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Teacher Standard 1

Teacher Standard 1 states that teachers should set high expectations which inspire, motivate and challenge pupils. It is split into three sub-standards

a. Establish a safe and stimulating environment for pupils, rooted in mutual respect

b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

c. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

What this standard is assessing:

You constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. You consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between the trainee and pupils. You are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. You generate high levels of enthusiasm, participation and commitment to learning.

Examples of evidence to demonstrate progress meeting standard

  • Health and safety briefs given to pupils/students at the start of practical lessons

  • Ensuring appropriate clothing for a session, e.g. PE clothing, footwear, aprons

  • Pupils/students are able to work in an environment which fosters mutual respect and are encouraged to support and help each other

  • A stimulating environment-examples of display resources and use of other resources (primary); use of resources, pupils are delivering tasks set (secondary)

  • In the classroom pupils/students are engaged in a lesson, showing curiosity, asking questions, excited about a task

  • Lesson plans demonstrate differentiation

  • Objectives are clearly explained to pupils/students and inform teaching the task

  • Lesson delivery and outcomes reflect the lesson plan

  • NQT demonstrates the ability to improve a lesson plan when delivering in the classroom to secure better learning outcomes

  • Appropriate tasks set for pupils/students

  • NQT demonstrates an enthusiasm for learning

  • NQT Induction tutor feedback from the classroom observation, one to one sessions, and conduct in other meetings

Sources for evidence

  • Lesson plans

  • Observation record sheet

  • Physical environment of classroom

  • Observation in the wider school environment

Remember that the evidence in isolation isn’t enough, you will need to annotate it to signpost exactly where/how you are meeting the standard.

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