The revised framework of professional standards for teachers

1. The revised framework of professional standards for teachers February 2008

2. 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

3. 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

4. The wider context for teachers- performance management

5. 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) Why have we set out to review all these standards? Good opportunity to bring coherence both across teacher standards (current teacher standards written at different times and for different purposes and do not read across) and across wider workforce standards. The standards will more clearly demonstrate progression, from teaching assistant, to HLTA, to trainee teacher, to NQT to post-threshold, to Excellent Teacher to AST New agendas mean existing standards are out of date � Children�s Agenda, workforce remodelling. New PM regs, new standards needed for Excellent Teacher scheme.Why have we set out to review all these standards? Good opportunity to bring coherence both across teacher standards (current teacher standards written at different times and for different purposes and do not read across) and across wider workforce standards. The standards will more clearly demonstrate progression, from teaching assistant, to HLTA, to trainee teacher, to NQT to post-threshold, to Excellent Teacher to AST New agendas mean existing standards are out of date � Children�s Agenda, workforce remodelling. New PM regs, new standards needed for Excellent Teacher scheme.

6. 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 The national occupational standards will shape the assessment of the NVQs on supporting teaching and learning in the classroom (the old teaching assistant qualifications).The national occupational standards will shape the assessment of the NVQs on supporting teaching and learning in the classroom (the old teaching assistant qualifications).

7. Alignment with the wider children�s workforce We have worked hard to ensure a degree of portability across different sectors of the children�s workforce so that there are common elements across NVQs for each sector. In practice, this means that someone moving from, for example, play work, into schools will not need to start a new NVQ from scratch.We have worked hard to ensure a degree of portability across different sectors of the children�s workforce so that there are common elements across NVQs for each sector. In practice, this means that someone moving from, for example, play work, into schools will not need to start a new NVQ from scratch.

8. HLTA standards Revised 2007 to take account of: Changing context for teaching assistants� work New policy developments across the Children�s Workforce (Every Child Matters, common core) Revision of the teachers� standards Further information is available on the TDA website New HLTA standards will align closely with revised QTS standards.New HLTA standards will align closely with revised QTS standards.

9. 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 The core standards will continue to be relevant to all classroom teachers regardless of career stage because they set out expectations of all career stages. All the standards after QTS are cumulative. This means that each set of standards builds on the previous set, so that: a teacher being considered for the threshold would need to satisfy the post-threshold standards and continue to meet the core standards a teacher aspiring to become an Excellent Teacher would need to satisfy the standards that are specific to that status and continue to meet the preceding standards where relevant (core and post-threshold) a teacher aspiring to become an AST would need to satisfy the standards that are specific to that status, and continue to meet the preceding standards (core, post-threshold and Excellent Teacher) although they can apply for an AST post before going through threshold. Teachers progressing to their next career stage should not be subject to reassessment against the standards for their preceding stage.The core standards will continue to be relevant to all classroom teachers regardless of career stage because they set out expectations of all career stages. All the standards after QTS are cumulative. This means that each set of standards builds on the previous set, so that: a teacher being considered for the threshold would need to satisfy the post-threshold standards and continue to meet the core standards a teacher aspiring to become an Excellent Teacher would need to satisfy the standards that are specific to that status and continue to meet the preceding standards where relevant (core and post-threshold) a teacher aspiring to become an AST would need to satisfy the standards that are specific to that status, and continue to meet the preceding standards (core, post-threshold and Excellent Teacher) although they can apply for an AST post before going through threshold. Teachers progressing to their next career stage should not be subject to reassessment against the standards for their preceding stage.

10. 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 This is the most important slide. Up until now, teachers will probably have used the standards principally when they are approaching a particular career transition.. It is less likely that teachers are used to using standards for more developmental, formative purposes. The standards will now support teachers in identifying their professional development needs. Performance management discussions will provide the main context for this. Where teachers wish to progress to the next career stage, the next level of the framework provides a reference point for all teachers when considering future development. Note that 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 stage. We would like the standards to be useful for teachers � rather than something that is done to them. For example, the standards could help teachers to: identify their strengths as a classroom teacher identify areas where they would like further development identify their training and development needs identify what they need/want in order to progress their career So a teacher in his or her 4th year might, for example, use both the core/core standards and the post-threshold standards so that an analysis of current practice and future development needs are well informed. Note that the standards should be used as a backdrop to performance management reviews and NOT as a formulaic checklist (the standards are NOT intended to be used as any kind of annual assessment tool). This is the most important slide. Up until now, teachers will probably have used the standards principally when they are approaching a particular career transition.. It is less likely that teachers are used to using standards for more developmental, formative purposes. The standards will now support teachers in identifying their professional development needs. Performance management discussions will provide the main context for this. Where teachers wish to progress to the next career stage, the next level of the framework provides a reference point for all teachers when considering future development. Note that 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 stage. We would like the standards to be useful for teachers � rather than something that is done to them. For example, the standards could help teachers to: identify their strengths as a classroom teacher identify areas where they would like further development identify their training and development needs identify what they need/want in order to progress their career So a teacher in his or her 4th year might, for example, use both the core/core standards and the post-threshold standards so that an analysis of current practice and future development needs are well informed. Note that the standards should be used as a backdrop to performance management reviews and NOT as a formulaic checklist (the standards are NOT intended to be used as any kind of annual assessment tool).

11. 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.

12. 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. First bullet � this has not changed. The new Excellent Teacher scheme operates in a similar way to AST in this regard. Assessment of NQTs is also unchanged.Second bullet: this principle also applies beyond threshold i.e. on the upper pay spine. There are no new criteria for pay progression for teachers paid on the upper pay scale. Third bullet � just to reinforce the second bullet � the standards are not only about moving onto the next career stage � they are also about developing professionally WITHIN career stages. See paragraph 6 in the introduction to the standards.First bullet � this has not changed. The new Excellent Teacher scheme operates in a similar way to AST in this regard. Assessment of NQTs is also unchanged.Second bullet: this principle also applies beyond threshold i.e. on the upper pay spine. There are no new criteria for pay progression for teachers paid on the upper pay scale. Third bullet � just to reinforce the second bullet � the standards are not only about moving onto the next career stage � they are also about developing professionally WITHIN career stages. See paragraph 6 in the introduction to the standards.

13. 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

14. Guidance available on TDA website Guidance on QTS standards Guidance on core standards for NQTs �Craft of teaching� guidance No further guidance is planned You can find guidance on QTS and core (for induction) on our website. You can also order hard copies. There will be further guidance made available next year.You can find guidance on QTS and core (for induction) on our website. You can also order hard copies. There will be further guidance made available next year.

15. Don�t expect you to read this. This is available to order from our website. Useful reference of all the revised standards. This chart demonstrates how standards after QTS are cumulative. So, for example, in the first column, there is nothing against post-threshold, excellent teacher and AST. This means that there is no progression in those particular standards and they therefore continue to apply at subsequent career stages. This applies, for example, to an attribute such as �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.� The principle of cumulative standards was strongly endorsed through the consultation.Don�t expect you to read this. This is available to order from our website. Useful reference of all the revised standards. This chart demonstrates how standards after QTS are cumulative. So, for example, in the first column, there is nothing against post-threshold, excellent teacher and AST. This means that there is no progression in those particular standards and they therefore continue to apply at subsequent career stages. This applies, for example, to an attribute such as �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.� The principle of cumulative standards was strongly endorsed through the consultation.

16. A changing landscape  Children�s agenda Workforce remodelling Personalised learning Professional development New professionalism Here are 4 ways in which the revised standards reflect new or changed priorities. The next 4 slides provide specific egs.Here are 4 ways in which the revised standards reflect new or changed priorities. The next 4 slides provide specific egs.

17. Children�s 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

18. 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.

19. 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.

20. 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

21. Promoting the standards Wallchart Booklet Website Performance management support Support from local authorities Trainer support from TDA regional trainers Here are some of the ways TDA will support the introduction of the standards. The next few slides show specific examples.Here are some of the ways TDA will support the introduction of the standards. The next few slides show specific examples.

22. How can you get a copy? � a full set of standards can be requested via the TDA website.How can you get a copy? � a full set of standards can be requested via the TDA website.

23. All the standards are available on the TDA website. Web format - clearly shows progression and coherence between career stages.All the standards are available on the TDA website. Web format - clearly shows progression and coherence between career stages.

25. Where can I find the standards? www.tda.gov.uk/teachers