Professional Standards for Teachers

Why sit still in your career?

Contents

2 Introduction to the standards

6 Qualified Teacher Status

14 Core

22 Post Threshold

26 Excellent Teacher

30 Advanced Skills Teacher

1
 Introduction
Professional Standards for Teachers
in England from September 20071

Bringing coherence to the professional and occupational

standards for the whole school workforce
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.

What these standards cover How the standards

2. The framework of professional standards for teachers will be used
set out below defines the characteristics of teachers at
5. The standards provide the framework for a teacher’s
each career stage. Specifically it provides professional
career and clarify what progression looks like. As
standards for:
now, to access each career stage a teacher will need
to demonstrate that he/she has met the relevant
• the award of Qualified Teacher Status (QTS) (Q)
standards. The process for this varies depending on
• teachers on the main scale (Core) (C)
the standards concerned. Teachers seeking Excellent
• teachers on the upper pay scale
Teacher or AST status need to apply and be assessed
(Post Threshold Teachers) (P)
through an external assessment process. Teachers
• Excellent Teachers (E)
seeking to cross the threshold are assessed by their
• Advanced Skills Teachers (ASTs) (A).
head teacher. The standards for Post Threshold
Teachers, Excellent Teachers and ASTs are pay
3. Professional standards are statements of
standards and teachers who are assessed as meeting
a teacher’s professional attributes, professional
them also access the relevant pay scale.
knowledge and understanding, and professional
skills. They provide clarity of the expectations at
6. The standards clarify the professional characteristics
each career stage. The standards are not to be
that a teacher should be expected to maintain and
confused with and do not replace the professional
to build on at their current career stage. After the
duties contained in the School Teachers’ Pay and
induction year, therefore, teachers would be expected
Conditions Document, which sets out the roles
to continue to meet the core standards and to
and responsibilities of teachers.
broaden and deepen their professional attributes,
knowledge, understanding and skills within that
4. The framework of standards below is arranged
context. This principle applies at all subsequent career
in three interrelated sections covering:
stages. So, for example, teachers who have gone
through the threshold would be expected to meet the
a. professional attributes
core and post-threshold standards and to broaden
b. professional knowledge and understanding
and deepen their professional attributes, knowledge,
c. professional skills.
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.

2
understanding and skills in that context. There are no of professional standards will provide a backdrop to
new criteria for pay progression for teachers paid on discussions about how a teacher’s performance should
the upper pay scale in the 2006 School Teachers’ Pay be viewed in relation to their current career stage and
and Conditions Document. the career stage they are approaching. The relevant
standards should be looked at as a whole in order
7. The standards will support teachers in identifying to help teachers identify areas of strength and areas
their professional development needs. Where teachers for further professional development. For example, a
wish to progress to the next career stage, the next level teacher who aspires to become an AST will need to
of the framework provides a reference point for all reflect on and discuss how they might plan their future
teachers when considering future development. Whilst development so they can work towards becoming an
not all teachers will necessarily want to move to the AST, and performance management would provide
next career stage, the standards will also support evidence for the teacher’s future application.
teachers in identifying ways to broaden and deepen
their expertise within their current career stages. 10. All qualified teachers in maintained schools and
non-maintained special schools are required to be
8. All teachers should have a professional responsibility registered with the GTCE. To maintain registration
to be engaged in effective, sustained and relevant they must uphold the GTCE’s Code of Conduct and
professional development throughout their careers Practice for Registered Teachers.
and all teachers should have a contractual entitlement
to effective, sustained and relevant professional 11. The recommendation for the award of qualified
development throughout their careers. There should teacher status and registration with the GTCE is made
be a continuum of expectations about the level by an accredited Initial Teacher Training (ITT) provider
of engagement in professional development that following an assessment which shows that all of the
provides clarity and appropriate differentiation QTS standards have been met. The Newly Qualified
for each career stage. The expectations about the Teacher (NQT) may then begin the induction period.
contribution teachers make to the development of NQTs will not be required to meet fully the core
others should take account of their levels of skills, standards until the end of their induction period.
expertise and experience, their role within the school, The core standards underpin all the subsequent
and reflect their use of up-to-date subject knowledge standards and, where there is no progression at
and pedagogy.2 subsequent career stages, are valid at all points
of teachers’ careers within both their immediate
9. In all these cases, performance management is the workplace and the wider professional context in
key process. Performance management provides the which they work. Each set of standards builds on
context for regular discussions about teachers’ career the previous set, so that a teacher being considered for
aspirations and their future development, within or the threshold would need to satisfy the post-threshold
beyond their current career stage. The framework 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.

3
 “Core standards underpin all
the standards and are valid at all
points of a teacher’s career”

a teacher aspiring to become an Excellent Teacher workplaces and draw on the experience they
would need to satisfy the standards that are specific gain elsewhere to improve practice in their own
to that status (E) and meet the preceding standards and other schools.
(C and P); and a teacher aspiring to become an AST
would need to satisfy the standards that are specific to 13. All the standards are underpinned by the five
that status (A) as well as meet the preceding standards key outcomes for children and young people
(C, P and E) – although they can apply for an AST identified in Every Child Matters and the six areas
post before going through the threshold. In practice, of the Common Core of skills and knowledge for the
the standards relating to the excellence of their own children’s workforce. The work of practising teachers
teaching are common to ASTs and Excellent Teachers; should be informed by an awareness, appropriate
the three additional AST standards are focused on their to their level of experience and responsibility, of
ability to carry out their work with other schools and legislation concerning the development and well-being
on their leadership role. of children and young people expressed in the Children
Act 2004, the Disability Discrimination Acts 1995 and
12. The framework of standards is progressive, 2005 and relevant associated guidance, the special
reflecting the progression expected of teachers as educational needs provisions in the Education Act
their professional attributes, knowledge, understanding 1996 and the associated Special Educational Needs:
and skills develop and they demonstrate increasing Code of Practice (DfES 2001), the Race Relations Act
effectiveness in their roles. Post Threshold Teachers are 1976 as amended by the Race Relations (Amendment)
able to act as role models for teaching and learning, Act 2000, and the guidance Safeguarding Children in
make a distinctive contribution to raising standards Education (DfES 0027 2004).
across the school, continue to develop their expertise
post threshold and provide regular coaching and 14. The professional standards must operate in the
mentoring to less experienced teachers. Excellent context of teachers’ legal rights and contractual
Teachers provide an exemplary model to others entitlements.
through their professional expertise, have a leading
role in raising standards by supporting improvements 15. Nothing in the professional standards militates
in teaching practice and support and help their against teachers taking lawful industrial action.
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

4
Note on the terminology used in the standards
• The term ‘learners’ is used instead of ‘children and • The terms ‘lessons’ or ‘sequences of lessons’ are used
young people’ when learning per se is the main focus to cover teaching and learning activities wherever
of the standard. It refers to all children and young they take place, whatever their nature and length, and
people including those with particular needs, for however they might be organised, and are applicable
example, those with special educational needs, looked to all educational phases and contexts.
after children, those for whom English is an additional
language, those who are not reaching their potential • Where the phrase ‘parents and carers’ is used,
or those who are gifted and talented. it is understood that the term ‘parents’ includes
both mothers and fathers.
• The term ‘colleagues’ is used for all those
professionals with whom a teacher might work. • The term ‘well-being’ refers to the rights of children
It encompasses teaching colleagues, the wider and young people (as set out and consulted upon in
workforce within an educational establishment, and the Every Child Matters: Green Paper and subsequently
also those from outside with whom teachers may be set out in the Children Act 2004), in relation to:
expected to have professional working relationships,
for example early years and health professionals and • physical and mental health and emotional
colleagues working in children’s services. well-being
• protection from harm and neglect
• The term ‘classroom’ is used to encompass all the • education, training and recreation
settings within and beyond the workplace where • the contribution made by them to society
teaching and learning take place. • social and economic well-being.

• The term ‘workplace’ refers to the range of • The term ‘personalised learning’ means maintaining
educational establishments, contexts and settings a focus on individual progress, in order to maximise
(both in and outside the classroom) where teaching all learners’ capacity to learn, achieve and participate.
takes place. This means supporting and challenging each learner
to achieve national standards and gain the skills they
• The term ‘subjects/curriculum areas’ is used to cover need to thrive and succeed throughout their lives.
all forms of organised learning experienced across ‘Personalising learning’ is not about individual lesson
the curriculum. For example, areas of learning in the plans or individualisation (where learners are taught
foundation stage, broad areas of curricular experience separately or largely through a one-to-one approach).
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.

5
Qualified Teacher Status

Those recommended
for the award of QTS (Q)
should meet the
following standards.

6
 Professional attributes
Those recommended for the award of QTS should:

Relationships with children and young people

Have high expectations of children and young people including a
Q1 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

Q2 from children and young people.

Frameworks
(a) Be aware of the professional duties of teachers and the statutory
Q3 framework within which they work.
(b) Be aware of the policies and practices of the workplace and share
in collective responsibility for their implementation.

Communicating and working with others

Communicate effectively with children, young people, colleagues,
Q4 parents and carers.

Recognise and respect the contribution that colleagues, parents and carers
Q5 can make to the development and well-being of children and young
people, and to raising their levels of attainment.

Have a commitment to collaboration and co-operative working.

Q6

7
Personal professional development
(a) Reflect on and improve their practice, and take responsibility for
Q7 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,

Q8 being prepared to adapt their practice where benefits and improvements
are identified.

Act upon advice and feedback and be open to coaching and mentoring.
Q9

Professional knowledge and understanding

Those recommended for the award of QTS should:

Teaching and learning

Have a knowledge and understanding of a range of teaching, learning and
Q10 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.

Assessment and monitoring

Know the assessment requirements and arrangements for the subjects/
Q11 curriculum areas they are trained to teach, including those relating to
public examinations and qualifications.

8
 Know a range of approaches to assessment, including the importance of
Q12 formative assessment.

Know how to use local and national statistical information to evaluate

Q13 the effectiveness of their teaching, to monitor the progress of those they
teach and to raise levels of attainment.

Subjects and curriculum

Have a secure knowledge and understanding of their subjects/curriculum
Q14 areas and related pedagogy to enable them to teach effectively across the
age and ability range for which they are trained.

Know and understand the relevant statutory and non-statutory curricula

Q15 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.

Literacy, numeracy and ICT

Have passed the professional skills tests in numeracy, literacy and
Q16 information and communications technology (ICT).

Know how to use skills in literacy, numeracy and ICT to support their
Q17 teaching and wider professional activities.

9
Achievement and diversity
Understand how children and young people develop and that the progress
Q18 and well-being of learners are affected by a range of developmental,
social, religious, ethnic, cultural and linguistic influences.

Know how to make effective personalised provision for those they teach,
Q19 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,

Q20 including those with responsibility for learners with special educational
needs and disabilities and other individual learning needs.

Health and well-being

(a) Be aware of the current legal requirements, national policies and
Q21 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.

Professional skills
Those recommended for the award of QTS should:

Planning
Plan for progression across the age and ability range for which they are
Q22 trained, designing effective learning sequences within lessons and across
series of lessons and demonstrating secure subject/curriculum knowledge.

10
 Design opportunities for learners to develop their literacy, numeracy
Q23 and ICT skills.

Plan homework or other out-of-class work to sustain learners’ progress

Q24 and to extend and consolidate their learning.

Teaching
Teach lessons and sequences of lessons across the age and ability range
Q25 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.

Assessing, monitoring and giving feedback

(a) Make effective use of a range of assessment, monitoring and
Q26 recording strategies.
(b) Assess the learning needs of those they teach in order to set
challenging learning objectives.

11
 Provide timely, accurate and constructive feedback on learners’
Q27 attainment, progress and areas for development.

Support and guide learners to reflect on their learning, identify the

Q28 progress they have made and identify their emerging learning needs.

Reviewing teaching and learning

Evaluate the impact of their teaching on the progress of all learners, and
Q29 modify their planning and classroom practice where necessary.

Learning environment
Establish a purposeful and safe learning environment conducive
Q30 to learning and identify opportunities for learners to learn in
out-of-school contexts.

Establish a clear framework for classroom discipline to manage

Q31 learners’ behaviour constructively and promote their self-control
and independence.

Team working and collaboration

Work as a team member and identify opportunities for working with
Q32 colleagues, sharing the development of effective practice with them.

Ensure that colleagues working with them are appropriately involved in

Q33 supporting learning and understand the roles they are expected to fulfil.

12
13
Core

Teachers should meet the

following core standards (C)
at the end of the induction
period and continue to
meet them throughout their
teaching career.

14
 Professional attributes
All teachers should:

Relationships with children and young people

Have high expectations of children and young people including a
C1 commitment to ensuring that they can achieve their full educational
potential and to establishing fair, respectful, trusting, supportive and
constructive relationships with them.

Hold positive values and attitudes and adopt high standards of behaviour
C2 in their professional role.

Frameworks
Maintain an up-to-date knowledge and understanding of the professional
C3 duties of teachers and the statutory framework within which they work,
and contribute to the development, implementation and evaluation of
the policies and practice of their workplace, including those designed to
promote equality of opportunity.

Communicating and working with others

(a) Communicate effectively with children, young people and colleagues.
C4 (b) Communicate effectively with parents and carers, conveying timely
and relevant information about attainment, objectives, progress and
well-being.
(c) Recognise that communication is a two-way process and encourage
parents and carers to participate in discussions about the progress,
development and well-being of children and young people.
Recognise and respect the contributions that colleagues, parents
C5 and carers can make to the development and well-being of children
and young people, and to raising their levels of attainment.

Have a commitment to collaboration and co-operative working

C6 where appropriate.

15
Personal professional development
Evaluate their performance and be committed to improving their practice
C7 through appropriate professional development.

Have a creative and constructively critical approach towards innovation;

C8 being prepared to adapt their practice where benefits and improvements
are identified.

Act upon advice and feedback and be open to coaching and mentoring.
C9

Professional knowledge and understanding

All teachers should:

Teaching and learning

Have a good, up-to-date working knowledge and understanding of a
C10 range of teaching, learning and behaviour management strategies and
know how to use and adapt them, including how to personalise learning
to provide opportunities for all learners to achieve their potential.

Assessment and monitoring

Know the assessment requirements and arrangements for the
C11 subjects/curriculum areas they teach, including those relating to public
examinations and qualifications.

Know a range of approaches to assessment, including the importance

C12 of formative assessment.

Know how to use local and national statistical information to evaluate

C13 the effectiveness of their teaching, to monitor the progress of those
they teach and to raise levels of attainment.

16
 Know how to use reports and other sources of external information
C14 related to assessment in order to provide learners with accurate and
constructive feedback on their strengths, weaknesses, attainment, progress
and areas for development, including action plans for improvement.

Subjects and curriculum

Have a secure knowledge and understanding of their subjects/curriculum
C15 areas and related pedagogy including: the contribution that their subjects/
curriculum areas can make to cross-curricular learning; and recent relevant
developments.

Know and understand the relevant statutory and non-statutory curricula

C16 and frameworks, including those provided through the National Strategies,
for their subjects/curriculum areas and other relevant initiatives across the
age and ability range they teach.

Literacy, numeracy and ICT

Know how to use skills in literacy, numeracy and ICT to support their
C17 teaching and wider professional activities.

Achievement and diversity

Understand how children and young people develop and how the
C18 progress, rate of development and well-being of learners are affected
by a range of developmental, social, religious, ethnic, cultural and
linguistic influences.

Know how to make effective personalised provision for those they teach,
C19 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.

Understand the roles of colleagues such as those having specific

C20 responsibilities for learners with special educational needs, disabilities and
other individual learning needs, and the contributions they can make to
the learning, development and well-being of children and young people.

17
 Know when to draw on the expertise of colleagues, such as those
C21 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.

Health and well-being

Know the current legal requirements, national policies and guidance
C22 on the safeguarding and promotion of the well-being of children and
young people.

C23
Know the local arrangements concerning the safeguarding of children
and young people.

C24
Know how to identify potential child abuse or neglect and follow
safeguarding procedures.

Know how to identify and support children and young people whose
C25 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.

Professional skills
All teachers should:

Planning
Plan for progression across the age and ability range they teach, designing
C26 effective learning sequences within lessons and across series of lessons
informed by secure subject/curriculum knowledge.

18
 Design opportunities for learners to develop their literacy, numeracy,
C27 ICT and thinking and learning skills appropriate within their phase
and context.

Plan, set and assess homework, other out-of-class assignments and

C28 coursework for examinations, where appropriate, to sustain learners’
progress and to extend and consolidate their learning.

Teaching
Teach challenging, well-organised lessons and sequences of lessons across
C29 the age and ability range they teach in which they:
(a) use an appropriate range of teaching strategies and resources,
including e-learning, which meet learners’ needs and take practical
account of diversity and promote equality and inclusion
(b) build on the prior knowledge and attainment of those they teach
in order that learners meet learning objectives and make sustained
progress
(c) develop concepts and processes which enable learners to apply
new knowledge, understanding and skills
(d) adapt their language to suit the learners they teach, introducing
new ideas and concepts clearly, and using explanations, questions,
discussions and plenaries effectively
(e) manage the learning of individuals, groups and whole classes
effectively, modifying their teaching appropriately to suit the stage
of the lesson and the needs of the learners.

Teach engaging and motivating lessons informed by well-grounded

C30 expectations of learners and designed to raise levels of attainment.

19
Assessing, monitoring and giving feedback
Make effective use of an appropriate range of observation,
C31 assessment, monitoring and recording strategies as a basis for
setting challenging learning objectives and monitoring learners’
progress and levels of attainment.

Provide learners, colleagues, parents and carers with timely, accurate

C32 and constructive feedback on learners’ attainment, progress and areas
for development.

Support and guide learners so that they can reflect on their learning,
C33 identify the progress they have made, set positive targets for
improvement and become successful independent learners.

Use assessment as part of their teaching to diagnose learners’

C34 needs, set realistic and challenging targets for improvement and
plan future teaching.

Reviewing teaching and learning

Review the effectiveness of their teaching and its impact on
C35 learners’ progress, attainment and well-being, refining their
approaches where necessary.

Review the impact of the feedback provided to learners and guide

C36 learners on how to improve their attainment.

Learning environment
(a) Establish a purposeful and safe learning environment which complies
C37 with current legal requirements, national policies and guidance on
the safeguarding and well-being of children and young people so
that learners feel secure and sufficiently confident to make an active
contribution to learning and to the school.
(b) Make use of the local arrangements concerning the safeguarding of
children and young people.
(c) Identify and use opportunities to personalise and extend learning
through out-of-school contexts where possible making links between
in-school learning and learning in out-of-school contexts.

20
 (a) Manage learners’ behaviour constructively by establishing and
C38 maintaining a clear and positive framework for discipline, in line
with the school’s behaviour policy.
(b) Use a range of behaviour management techniques and strategies,
adapting them as necessary to promote the self-control and
independence of learners.
Promote learners’ self-control, independence and cooperation through
C39 developing their social, emotional and behavioural skills.

Team working and collaboration

Work as a team member and identify opportunities for working with
C40 colleagues, managing their work where appropriate and sharing the
development of effective practice with them.

Ensure that colleagues working with them are appropriately involved in

C41 supporting learning and understand the roles they are expected to fulfil.

21
Post Threshold

Post Threshold Teachers

should meet the following
post-threshold standards (P)
and meet the core standards.

22
 Professional attributes
Post Threshold Teachers should:

Frameworks
Contribute significantly, where appropriate, to implementing workplace
P1 policies and practice and to promoting collective responsibility for their
implementation.

Professional knowledge and understanding

Post Threshold Teachers should:

Teaching and learning

Have an extensive knowledge and understanding of how to use and adapt
P2 a range of teaching, learning and behaviour management strategies,
including how to personalise learning to provide opportunities for all
learners to achieve their potential.

Assessment and monitoring

Have an extensive knowledge and well-informed understanding
P3 of the assessment requirements and arrangements for the
subjects/curriculum areas they teach, including those related to
public examinations and qualifications.

Have up-to-date knowledge and understanding of the different types

P4 of qualifications and specifications and their suitability for meeting
learners’ needs.

Subjects and curriculum

Have a more developed knowledge and understanding of their subjects/
P5 curriculum areas and related pedagogy including how learning progresses
within them.

23
Health and well-being
Have sufficient depth of knowledge and experience to be able to give
P6 advice on the development and well-being of children and young people.

Professional skills
Post Threshold Teachers should:

Planning
Be flexible, creative and adept at designing learning sequences
P7 within lessons and across lessons that are effective and consistently
well-matched to learning objectives and the needs of learners and
which integrate recent developments, including those relating to
subject/curriculum knowledge.

Teaching
Have teaching skills which lead to learners achieving well relative to
P8 their prior attainment, making progress as good as, or better than, similar
learners nationally.

Team working and collaboration

Promote collaboration and work effectively as a team member.
P9
Contribute to the professional development of colleagues through
P10 coaching and mentoring, demonstrating effective practice, and
providing advice and feedback.

24
25
Excellent Teacher

Excellent Teachers (E)

should meet the following
standards and meet the core
and post-threshold standards.

26
 Professional attributes
Excellent Teachers should:

Frameworks
Be willing to take a leading role in developing workplace policies
E1 and practice and in promoting collective responsibility for their
implementation.

Personal professional development

Research and evaluate innovative curricular practices and draw on
E2 research outcomes and other sources of external evidence to inform
their own practice and that of colleagues.

Professional knowledge and understanding

Excellent Teachers should:

Teaching and learning

Have a critical understanding of the most effective teaching, learning
E3 and behaviour management strategies, including how to select
and use approaches that personalise learning to provide opportunities
for all learners to achieve their potential.

Assessment and monitoring

Know how to improve the effectiveness of assessment practice in the
E4 workplace, including how to analyse statistical information to evaluate
the effectiveness of teaching and learning across the school.

Subjects and curriculum

Have an extensive and deep knowledge and understanding of their
E5 subjects/curriculum areas and related pedagogy gained for example
through involvement in wider professional networks associated with
their subjects/curriculum areas.

27
Achievement and diversity
Have an extensive knowledge on matters concerning equality,
E6 inclusion and diversity in teaching.

Professional skills
Excellent Teachers should:

Planning
(a) Take a lead in planning collaboratively with colleagues in order to
E7 promote effective practice.
(b) Identify and explore links within and between subjects/curriculum
areas in their planning.

Teaching
Have teaching skills which lead to excellent results and outcomes.
E8
Demonstrate excellent and innovative pedagogical practice.
E9

Assessing, monitoring and giving feedback

Demonstrate excellent ability to assess and evaluate.
E10
Have an excellent ability to provide learners, colleagues, parents and carers
E11 with timely, accurate and constructive feedback on learners’ attainment,
progress and areas for development that promotes pupil progress.

28
Reviewing teaching and learning
Use local and national statistical data and other information,
E12 in order to provide:
(a) a comparative baseline for evaluating learners’ progress
and attainment
(b) a means of judging the effectiveness of their teaching, and
(c) a basis for improving teaching and learning.

Team working and collaboration

Work closely with leadership teams, taking a leading role in developing,
E13 implementing and evaluating policies and practice that contribute to
school improvement.

Contribute to the professional development of colleagues using a broad

E14 range of techniques and skills appropriate to their needs so that they
demonstrate enhanced and effective practice.

Make well-founded appraisals of situations upon which they are asked to

E15 advise, applying high-level skills in classroom observation to evaluate and
advise colleagues on their work and devising and implementing effective
strategies to meet the learning needs of children and young people
leading to improvements in pupil outcomes.

29
Advanced Skills Teacher

Advanced Skills Teachers (A)

should meet the following
standards and should
also meet the core, post-
threshold and excellent
teacher standards.

30
 Professional attributes
Advanced Skills Teachers should:

Frameworks
Be willing to take on a strategic leadership role in developing workplace
A1 policies and practice and in promoting collective responsibility for their
implementation in their own and other workplaces.

Professional skills
Advanced Skills Teachers should:

Team working and collaboration

Be part of or work closely with leadership teams, taking a leadership role
A2 in developing, implementing and evaluating policies and practice in their
own and other workplaces that contribute to school improvement.

Possess the analytical, interpersonal and organisational skills necessary to

A3 work effectively with staff and leadership teams beyond their own school.

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