Professional Standards for Teachers
Why sit still in your career?
1
Advanced Skills Teacher30
Excellent Teacher26
Post Threshold22
14 Core
Qualified Teacher Status6
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Contents
Introduction to the standards
2
Introduction
Professional Standards for Teachers
in England from September 20071
1. The framework of professional standards for teachers will form part of a wider framework of standards for
the whole school workforce. This includes the Training and Development Agency for Schools’ (TDA) review
of the national occupational standards for teaching/classroom assistants and the professional standards for
higher level teaching assistants in consultation with social partners and other key stakeholders and a review of
leadership standards informed by the independent review of the roles and responsibilities of head teachers and
the leadership group.
Bringing coherence to the professional and occupational
standards for the whole school workforce
How the standards
will be used2. The framework of professional standards for teachers
set out below defines the characteristics of teachers at
each career stage. Specifically it provides professional
standards for:
• the award of Qualified Teacher Status (QTS) (Q)
• teachers on the main scale (Core) (C)
• teachers on the upper pay scale
(Post Threshold Teachers) (P)
• Excellent Teachers (E)
• Advanced Skills Teachers (ASTs) (A).
3. Professional standards are statements of
a teacher’s professional attributes, professional
knowledge and understanding, and professional
skills. They provide clarity of the expectations at
each career stage. The standards are not to be
confused with and do not replace the professional
duties contained in the School Teachers’ Pay and
Conditions Document, which sets out the roles
and responsibilities of teachers.
4. The framework of standards below is arranged
in three interrelated sections covering:
a. professional attributes
b. professional knowledge and understanding
c. professional skills.
What these standards cover
5. The standards provide the framework for a teacher’s
career and clarify what progression looks like. As
now, to access each career stage a teacher will need
to demonstrate that he/she has met the relevant
standards. The process for this varies depending on
the standards concerned. Teachers seeking Excellent
Teacher or AST status need to apply and be assessed
through an external assessment process. Teachers
seeking to cross the threshold are assessed by their
head teacher. The standards for Post Threshold
Teachers, Excellent Teachers and ASTs are pay
standards and teachers who are assessed as meeting
them also access the relevant pay scale.
6. The standards clarify the professional characteristics
that a teacher should be expected to maintain and
to build on at their current career stage. After the
induction year, therefore, teachers would be expected
to continue to meet the core standards and to
broaden and deepen their professional attributes,
knowledge, understanding and skills within that
context. This principle applies at all subsequent career
stages. So, for example, teachers who have gone
through the threshold would be expected to meet the
core and post-threshold standards and to broaden
and deepen their professional attributes, knowledge,
1 The framework as a whole, as set out here, applies in England only. The standards for Post Threshold Teachers, Excellent Teachers
and ASTs are pay standards (as set out in the School Teachers’ Pay and Conditions Document) and apply in England and Wales.
3
understanding and skills in that context. There are no
new criteria for pay progression for teachers paid on
the upper pay scale in the 2006 School Teachers’ Pay
and Conditions Document.
7. The standards will support teachers in identifying
their professional development needs. 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. 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.
8. All teachers should have a professional responsibility
to be engaged in effective, sustained and relevant
professional development throughout their careers
and all teachers should have a contractual entitlement
to effective, sustained and relevant professional
development throughout their careers. There should
be a continuum of expectations about the level
of engagement in professional development that
provides clarity and appropriate differentiation
for each career stage. The expectations about the
contribution teachers make to the development of
others should take account of their levels of skills,
expertise and experience, their role within the school,
and reflect their use of up-to-date subject knowledge
and pedagogy.2
9. In all these cases, performance management is the
key process. Performance management provides the
context for regular discussions about teachers’ career
aspirations and their future development, within or
beyond their current career stage. The framework
of professional standards will provide a backdrop to
discussions about how a teacher’s performance should
be viewed in relation to their current career stage and
the career stage they are approaching. The relevant
standards should be looked at as a whole in order
to help teachers identify areas of strength and areas
for further professional development. For example, a
teacher who aspires to become an AST will need to
reflect on and discuss how they might plan their future
development so they can work towards becoming an
AST, and performance management would provide
evidence for the teacher’s future application.
10. All qualified teachers in maintained schools and
non-maintained special schools are required to be
registered with the GTCE. To maintain registration
they must uphold the GTCE’s Code of Conduct and
Practice for Registered Teachers.
11. The recommendation for the award of qualified
teacher status and registration with the GTCE is made
by an accredited Initial Teacher Training (ITT) provider
following an assessment which shows that all of the
QTS standards have been met. The Newly Qualified
Teacher (NQT) may then begin the induction period.
NQTs will not be required to meet fully the core
standards until the end of their induction period.
The core standards underpin all the subsequent
standards and, where there is no progression at
subsequent career stages, are valid at all points
of teachers’ careers within both their immediate
workplace and the wider professional context in
which they work. 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 (P) and meet the core standards (C);
2 Extract from the Rewards and Incentives Group’s (RIG) evidence (Section 9 ‘The New Teacher Professionalism’)
to the School Teachers’ Review Body (STRB) on 25 May 2005.
4
a teacher aspiring to become an Excellent Teacher
would need to satisfy the standards that are specific
to that status (E) and meet the preceding standards
(C and P); and a teacher aspiring to become an AST
would need to satisfy the standards that are specific to
that status (A) as well as meet the preceding standards
(C, P and E) – although they can apply for an AST
post before going through the threshold. In practice,
the standards relating to the excellence of their own
teaching are common to ASTs and Excellent Teachers;
the three additional AST standards are focused on their
ability to carry out their work with other schools and
on their leadership role.
12. The framework of standards is progressive,
reflecting the progression expected of teachers as
their professional attributes, knowledge, understanding
and skills develop and they demonstrate increasing
effectiveness in their roles. Post Threshold Teachers are
able to act as role models for teaching and learning,
make a distinctive contribution to raising standards
across the school, continue to develop their expertise
post threshold and provide regular coaching and
mentoring to less experienced teachers. Excellent
Teachers provide an exemplary model to others
through their professional expertise, have a leading
role in raising standards by supporting improvements
in teaching practice and support and help their
colleagues to improve their effectiveness and to
address their development needs through highly
effective coaching and mentoring. ASTs provide models
of excellent and innovative teaching and use their skills
to enhance teaching and learning by undertaking and
leading school improvement activities and continuing
professional development (CPD) for other teachers.
They carry out developmental work across a range of
workplaces and draw on the experience they
gain elsewhere to improve practice in their own
and other schools.
13. All the standards are underpinned by the five
key outcomes for children and young people
identified in Every Child Matters and the six areas
of the Common Core of skills and knowledge for the
children’s workforce. The work of practising teachers
should be informed by an awareness, appropriate
to their level of experience and responsibility, of
legislation concerning the development and well-being
of children and young people expressed in the Children
Act 2004, the Disability Discrimination Acts 1995 and
2005 and relevant associated guidance, the special
educational needs provisions in the Education Act
1996 and the associated Special Educational Needs:
Code of Practice (DfES 2001), the Race Relations Act
1976 as amended by the Race Relations (Amendment)
Act 2000, and the guidance Safeguarding Children in
Education (DfES 0027 2004).
14. The professional standards must operate in the
context of teachers’ legal rights and contractual
entitlements.
15. Nothing in the professional standards militates
against teachers taking lawful industrial action.
“Core standards underpin all
the standards and are valid at all
points of a teacher’s career”
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• The term ‘learners’ is used instead of ‘children and
young people’ when learning per se is the main focus
of the standard. It refers to all children and young
people including those with particular needs, for
example, those with special educational needs, looked
after children, those for whom English is an additional
language, those who are not reaching their potential
or those who are gifted and talented.
• The term ‘colleagues’ is used for all those
professionals with whom a teacher might work.
It encompasses teaching colleagues, the wider
workforce within an educational establishment, and
also those from outside with whom teachers may be
expected to have professional working relationships,
for example early years and health professionals and
colleagues working in children’s services.
• The term ‘classroom’ is used to encompass all the
settings within and beyond the workplace where
teaching and learning take place.
• The term ‘workplace’ refers to the range of
educational establishments, contexts and settings
(both in and outside the classroom) where teaching
takes place.
• The term ‘subjects/curriculum areas’ is used to cover
all forms of organised learning experienced across
the curriculum. For example, areas of learning in the
foundation stage, broad areas of curricular experience
and learning through play in the early years,
thematically structured work in the primary phase,
single subjects, vocational subjects and cross-curricular
work in the 14–19 phase.
• The terms ‘lessons’ or ‘sequences of lessons’ are used
to cover teaching and learning activities wherever
they take place, whatever their nature and length, and
however they might be organised, and are applicable
to all educational phases and contexts.
• Where the phrase ‘parents and carers’ is used,
it is understood that the term ‘parents’ includes
both mothers and fathers.
• The term ‘well-being’ refers to the rights of children
and young people (as set out and consulted upon in
the Every Child Matters: Green Paper and subsequently
set out in the Children Act 2004), in relation to:
• physical and mental health and emotional
well-being
• protection from harm and neglect
• education, training and recreation
• the contribution made by them to society
• social and economic well-being.
• The term ‘personalised learning’ means maintaining
a focus on individual progress, in order to maximise
all learners’ capacity to learn, achieve and participate.
This means supporting and challenging each learner
to achieve national standards and gain the skills they
need to thrive and succeed throughout their lives.
‘Personalising learning’ is not about individual lesson
plans or individualisation (where learners are taught
separately or largely through a one-to-one approach).
Note on the terminology used in the standards
Qualified Teacher Status
Those recommended
for the award of QTS (Q)
should meet the
following standards.
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Q6
Q5
Q4
Q3
Q2
Q1
Professional attributes
Those recommended for the award of QTS should:
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.
Demonstrate the positive values, attitudes and behaviour they expect
from children and young people.
(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.
Frameworks
Communicate effectively with children, young people, colleagues,
parents and carers.
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.
Relationships with children and young people
7
Have a commitment to collaboration and co-operative working.
Communicating and working with others
Q9
Q8
Q7 (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.
Have a creative and constructively critical approach towards innovation,
being prepared to adapt their practice where benefits and improvements
are identified.
Act upon advice and feedback and be open to coaching and mentoring.
Personal professional development
8
Q11
Q10
Professional knowledge and understanding
Those recommended for the award of QTS should:
Assessment and monitoring
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.
Know the assessment requirements and arrangements for the subjects/
curriculum areas they are trained to teach, including those relating to
public examinations and qualifications.
Teaching and learning
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.
Q15
Know and understand the relevant statutory and non-statutory curricula
and 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.
Subjects and curriculum
Literacy, numeracy and ICT
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Q12 Know a range of approaches to assessment, including the importance of formative assessment.
Q16
Have passed the professional skills tests in numeracy, literacy and
information and communications technology (ICT).
Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.
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.
10
Q21 (a) Be aware of the 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.
Health and well-being
Q22
Professional skills
Those recommended for the award of QTS should:
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.
Planning
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.
Q20
Q19
Q18
Achievement and diversity
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.
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.
11
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) demonstrate the ability to manage the learning of individuals,
groups and whole classes, modifying their teaching to suit the
stage of the lesson.
Q25
Teaching
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.
Q26 (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.
Assessing, monitoring and giving feedback
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Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.
Reviewing teaching and learning
Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs.
Q30 Establish a purposeful and safe learning environment conducive to learning and ide
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