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Teacher Standard 2

Teacher Standard 2 states that teachers must promote good progress and outcomes by pupils. It is split into five sub-standards:

a. Be accountable for pupils' attainment, progress and outcomes

b. Be aware of pupils' capabilities and their prior knowledge and plan teaching to build on these

c. Guide pupils to reflect on the progress they have made and their emerging needs

d. Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

e. Encourage pupils to take a responsible and conscientious attitude to their own work and study

What this standard is assessing

You assume a high level of responsibility for the attainment progress and outcomes of the pupils you teach. You demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how you are building on prior achievement. You actively promote engaging and effective methods that support pupils in reflecting on their learning. You are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. You regularly create opportunities for independent and autonomous learning. As a result, the majority of pupils make very good progress

Examples of evidence to demonstrate progress meeting standard

  • Evidence of progress throughout year coming from NQT file

  • Use of September baseline assessments and setting targets for child each term (primary)

  • NQT is aware of school’s tracking system and has made effective use of it (secondary)

  • How the NQT uses theoretical knowledge to support pupils/students to achieve targets and takes responsibility if insufficient progress is made, seeking advice or support from other teachers

  • Use of introduction to lessons, recapping previous work and learning from earlier sessions

  • Use of peer and self-assessment in classroom with clear criteria for pupils/students to evaluate their own work and progress

  • The physical arrangement of the classroom

  • Use of different learning styles

  • Shows a willingness to take appropriate risks and try new ways and activities to enhance learning experience e.g. looking for opportunities outside the classroom

  • Agreed deadlines are met, e.g. completion of homework

  • Feedback from pupils/students on their enjoyment of task, and assessment of progress

  • Enabling children to develop their own success criteria, e.g. what makes a good story? (primary)

  • The teacher enables pupils and students to support one another in the learning process so the 'class becomes the teacher'. Presentation of work by pupils/students, i.e. demonstrating a pride in presentation in their books

  • Students come to class with the right equipment for the lesson or task

  • Good relationships have been established with pupils/students

  • Induction tutor feedback from classroom observation, one to one sessions

  • Assessment file (primary)

  • Sample of students’ books and mark book (secondary)

Sources for evidence

  • Lesson plans

  • Observation in the classroom

  • Assessment file (primary)

  • Mark Book (secondary)

  • Sample of student books

  • Induction Tutor feedback from lesson observations

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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