bulleted sub-descriptors have been numbered 1a), 1b) etc. for ease of reference.

New Teachers’ Standards 2012 | Q Professional Standards (old 2007) | Teaching A teacher must: | Where the old Q standard ‘best-fits’ the new. A Bold font indicates main Standard correspondence, a normal font indicates possible supplementary link/evidence. | 1. Set high expectations which inspire, motivate and challenge pupils | Q1, Q2, Q30, Q25a Relationships with children and young peopleLearning environment | a) establish a safe and stimulating environment for pupils, rooted in mutual respect b) 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. | Relationships with children and young peopleQ1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young peopleLearning environmentQ30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts.Possible supplementary link/evidence:Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:(a) Use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; |

2. Promote good progress and outcomes by pupils | Q28, Q29, Q11, Q13, Q14, Q22, Q25b Assessing, monitoring and giving feedbackReviewing teaching and learning | d) be accountable for pupils’ attainment, progress and outcomes e) plan teaching to build on pupils' capabilities and prior knowledge f) guide pupils to reflect on the progress they have made and their emerging needs g) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching h) encourage pupils to take a responsible and conscientious attitude to their own work and study. | Assessing, monitoring and giving feedbackQ28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs.Reviewing teaching and learningQ29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.Possible supplementary link/evidence:Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications.Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge.Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:(b) Build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives; | 3. Demonstrate good subject and curriculum knowledge | Q14, Q15, Q16, Q17, Q22 Subjects and curriculumLiteracy, numeracy and ICT | i) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings j) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship k) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject l) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics m) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. | Subjects and curriculumQ14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.Q15 Know and understand the relevant statutory and non-statutory curricula, frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained.Literacy, numeracy and ICTQ16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT). (Nb. These are shortly to become entry tests for teacher training and the proposal is to limit candidates to two resits. The ICT test will be dropped. These changes will come into force from September 2012 for trainees who are starting training from September 2013). Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.Possible supplementary link/evidence:Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge. | 4. Plan and teach well-structured lessons | Q22, Q23, Q24, Q25a, b, c, d, Q29, Q30, Q8 PlanningTeaching | n) impart knowledge and develop understanding through effective use of lesson time o) promote a love of learning and children’s intellectual curiosity p) set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired q) reflect systematically on the effectiveness of lessons and approaches to teaching r) contribute to the design and provision of an engaging curriculum within the relevant subject area(s). | PlanningQ22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge.Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.Q24 Plan homework or other out-of-class work to sustain learners’ progress and to extend and consolidate their learning.Teaching Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:(a) Use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (b ) Build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives;(c) Adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively;(d) Manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.Possible supplementary link/evidence:Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified.Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts. |

5. Adapt teaching to respond to the strengths and needs of all pupils | Q18, Q19, Q20, Q21a, b, Q25a, Q25c, Q25d Achievement and diversityHealth and well-being | s) know when and how to differentiate appropriately, using approaches t) which enable pupils to be taught effectively u) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these v) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development w) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. | Achievement and diversityQ18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.Q19 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.Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.Health and well-beingQ21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.(b) 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.Possible supplementary link/evidence:Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:(a) Use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion;(c) Adapt their language to suit the learners they teach introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively;(d) Manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson. |

6. Make accurate and productive use of assessment | Q11, Q12, Q13, Q26a, Q26b, Q27 Assessment and monitoringAssessing, monitoring and giving feedback | x) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements y) make use of formative and summative assessment to secure pupils’ progress z) use relevant data to monitor progress, set targets, and plan subsequent lessons {) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. | Assessment and monitoringQ11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications.Q12 Know a range of approaches to assessment, including the importance of formative assessment.Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.Assessing, monitoring and giving feedbackQ26 (a) Make effective use of a range of assessment, monitoring and recording strategies. (b) Assess the learning needs of those they teach in order to set challenging learning objectives.Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development. | 7. Manage behaviour effectively to ensure a good and safe learning environment | Q10, Q31, Q1, Q4 Knowledge and understanding Learning environment | |) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy }) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly ~) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them ) maintain good relationships with pupils, exercise appropriate authority, ) and act decisively when necessary | Knowledge and understanding Q10 Have a 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 learning and provide opportunities for all learners to achieve their potential.Learning environment Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.Possible supplementary link/evidence:Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.Q4 Communicate effectively with children, young people, colleagues, parents and carers. |

8. Fulfil wider professional responsibilities | Q4, Q5, Q6, Q7a, Q7b, Q8, Q9, Q32, Q33, Q20, Q21a, Q21b Communicating and working with othersPersonal professional developmentTeam working and collaboration | ) make a positive contribution to the wider life and ethos of the school ) develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support ) deploy support staff effectively ) take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues ) communicate effectively with parents with regard to pupils’ achievements and well-being. | Communicating and working with othersQ4 Communicate effectively with children, young people, colleagues, parents and carers.Q5 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.Q6 Have a commitment to collaboration and co-operative working.Personal professional developmentQ7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs (b) Identify priorities for their early professional development in the context of induction.Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified.Q9 Act upon advice and feedback and be open to coaching and mentoring.Team working and collaborationQ32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.Possible supplementary link/evidence:Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.Q21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.(b) 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. |

Part 2 Personal And Professional Conduct | Q3a, Q3b, Q1, Q2, Q21a, Q21b Frameworks#Suitability requirements | A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: a. treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position b. having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions c. showing tolerance of and respect for the rights of others d. not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs e. ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctualityTeachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. | FrameworksQ3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work. (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.Possible supplementary link/evidence:Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young peopleQ21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.(b) 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.# From the ITT Requirements applicable to all accredited ITT providers Suitability requirements. Providers must ensure: R1.3 That all entrants: as part of the provider's selection procedures, have taken part in an interview designed to assess their suitability to teach. R1.4 That all entrants: have been subject to a Criminal Records Bureau enhanced disclosure check and/or any other appropriate background check.R1.5 That all entrants: are provisionally registered with the GTC(E) within 28 days of the commencement of their training programme.R1.6 That all entrants:a. have the intellectual and academic capabilities needed to meet the required QTS standards;b. possess the appropriate qualities, attitudes and values expected of a teacher;c. can read effectively and are able to communicate clearly and accurately in standard English;d. have met the Secretary of State’s requirements for health and physical capacity to teach. | NOTE: Part Two of the Teachers’ Standards 2011 effectively replaces the current GTCE Code of Conduct. Some elements represented in Part Two of the revised Teachers’ Standards are currently expressed as ITT Requirements linked to selection and entry. They are included here for ease of reference and pending further information on the role of the Teaching Agency in relation to Teacher Registration from April 2012 and the outcomes of the review of the ITT Requirements. They are not intended to be interpreted as additional standards. |