JED 405 Session 2 The Teacher's Standards

1. The UK Teachers’
Standards

2. Y N
Should there be standards of behaviour and
ethics in education?
What do you think?
Vote Now – just click on the icon representing your view.
What do you see as the pros and cons of having such standards? Note
your answers here and then click to find out what your fellow students
think.

3. Aims of session 2
• To identify and describe professional teachers’ standards, demonstrating
understanding of their validity, intention and relevance to teaching Jewish
Studies
• To consider the standards for the professional development of teachers

4. What should be in the Teachers’ Standards?
Part 1 is about what a teacher must do in the classroom.
What do you think this should involve?
Task 1: Click here to list 10 things you feel a good teacher should do in the classroom.
Part 2 is about professional and personal conduct.
What do you think this should involve?
Task 2: Click here to list 5 things a teacher should be expected to do in respect of
their professional and personal conduct.
Once you’ve done these two tasks, take a look at what others have said by clicking
here.

5. How have the UK Teachers’ Standards evolved?
• Until 2011, the Training and Development Agency for Schools published the ‘standards for qualified teacher status (QTS)’
and the ‘core professional standards’
• In 2011, Teachers’ Standards were developed following the independent Review of Teachers’ Standards, chaired by Sally
Coates. These reports are available from GOV.UK.
• Teachers’ Standards were introduced on 1 September 2012 to set a clear baseline of expectations for the professional
practice and conduct of teachers. They define the minimum level of practice expected of trainees and teachers from the
point of being awarded QTS.
• The standards themselves (part 1 and part 2) have statutory force (under regulation 6(8)(a) of The Education (School
Teachers’ Appraisal) (England) Regulations 2012. In other words, they are issued by law; you must follow them unless
there’s a good reason not to.
• The Teachers’ Standards are used to assess all trainees working towards QTS, and all those completing their statutory
induction period.
• They are also used to assess the performance of all teachers with QTS who are subject to The Education (School
Teachers’ Appraisal) (England) Regulations 2012, and may also be used to assess the performance of teachers who are
subject to these regulations and who hold qualified teacher learning and skills (QTLS) status.

6. What do the Teachers’ Standards say?
According to the Standards, teachers must make the education of their pupils their first
concern, and are accountable for achieving the highest possible standards in work and
conduct.
There are 8 headings in Part 1: Teaching, which are:
Part 2 relates to personal and professional conduct.
• Setting high expectations which inspire,
motivate and challenge pupils
• Promoting good progress and outcomes by
pupils
• Demonstrating good subject and curriculum
knowledge
• Planning and teaching well structured lessons
• Adapting teaching to respond to the strengths
and needs of all pupils
• Making accurate and productive use of
assessment
• Managing behaviour effectively to ensure a
good and safe learning environment
• Fulfilling wider professional responsibilities

7. What’s changed and what’s stayed the same?
Look at the QTS standards laid down in 2007 (click here to access) and today’s
Teachers’ Standards (click here to access).
• What differences do you see? What’s changed and what’s stayed the same?
• Why do you think they have changed?
• What difference will it make?
Please ensure you retain your notes as you may need to refer to them later for
your essay.

8. The 2014 Professional Standards
In May 2014, The Education and Training Foundation released a set
of aspirational standards. The Professional Standards provide a framework for
teachers and trainers to:
• critically appraise their own practice, and
• improve their teaching through Continuing Professional Development (CPD).
Almost 1,000 sector professionals were involved in the development of the
standards to ensure they accurately reflected practitioners’ needs.

9. • Set out clear expectations of effective practice in education and
training;
• Enable teachers and trainers to identify areas for their own
professional development;
• Support initial teacher education; and,
• Provide a national reference point that organisations can use to
support the development of their staff.
To view the 2014 Professional Standards, click here
The 2014 Professional Standards

10. How does the teaching profession compare to
other professions?
• Teachers’ standards
• Health and Care Professions Council
• The Law Society
• British Medical Association and Royal Colleges
• Association of Chartered Accountants
• Etc.

11. Standards for teachers’ professional development
• In July 2016, the Department for Education in the UK introduced standards for teachers’ professional
development.
• Within the Teachers’ Standards, there are several references to professional development for teachers. The
new Standards for professional development state “Effective professional development for teachers is a core
part of securing effective teaching” (DfE (2016)).
• The document goes on to stress the importance of having a culture of development with heads prioritising
development and teachers supporting each other in order that everyone develops in order to improve the
quality of teaching and, therefore, pupil learning.
• Not all development activities are equally effective and therefore the Standards stress the need for
professional development which has a lasting impact on both teachers and pupils as the best way forward.
The document also highlights the potential impact of effective professional development on:
• Staff development
• Recruitment
• Retention
• Staff well-being, and
• School improvement.

12. The document outlines 5 key points within the standard.
Professional development:
1. Should have a focus on improving and evaluating pupil outcomes.
2. Should be underpinned by robust evidence and expertise.
3. Should include collaboration and expert challenge.
4. Should be sustained over time.
And,
5. Must be prioritised by school leadership.
Standards for teachers’ professional development

13. The document lays out clearly what school leaders, teachers and providers of
professional development need to take into account to maximise the
effectiveness of professional development activities.
To read the full document and think about how to ensure YOU get the most out
of development activities, please follow this link:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/fil
e/537031/160712_-_PD_Expert_Group_Guidance.pdf
Standards for teachers’ professional development