Teachers’ Standards: Characteristics of Performance Based on guidance produced by UCET (the Universities Council for the Education ofTeachers), NASBTT (the National Association of School Based Teacher Trainers) and the Higher Education Academy and the outcomes of workshops at the NTU Partnership Conference 2012
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S1 Set high expectations They are inconsistent in their They are able to encourage pupils They are reliable in encouraging They constantly encourage pupilswhich inspire, motivate and encouragement of pupils to to participate and contribute in an pupils to participate and to participate and contribute in anchallenge pupils participate and contribute in an atmosphere conducive to learning. contribute in an atmosphere atmosphere highly conducive to atmosphere conducive to learning. In the course of differing school conducive to learning. They learning. They consistently set establish a safe and The expectations they set are experiences they have shown that consistently set high expectations high expectations of pupils in stimulating environment for often not well matched to pupils’ they have set appropriately high of pupils in their different training different training contexts. There pupils, rooted in mutual potential to make progress. They expectations, believing that all contexts. They are well respected are high levels of mutual respect respect; are not able to confidently build pupils have the potential to make by learners and effectively between the trainee and pupils. set goals that stretch and and sustain positive, respectful progress. They are able to develop promote pupils’ resilience, They are very effective in challenge pupils of all working relationships with a rapport with a range of confidence and independence promoting learners’ resilience, backgrounds, abilities and individuals or groups. As a result individuals and groups. As a when tackling challenging confidence and independence dispositions; of this learners can sometimes consequence of this most pupils activities. As a result of this most when tackling challenging demonstrate consistently the become disengaged and are engaged in their learning. learners are enthused and activities. They generate high positive attitudes, values and demotivated. This is characterised They consistently demonstrate motivated to participate. levels of enthusiasm, participation behaviour which are expected by such trainees, at times, professional behaviour, respect for and commitment to learning. of pupils. appearing unenthusiastic and pupils, colleagues, parents and demotivated themselves. carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S2 Promote good progress They understand that teachers are They understand how teachers are They assume responsibility for the They assume a high level ofand outcomes by pupils accountable for the attainment, accountable for the attainment, attainment, progress and responsibility for the attainment progress and outcomes of pupils, progress and outcomes of pupils outcomes of the pupils they teach. progress and outcomes of the be accountable for but are not taking responsibility and have taken some They demonstrate a sound pupils they teach. They attainment, progress and for this. Their short- and medium- responsibility for this with understanding of the need to demonstrate confident judgement outcomes of the pupils; term planning and teaching guidance from the usual class develop pupil learning over time. in planning for pupil progression plan teaching to build on demonstrate inconsistent teacher or other professional. Their short- and medium-term both within individual lessons and pupils’ capabilities and prior understanding of, and provision Their short- and medium-term planning consistently takes into over time and are able to knowledge; for, pupil progression and the planning and teaching account the prior learning of the articulate a clear and well-justified guide pupils to reflect on the need to take into account prior demonstrate some understanding pupils. They regularly provide rationale as to how they are progress they have made and achievement. Their support for of, and provision for, pupil pupils with the opportunity to building on prior achievement. their emerging needs; pupils in reflecting on their progression taking into account reflect on their own learning and They actively promote engaging demonstrate knowledge and learning and identifying their prior achievement. They support use this, along with other forms of and effective methods that understanding of how pupils progress and emerging needs is pupils in reflecting on their assessment, to inform their future support pupils in reflecting on learn and how this impacts on underdeveloped and, as a learning and identifying their planning and teaching. They use their learning. They are able to set teaching; consequence, learners are given progress and emerging learning their knowledge of effective appropriately challenging tasks, encourage pupils to take a insufficient opportunity to needs. When planning lessons teaching strategies to encourage drawing on a sound knowledge of responsible and conscientious evaluate and improve their own they devise suitable opportunities independent learning and they set the pupils’ prior attainment which attitude to their own work performance. The teaching for learners to evaluate and appropriately challenging tasks has been obtained through and study. strategies they adopt can lack an improve their performance. They which enable the learners to make systematic and accurate understanding of how pupils learn are able to explain how effective progress. As a result the majority assessment. They regularly create and a rationale for choices made. teaching strategies are informed of pupils make good progress. opportunities for independent and As a consequence too few pupils by an understanding of how pupils autonomous learning. As a result make sufficient progress. learn and offer a rationale for the majority of pupils make very choices made in the context of good progress. practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S3 Demonstrate good Their subject knowledge is not They have sufficiently secure They have well-developed They draw on their in-depthsubject and curriculum sufficiently secure for teaching to knowledge and understanding of knowledge and understanding of subject and curriculum knowledgeknowledge be effective. They also the relevant subject/ curriculum the relevant subject/ curriculum to plan confidently for progression demonstrate insufficient knowledge areas to teach effectively in the areas they are training to teach and to stimulate and capture have a secure knowledge of how learning progresses and age phase for which they are and use this effectively to maintain pupils’ interest. They demonstrate of the relevant subject(s) cannot always respond training to teach. They know how and develop pupils’ interest. They very well-developed pedagogical and curriculum areas, appropriately to key questions, learning progresses within and make good use of their secure subject knowledge, by anticipating foster and maintain pupils’ common errors and across the subject/curriculum age curriculum and pedagogical subject common errors and interest in the subject, and misconceptions. There is little phases they are training to teach, knowledge to deepen learners’ misconceptions in their planning. address evidence of appropriate and/or in terms of the development of key knowledge and understanding, They are astutely aware of their misunderstandings; effective research of subject and concepts and of learners’ common addressing common errors and own development needs in terms demonstrate a critical curriculum knowledge to underpin misconceptions. They are able to misconceptions effectively in their of extending and updating their understanding of teaching. They demonstrate a lack respond appropriately to subject teaching. They are critically aware subject, curriculum and developments in the of understanding or consistency in specific questions which learners of the need to extend and update pedagogical knowledge in their subject and curriculum their promotion of high standards ask and they use subject specific their subject, curriculum and early career and have been areas, and promote the of literacy and articulacy. language accurately and pedagogical knowledge and know proactive in developing these value of scholarship; consistently in order to help how to employ appropriate effectively during their training. demonstrate an In relation to early reading: learners develop knowledge, professional development They model very high standards of understanding of and take primary trainees demonstrate understanding and skills in the strategies to further develop these written and spoken communication responsibility for promoting insufficient understanding of the subject. They recognise the need in their early career. They model in all professional activities. They high standards of literacy, principles and practices of teaching to extend and update their subject good standards of written and successfully identify and exploit articulacy and the correct and assessing reading and writing, and pedagogical knowledge as a spoken communication in all opportunities to develop learners’ use of standard English, including systematic synthetic key element of continuing professional activities and skills, in communication, reading whatever the teacher’s phonics, in their planning and professional development and have encourage and support learners to and writing. specialist subject; teaching. shown the ability and readiness to develop these skills in their if teaching early reading, do so. They demonstrate an lessons. In relation to early reading: demonstrate a clear In relation to early maths: understanding of the need to primary trainees draw on their understanding of primary trainees demonstrate promote high standards of In relation to early reading: very strong understanding of systematic synthetic insufficient understanding of the communication, reading and primary trainees have a very synthetic systematic phonics and phonics; principles and practices of teaching writing for all learners and begin to secure knowledge and its role in teaching and assessing if teaching early and assessing early mathematics build this into lessons. understanding of synthetic reading and writing to teach mathematics, demonstrate in their planning and teaching. systematic phonics and its role in literacy very effectively across the a clear understanding of In relation to early reading: all teaching and assessing reading age-phases they are training to appropriate teaching primary trainees will demonstrate and writing in the context of the teach. strategies. sufficient knowledge and age-phases they are training to understanding of the principles and teach. In relation to early practices of teaching and assessing mathematics: primary trainees reading and writing, including the In relation to early draw on their very strong use of systematic synthetic mathematics: primary trainees knowledge and understanding of phonics, to be able to apply this have a very secure knowledge and the principles and practices of effectively across the specific age understanding of the principles and teaching early mathematics to
phases they are training to practices of teaching early select and employ highly effectiveteach. (See Systematic Synthetic mathematics and employ effective teaching strategies across the age-Phonics in ITT: Guidance and teaching strategies across the age- ranges they are training to teach.Support Materials for further ranges they are training to teach.information).In relation to earlymathematics: all primary traineeswill know and understand theprinciples and practices of teachingand assessing early mathematics,to be able to apply this effectivelyacross the specific age phases theyare training to teach.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S4 Plan and teach well The range of strategies and They employ a range of teaching They show a willingness to try out They plan lessons that often usestructured lessons resources employed in teaching strategies and resources. They a range of approaches to teaching well-chosen, imaginative and are limited. The structure of their plan individual lessons that are and learning. They plan lessons creative strategies, and that match impart knowledge and lessons often does not support appropriately structured to support individuals’ needs and interests. that take account of the needs of develop understanding pupils in developing their pupils in developing their They are highly reflective in through effective use of knowledge, skills, understanding knowledge, skills, understanding, groups of learners and individuals, critically evaluating their practice. lesson time; and attitudes. The pace of learning interest and positive attitudes. through the setting of They can accurately judge the promote a love of learning and teaching is often inappropriate When teaching they maintain the differentiated learning outcomes, impact of their practice on and children’s intellectual for the needs and abilities of the pace of the learning, are able to carefully matching teaching and individual and groups of learners curiosity; pupils. The classroom environment respond flexibly to what is learning activities and resources to and can use their evaluation to set homework and plan and ethos are not conducive to happening in the classroom and support learners in achieving these inform future planning, teaching other out-of-class activities learning and pupil progress. have the confidence to adapt their and learning. They show initiative intended learning outcomes. They to consolidate and extend Review and evaluation of planning teaching in order to respond to the in contributing to curriculum the knowledge and is inconsistently applied and needs of the learners. They can know how to learn from both planning and developing and understanding pupils have opportunities to collaborate with create an environment in which the successful and less effective producing effective learning acquired; more experienced colleagues on a learners are usually engaged. lessons through their systematic resources in their placement reflect systematically on range of projects have often been They understand how homework or evaluation of the effectiveness of settings. the effectiveness of lessons missed. other out-of-class work can sustain their practice, including its impact and approaches to learners’ progress and consolidate on learners. They make a positive teaching; learning and can design and set contribution to the development of contribute to the design appropriate tasks. They review and and provision of an reflect on their own planning and curriculum and resources in their engaging curriculum within teaching to prepare future placement settings. the relevant subject activities and tasks which build on area(s). and sustain progression in pupils’ learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the school’s medium-term plans, schemes of work, curriculum frameworks.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S5 Adapt teaching to They are not sufficiently aware of They know the pupils well enough They consistently adapt their They quickly and accuratelyrespond to the strengths the different needs and strengths to recognise the different needs teaching to meet the needs of discern their learners’ strengthsand needs of all pupils of individuals and groups to adapt and strengths of individuals and individual and groups of learners and needs and are proactive in their teaching to support learners groups and begin to adapt their to support progression in learning. differentiating and employing a know when and how to to progress. They show some teaching to address those needs They know how to secure progress range of effective intervention differentiate appropriately, awareness of key barriers to and strengths so that learners are for learners and how to identify strategies to secure progression using approaches which pupils’ achievement but lack supported towards achieving their when groups and individuals have for individuals and groups. They enable pupils to be taught understanding of strategies that potential. They are aware of a made progress. They have a range have an astute understanding of effectively; experienced teachers use to range of factors that are potential of effective strategies that they how effective different teaching have a secure overcome these barriers. There is barriers to achievement and can apply to reduce barriers and approaches are in terms of impact understanding of how a little account taken in their understand how experienced respond to the strengths and on learning and engagement of range of factors can inhibit teaching of how children and teachers use a range of strategies needs of their pupils. They clearly learners. pupils’ ability to learn, and young people develop or of how to to reduce these barriers. They recognise how to deal with any how best to overcome support pupils with particular begin to deploy these strategies potential barriers to learning these; needs, including EAL and SEND. themselves, working alongside through their application of well- demonstrate an awareness experienced teachers and support targeted interventions and the of the physical, social and staff as appropriate. They show appropriate deployment of intellectual development of awareness of how children and available support staff. children, and know how to young people develop and take adapt teaching to support account of this in their teaching. pupils’ education at They have some understanding of different stages of the challenges and opportunities of development; teaching in a diverse society. They have a clear understanding have a developing understanding of the needs of all pupils, of the needs of all pupils and are including those with special able to articulate distinctive educational needs; those teaching approaches and strategies of high ability; those with needed to engage and support English as an additional pupils with particular needs, language; those with including EAL and SEND. When the disabilities; and be able to opportunity has arisen they have use and evaluate used these successfully and are distinctive teaching able to evaluate the impact of the approaches to engage and adaptations employed, on the support them. progress of individual learners.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S6 Make accurate and They have an insecure They have a secure understanding They are able to assess pupils’ They can confidently andproductive use of understanding of the statutory of the statutory assessment attainment accurately against accurately assess pupils’assessment assessment requirements for the requirements for the national benchmarks. They employ attainment against national subject/curriculum in the age subject/curriculum in the age a range of appropriate formative benchmarks. They use a range of know and understand how phases they are preparing to phases they are preparing to teach assessment strategies effectively assessment strategies very to assess the relevant teach. Their planning is and are able to make broadly and can adapt their teaching effectively in their day to day subject and curriculum characterised by underdeveloped accurate assessments against within lessons in light of pupils’ practice to monitor progress and to areas, including statutory assessment strategies that are not national benchmarks. Their responses. They maintain inform future planning. assessment requirements; sufficiently effective to support planning is characterised by the accurate records of pupils’ They systematically and effectively make use of formative and pupils in making progress. They use of a range of formative and progress and use these to set check learners’ understanding summative assessment to show little awareness of how to summative assessment strategies, appropriately challenging targets. throughout lessons, anticipating secure pupils’ progress; modify their teaching and designed to support pupils in They assess learners’ progress where intervention may be needed use relevant data to classroom practice in the light of making progress. They deploy regularly and accurately and and do so with notable impact on monitor progress, set formative assessment information these strategies effectively in discuss assessments with them so the quality of learning. They targets, and plan or of how summative data is used lessons, both to evaluate the that learners know how well they assess learners’ progress regularly subsequent lessons; to set targets for groups and impact of teaching on the progress have done and what they need to and work with them to accurately give pupils regular individuals. Their record-keeping is of learners and as a basis for do to improve. target further improvement and feedback, both orally and not used to support the monitoring modifying their teaching and secure rapid progress. through accurate marking, of pupil progress and target- classroom practice when and encourage pupils to setting. Their marking and necessary. They understand how respond to the feedback. feedback to pupils are, too often, school- and pupil-level summative untimely and not focused on data is used to set targets for making progress. groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups. They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S7 Manage behaviour They attempt to work within the They work within the school’s They work within the school’s They rapidly adapt to the differenteffectively to ensure a good school’s framework for behaviour, framework for behaviour and can framework for behaviour and apply circumstances in which they train,and safe learning but find it difficult to apply rules apply rules and routines rules and routines consistently and working confidently within theenvironment and routines with consistency and consistently and fairly. They have fairly. They consistently have high frameworks established in different fairness. Expectations have been high expectations and are aware of expectations and understand a settings and applying rules and have clear rules and insufficiently high for positive the range of strategies that range of strategies that routines consistently and fairly. routines for behaviour in behaviour to be maintained. experienced teachers use to experienced teachers use to They consistently have high classrooms, and take Problems have arisen from promote positive behaviour. They promote positive behaviour and expectations and understand a responsibility for promoting planning and teaching which do are able to apply these apply these effectively, including range of strategies that good and courteous not challenge learners, coupled appropriately, in the context of the use of school sanctions and experienced teachers use to behaviour both in with a narrow range of strategies schools policy using sanctions and rewards and use of praise, in order promote positive behaviour and classrooms and around the to promote positive behaviour. rewards, including praise, in order to create an environment apply these very effectively, school, in accordance with Support in addressing challenging to create an environment supportive of learning. They including use of school sanctions the school’s behaviour behaviour from experienced supportive of learning. They manage behaviour effectively so and rewards and use of praise, in policy; teachers and support staff is not understand when to seek that learners demonstrate positive order to create an environment have high expectations of sought in a timely fashion. Too additional support in addressing attitudes towards the teacher, highly supportive of learning. They behaviour, and establish a often, the emphasis in the the needs of pupils where their learning and each other manage pupil behaviour with ease framework for discipline classroom is on the management significantly challenging behaviour allowing lessons to flow smoothly so that learners display very high with a range of strategies, of behaviour rather than on is demonstrated. They recognise so that disruption is unusual. They levels of engagement, courtesy, using praise, sanctions and engaging pupils in their learning that planning appropriate lessons actively seek additional support in collaboration and cooperation. rewards consistently and and moving their learning forward. which challenge learners, teaching addressing the needs of pupils They actively seek additional fairly; using a variety of strategies which where significantly challenging support in addressing the needs of manage classes effectively, address pupils’ needs and behaviour is demonstrated. pupils where significantly using approaches which employing appropriate assessment challenging behaviour is are appropriate to pupils’ strategies will all contribute to demonstrated. needs in order to involve successful behaviour management. and motivate them; They show understanding of how maintain good barriers to learning can impact on relationships with pupils, pupil behaviour and have begun to exercise appropriate apply strategies to address these, authority, and act working alongside experienced decisively when necessary. teachers and support staff as appropriate. They understand that behaviour management is context- dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.
PART ONE: TeachingA teacher must: Trainees achieving the Trainees achieving the Trainees achieving the Trainees achieving the standards at a level that is not standards at a satisfactory standards at a good level may standards at an outstanding yet satisfactory may level will demonstrate as a demonstrate these level may demonstrate these demonstrate these minimum that: characteristics: characteristics: characteristics:S8 Fulfil wider professional They lack understanding of the They understand and are able to They are proactive in seeking out They are proactive in seeking outresponsibilities ethos of the school and therefore support the ethos of the school and opportunities to contribute to the opportunities to contribute in a find it difficult to support it or to show an inclination to contribute to wider life and ethos of the school. significant way to the wider life make a positive contribute to the wider life of the the wider life of the school in They are effective in building good and ethos of the school. They build contribution to the wider school community in appropriate appropriate ways. They can build professional relationships with strong professional relationships life and ethos of the ways. They are not able to effective professional relationships colleagues and demonstrate that and demonstrate that they are school; confidently build effective and with various colleagues and have they can work well collaboratively able to work collaboratively with develop effective purposeful professional the skills required to work when required to do so. They take colleagues on a regular basis. They professional relationships relationships and are still collaboratively. They communicate responsibility for deploying support take responsibility for deploying with colleagues, knowing developing the skills required to with and direct any support staff staff in their lessons and for support staff in their lessons and how and when to draw on work collaboratively. They miss deployed in their lessons, to assist seeking advice from relevant for seeking advice from relevant advice and specialist opportunities to seek specialist in supporting the progress and professionals in relation to pupils professionals in relation to pupils support; help from staff with expertise in achievement of individuals and of with individual needs. They are with individual needs. They deploy support staff the needs of specific pupils. They groups of pupils. They understand pro-active in terms of their own deliberately seek out opportunities effectively; find it difficult to identify personal when to ask for information and professional learning and value the to develop their own professional take responsibility for professional development targets advice from specialist staff about feedback they receive from more learning and respond positively to improving teaching or to act upon targets that have individual pupils with specific experienced colleagues, using it to all the feedback they receive. They through appropriate been identified for them through needs. They seek out and are develop their own teaching further. communicate very effectively, both professional development, advice and feedback. This leads to responsive to advice from more They communicate effectively, verbally and in writing, with responding to advice and a lack of meaningful and experienced colleagues. In both verbally and in writing, with parents and carers in relation to feedback from colleagues; measurable progress. The need for evaluating their own practice they parents and carers in relation to pupils’ achievements and well- communicate effectively communication with parents is are able to identify subsequent or pupils’ achievements and well- being, both when required to do so with parents with regard to undervalued and, where present, on-going personal professional being. They assume some formally and are proactive in pupils’ achievements and opportunities are missed to development targets and identify responsibility for doing so in communicating in relation to well-being. communicate with and involve opportunities to address and meet response to individual pupils’ individual pupils’ emergent needs. parents and carers in supporting these targets. They recognise the emergent needs. pupils’ achievement, monitoring importance of communicating with pupils’ well-being and responding parents and carers in supporting to individual pupils’ emergent pupils’ achievement and needs. monitoring pupils’ well-being. They communicate effectively at set points in the school year, including at parents’ evenings and through written reports. They understand the need to communicate at other points in response to individual pupils’ emergent needs.
PART TWO: Personal and professional conductA teacher is expected to demonstrate consistently high All trainees to be awarded QTS will have demonstrated high standards of professionalstandards of personal and professional conduct. The following behaviour and that:statements define the behaviour and attitudes which set therequired standard for conduct throughout a teacher’s career.Teachers uphold public trust in the profession and maintain high They have a commitment to the teaching profession, and are able to develop appropriate professionalstandards of ethics and behaviour, within and outside school, by: relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a treating pupils with dignity, building relationships rooted in mutual broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social respect, and at all times observing proper boundaries appropriate and cultural diversity. to a teacher’s professional position; having regard for the need to safeguard pupils’ well-being, in They are willing to assume an appropriate degree of responsibility for the implementation of workplace accordance with statutory provisions; policies in the different settings in which they have trained. They adhere to school policies and practices, showing tolerance of and respect for the rights of others; including those for attendance and punctuality not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and They have a broad understanding of their statutory professional responsibilities, including the requirement tolerance of those with different faiths and beliefs; to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as ensuring that personal beliefs are not expressed in ways which provided for in current equality legislation. They are aware of the professional duties of teachers as set out exploit pupils’ vulnerability or might lead them to break the law. in the statutory School Teachers’ Pay and Conditions document.Teachers must have proper and professional regard for the ethos,policies and practices of the school in which they teach, and maintainhigh standards of attendance and punctuality.Teachers must have an understanding of, and always act within, thestatutory frameworks which set out their professional duties andresponsibilities.