Teachers’ Standards: Exemplification of excellent practice for Part Two of TS

Standard- / Possible evidence for the trainees to collect
Trainees uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
Ø  How has the trainee demonstrated high standards of ethics and behavior, both within and beyond school?
Ø  How does the trainee address pupils as a class, in groups and individually?
Ø  How does the trainees’ planning take into account the characteristics and interests of the individuals and groups that they teach in order to develop mutually engaged relationships?
Ø  Does the trainee fully engage with and indeed seek to advance the inclusive ethos of the school?
Have regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
Ø  How well prepared is the trainee with knowledge and strategies to deal with safeguarding issues as they arise day to day?
Ø  Does the trainee understand the full range of safeguarding issues that they are expected to deal with and do they recognise the problematic nature of the securitisation of schools through the Prevent duty? / ·  Intervening fairly in disputes between pupils and using sanctions appropriately with regard to the school’s policies and ethos and with regard to principles of restorative justice.
·  Demonstrating to pupils through their teaching a variety of ethical positions/ viewpoints and always indicating the ethical basis of their own judgments and actions.
·  Demonstrating the value of community links/projects through their teaching
·  Relating to students with appropriate ‘distance’ both within and beyond schools, using professional language and humour.
·  Upholding equal opportunities strategies at all times - adopting zero tolerance of discriminatory behaviour
·  Examples of specific content, skills development and strategies that build on the strengths of groups and individuals in order to boost confidence and self-esteem (eg gender, race, sexual orientation etc).
·  Records of interventions through mentor meetings and training, pupils’ reports, contact with parents etc
·  Engagement with safeguarding sessions within university and school based training.
·  Participation in staff discussion/training
Show tolerance of and respect for the rights of others 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
Ø  Does the trainee have an appropriately nuanced understanding of principles of balanced rights?
Ø  Can the trainee critique the notion of Fundamental British Values? / ·  Full engagement with equal opps strategies in the classroom, the school as a whole and the wider community
·  Discussions of issues like freedom of speech with pupils and the need to limit this right
·  Contribution to developing pupils’ critical understanding of human rights
·  Demonstrate appropriate knowledge of different faiths and worldviews appreciating that there is a very wide variance within faith and secular/humanist groups. In so doing they work to actively counteract stereotypes.
·  Knowledge of and clarity of action with regard to School’s Prevent duty for example.
·  Awareness of the need to combat discrimination against consequently marginalized groups demonstrated through University and school based training
Trainees 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 punctuality.
Ø  Do trainees understand the need to promote the ethos and policies of the school and to express public rather than private beliefs? / ·  Trainee has an excellent record of attendance and punctuality. Trainee manages any absences through the appropriate procedures
·  Trainee accounts for their time appropriately and as far as their personal circumstances allow demonstrate their professional commitment by undertaking extra curricular duties to engage fully in the life of the school
Trainees must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. / ·  Engagement with University sessions
·  Following requirements as set out in SBT documentation