Secondary ITT

PDP PDP Teachers standards 2012

PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: Teaching 1 Set high expectations which inspire, motivate and challenge pupils - establish a safe and stimulating environment for pupils, rooted in mutual respect - set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2 Promote good progress and outcomes by pupils - be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils capabilities and prior knowledge - guide pupils to reflect on the progress they have made and their emerging needs - demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching -encourage pupils to take a responsible and conscientious attitude to their own work and study. 3 Demonstrate good subject and curriculum knowledge -have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings - demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship -demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist subject -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4 Plan and teach well structured lessons - impart knowledge and develop understanding through effective use of lesson time -promote a love of learning and childrens intellectual curiosity -set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired -reflect systematically on the effectiveness of lessons and approaches to teaching -contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5 Adapt teaching to respond to the strengths and needs of all pupils - know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively -have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these -demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development

Teachers Standards Tracker 2012

Weekly Training Plan date

Date Expectations are high; students are expected to follow the good lesson plan and goals/tasks set are to challenge all abilities with differentiation used. 17/09/12; 01/10/12 Date - responsible for 20 lessons per week students showing progress at all assessment points in the academic year 01/10/12; Date - Skills tracker updated regularly, books read, training opportunities attended 22/10/12;

Date Lesson plans got more detailed as the year progressed Date homework given regularly. Date Feedback from observations give reflective opportunity 22/10/12; 05/11/12 09/12 Adjusted display settings for visually impaired pupil. Date - Lesson Plans show some evidence of differentiation 05/11/12;

-have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage & support them. 6 Make accurate and productive use of assessment -know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements -make use of formative and summative assessment to secure pupils progress -use relevant data to monitor progress, set targets, and plan subsequent lessons -give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7 Manage behaviour effectively to ensure a good and safe learning environment -have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the schools behaviour policy -have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly -manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them -maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8 Fulfil wider professional responsibilities -make a positive contribution to the wider life and ethos of the school -develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support -deploy support staff effectively -take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues -communicate effectively with parents with regard to pupils achievements and well-being. PART TWO: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teachers career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teachers professional position -having regard for the need to safeguard pupils well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs -ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Date using Integris MIS to record assessment, writing class reports for years 7 9 12/11/12; 17/12/12

Date continually making sure to follow H&S rules and using the schools procedures for behaviour management 08/10/12; 17/09/12

27/02/13 Parents Evening 26/06/13 Presentation eve 01-06/13 colleagues feedback on observations

03/07/13 Cover duties

27/09/12 Schools open evening 09/12 date continually building firm and fair relationships with staff and students

Attendance and punctuality record has been good over the past 7years (SLT) All necessary documentation given to me in this regard, help and guidance available always

Guidance for the Teachers Standards 2012

The following guidance is intended to assist you in using the new Teachers Standards 2012. It is derived from the London Providers Guidance Document. The decision about whether a Standard has been met or what a Trainee Teacher needs to do to develop areas of the Standards is a professional decision between the Trainee Teacher and the School Mentor and UEL Tutors. There are two elements to this guidance: (1) There are areas for discussion, which are phrased as questions to Trainee Teachers. These are intended to illustrate the scope of each Standard and the kinds of conversations that might link to each Standard; (2) There are also examples of evidence which are given to support the Trainee when they are selecting evidence to demonstrate their achievement of each Standard. Links to other Standards are highlighted in the text It is important to remember that the advice about evidence includes suggestion. It is not intended that each of the examples be met to achieve the Standard.

PART ONE: TEACHING

1. Set high expectations which inspire, motivate and challenge pupils Components Areas for discussion - establish a safe and stimulating - What have you learned from the schools environment for pupils, rooted in health and safety policy? How is this evident in mutual respect your planning? How do you ensure pupils are aware? 7 (behavior management) - How have you contributed to ensuring the 4 (promote love of learning) classroom is a stimulating environment? How could you? - set goals that stretch and challenge pupils of all backgrounds, - How have you ensured tasks are relevant and engaging? abilities and dispositions - How have you used your knowledge of the 5 (adapt teaching) pupils to plan to challenge and support? - How do you seek to be a positive role model - demonstrate consistently the in class and in the wider school? positive attitudes, values and - How do you seek to enact the schools behaviour which are expected of policies on inclusion and behaviour? pupils. - How do you seek to ensure pupils feel Part 2 (conduct) comfortable in lessons and able to contribute? - How do you foster effective collaboration in their classroom? Evidence for this Standard may be found in: Planning documents - Where appropriate planning includes risk assessment - Resources planned to engage and stimulate - Activities are planned and are relevant to the pupils Reflective Documents - Lesson observations reflecting on learning environment - Trainee evaluations of classroom management strategies - Evaluations differentiate between pupils Observation notes from qualified teachers - Health and safety risks communicated to the pupils - Pupils aware of purpose of the lesson and are on task - Communicate high expectations as appropriate to groups of pupils and individual pupils - Punctual, well presented, smart - Demonstrate enthusiasm for subject - Challenge inappropriate behaviour, sexist, racist, homophobic or inappropriate personal comments Pupils assessment records - Evidence of progress over time for individuals Directed training tasks - Participate in a visit or visits - Evidence of engagement with specialist staff (e.g. SENCO, LSA, EAL teachers)

2. Promote good progress and outcomes by pupils Components Areas for discussion - be accountable for pupils - Are you aware of actual and expected attainment, progress and outcomes outcomes for the pupils? - How do you seek to use assessment to - plan teaching to build on pupils' move pupils learning forward? capabilities and prior knowledge - Have you used self and peer assessment? How effective was this? 4 (structured lessons) - How do you use questioning to help them 6 (use assessment) focus their teaching for different pupils? Are questions planned and used appropriately? - guide pupils to reflect on the - Can you explain what impact you have had progress they have made and their on pupil achievement? emerging needs - How have you planned for progression 6 (self and peer assessment) within the relevant programme of study / in the core areas and foundation subjects? - demonstrate knowledge and - What strategies have you used to scaffold understanding of how pupils learn learning effectively? and how this impacts on teaching - Can you explain why you have identified 5 (adapt teaching) particular learning objectives for particular lessons / schemes of work? Does this reflect - encourage pupils to take a prior attainment, appropriate challenge, responsible and conscientious awareness of wider factors that may influence attitude to their own work and learning? studies - How have you sought to encourage pupils to take responsibility for their work?

Evidence for this Standard may be found in: Planning documents - Assessment data is used to inform subsequent planning - Medium term and lesson planning shows clear introduction and development of ideas - Plan higher order and diagnostic questioning - Link learning sequences to scaffold a learning journey within lessons and sequence of lessons - Lesson planning takes account of wider objectives, e.g. social and personal skills - Lesson plans promote independent and collaborative working Reflective Documents - Evaluations build on assessment data - Awareness of social and emotional factors & cultural and linguistic factors Observations notes from qualified teachers - Lesson observations demonstrating clear introduction and development of ideas - Questioning builds on answers given and pupils are asked to explain their thinking and reflect on their learning - Effective use of plenary activities to reflect on learning - Ensure pupils are attentive at the start of episodes and lessons Pupils assessment records - Assessment is undertaken regularly - Record-keeping is up to date

3. Demonstrate good subject and curriculum knowledge Components Areas for discussion - have a secure knowledge of the - Have you completed subject knowledge relevant subject(s) and curriculum audits, identified targets and acted on them? areas, foster and maintain pupils - Do you have secure subject knowledge and interest in the subject, and address how effectively do you use this to provide clear misunderstandings explanations in the classroom? - How do you plan to tackle misconceptions? 2 (promote progress) - Are you able to use curriculum specifications 4 (foster curiosity) and guidance to inform your planning and teaching? - demonstrate a critical - To what extent do you foster pupils understanding of developments in appreciation of the subject being taught? Do the subject and curriculum areas, you encourage pupils to engage critically with and promote the value of the learning and the subject? scholarship - To what extent are you aware of traditions of pedagogy related to phase and /or subject - demonstrate an understanding of and take responsibility for promoting communities of practice? high standards of literacy, articulacy - To what extent do you enable pupils to engage in sustained enquiry over time? and the correct use of standard - Are you aware of the difference between English, whatever the teachers standard English and vernacular forms? Do specialist subject you know when and how to use this in your 2 (promote progress) teaching? - How well do you appreciate and respond to the language demands of your teaching? - How do you plan to develop pupils language through teaching reading, writing, speaking and listening? Is this assessed?

Evidence for this Standard may be found in: Planning documents - The ST demonstrates a sufficiently secure grasp of the concepts, ideas and principles in their subject(s) to be able to teach the relevant school curriculum in the age ranges they are trained to teach. - Lesson plans, schemes of work and teaching resources may provide examples of a trainees ability to design opportunities for learners to develop the key skills of literacy Reflective Documents - Actively seeks ways of improving their practice including through wider reading and application. Observations notes from qualified teachers - The trainee demonstrates a sufficiently secure grasp of the concepts, ideas and principles in their subject(s) to be able to teach the relevant school curriculum in the age ranges they are trained to teach. - Use of guided reading, text analysis and learning of key subject specific language Pupils assessment records - assessment incorporates language & literacy learning - marking supports language & literacy development Directed training tasks - Assignments and tasks demonstrate critical evaluation of aspects of the curriculum and pupils learning as well as deep evaluation of their own work. - Up to date subject knowledge audits and action plans

4. Plan and teach well structured lesson Components Areas for discussion - impart knowledge and develop - Can you ensure pupils make progress in understanding through effective understanding key concepts and skills in the use of lesson time subject area being taught? Do you understand progression? Can you sequence activities to 2 (promote progress) secure progression? 3 (accurate subj. kn.) - Are you able to plan and justify a sequence of lessons / medium term plan? - promote a love of learning and - To what extent are you able to ensure pupils childrens intellectual curiosity are engaged in activities? 3 (foster interest) - Are you able to explain key content clearly and accessibly? - set homework and plan other - How do you communicate enthusiasm / out-of-class activities to passion for what is being learned? consolidate and extend the - Do you use a variety of teaching and learning knowledge and understanding strategies to stimulate learning? pupils have acquired - Do you plan homework as an integral part of their medium term planning? Is the homework - reflect systematically on the appropriate to the needs and abilities of the effectiveness of lessons and pupils? Do you follow up and use the approaches to teaching homework? 2 (promote progress) - Have you had opportunities to extend 6 (assessment) classroom learning with out of school learning? If not, can you suggest ways in which this - contribute to the design and might happen in relation to your own teaching? provision of an engaging - Do you routinely evaluate your teaching? curriculum within the relevant What strengths and areas for development has subject area(s) this process identified? How has this informed 2 (set high expectations) subsequent planning?

Evidence for this Standard may be found in: Planning documents - Sets challenging objectives based on prior evaluations - Lesson plans show increasingly varied approach to assessment, differentiation and group work etc - Design lessons that build on pupils interests - Set homework appropriate to the level of the learners - Design homework to take advantage of the Schools extended services - Take account of the role of parents and carers in supporting learners when setting homework - Medium, term and lesson planning demonstrates secure knowledge and understanding of teaching requirements from curriculum or exam specification Reflective Documents - Evaluate practice based on guidance from others. - Evaluate lessons consistently with colleagues judgments - Actively seeks ways of improving their practice - Demonstrate that evaluation leads to improvements in lesson planning and classroom practice Observations notes from qualified teachers - Demonstrate enthusiasm for subject / teaching Pupils assessment records - Assess, mark and record the homework in line with policy - Give timely feedback to the learners. Directed training tasks - Demonstrate awareness of initiatives within subject area and critical use of them.

5. Adapt teaching to respond to the strengths and needs of all pupils Components Areas for discussion - How does your planning refer to individuals - know when and how to and groups of pupils learning needs? Do you differentiate appropriately, using know what your pupils already know and are approaches which enable pupils able to do? Are you aware of IEPs, language to be taught effectively assessments etc? have a secure understanding of how a range of factors can inhibit - Do learning objectives reflect the needs and abilities of the class? How do pupils know pupils ability to learn, and how what is expected of them? best to overcome these - How do you use childrens prior knowledge 1 (challenge) in their teaching? Are you able to plan to do 2 (promote progress) so, and to do this effectively? - Are you able to explain how particular - demonstrate an awareness of lessons provide appropriate challenge and the physical, social and support? How do you use a variety of intellectual development of strategies for differentiation? Can you explain children, and know how to adapt why specific strategies are being used? teaching to support pupils - Can you explain relevant factors that might education at different stages of inhibit learning for the pupils being taught? development Can you devise strategies to overcome these 2 (promote progress) factors? 7 (appropriate behaviour - Do your lesson plans / medium term plans management) incorporate appropriate models of progression? - have a clear understanding of - When evaluating lessons are you aware of the needs of all pupils, including the levels of engagement and attainment of those with SEN; those of high different groups and individuals? ability; those with EAL; those with - How do you seek to actively engage all disabilities; and be able to use pupils in the learning? Is this effective? and evaluate distinctive teaching approaches to engage and support them 2 (promote progress)

Evidence for this Standard may be found in: Planning documents - Identify learners needs including SEN, G&T, EAL, average and spread of prior attainment differentiated objectives - Planning sets challenging objectives based on assessment of learning in previous lessons - Select, prepare and use differentiated resources - Select resources, examples, analogies which promote inclusion e.g. cultures/gender Reflective Documents - Evaluations of strategies used and targets for progress Observations notes from qualified teachers - Engage and retain the active participation of pupils - Manage pupil groupings to support inclusion - Support individuals who are struggling and need support - Extend and challenge high attaining pupils - Explain clearly the main learning points, processes or concepts, and conduct a plenary that provides accurate feedback, challenges learners, and helps them to achieve - Balance of contribution sought from all pupils Pupils assessment records - References to pupils individual learning plans, targets and records of progress - Marking recognises individuals achievement and sets appropriate targets Directed training tasks - Awareness of specialist staff / provision - Awareness of learning theories, child development, models of progression 8

6. Make accurate and productive use of assessment Components Areas for discussion

Evidence for this Standard may be found in:

- know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 3 (understand curriculum) - make use of formative and summative assessment to secure pupils progress - use relevant data to monitor progress, set targets, and plan subsequent lessons 2 (build on prior knowledge) 5 (adapt teaching) - give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

- Do you understand the statutory assessment requirements in your phase / subject / context? - How do you use assessment guidance / frameworks / specifications to help you in your planning? How do you incorporate this in your teaching? - What have you learned from marking and moderation experience? How does this inform your practice? - Do you keep detailed and up to date records of assessment? How do you use this information to inform your planning, teaching and subsequent assessment? - Are books regularly marked? Does the marking support progress and do pupils have opportunities to engage with and respond to marking comments? - Do you use a variety of formative assessment strategies? Can you justify why specific strategies are being used? - How do you use assessment to form a view of pupils learning? How do you use this information within lessons and to review plans between lessons? - Do you build in opportunities for peer and self assessment? Do you enable pupils to effectively reflect on learning and progress? How do you ensure pupils know what success looks like? - Can you make use of appropriate support to set appropriate targets and monitor progress?

Planning documents - Assess prior knowledge to inform planning of a new topic - Plans for use of summative assessment e.g. written assessment, use of past SAT questions, tests - Plans to use appropriate AfL strategies e.g. traffic lights, whiteboards, open and closed questions, peer and self assessment, concept maps Reflective Documents - Data is critically evaluated and informs reflections - Awareness of how the school uses statistical information and how this relates to the national picture Observations notes from qualified teachers - Teach skills & terminology required for formal assessment - Uses question and answer techniques to gauge learning - Pupils asked to explain their thinking behind answers - Gives effective feedback to pupils, including formative feedback in both verbal and written form - Use observations, marking, testing and plenaries to obtain data on pupils progress - Learners reflect on learning and set / review targets - Listen to pupils answers and responds in a way that is encouraging and presents challenges Pupils assessment records - Marking & leveling of written work tasks, moderation - Oversee, or share in, practice ISAs/Coursework - Use tests and mock exams to provide formative feedback - Monitor & assesses over time recording progress - Observes pupils in activity & makes appropriate response e.g. immediate action, recording of observations

7. Manage behaviour effectively to ensure a good and safe learning environment Components Areas for discussion Evidence for this Standard may be found in: 10

- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the schools behaviour policy 1 (model behaviour) 8 (contribute to ethos) - have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly - manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them 4 (plan effectively) 5 (adapt teaching) - maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

- How do you use the schools policy on behaviour? How do you use school systems to follow up behaviour issues e.g. rewards, sanctions and referrals? - Do you use a variety of behaviour management strategies in their teaching? Why do you use some strategies and not others? - What do you perceive as the main behaviour challenges in their teaching? What are you doing to address these? - To what extent do you establish consistent and effective systems? In which areas have you made progress? Which areas need to be further developed? - What strategies have you used to establish good relationships with pupils? To what extent have these been successful? - To what extent do you consider classroom management issues when selecting learning activities, organising groups and selecting resources? - What challenging incidents have you been involved in? Are you able to identify learning points from these incidents? - To what extent do you provide clear instructions in class relating to their expectations of pupil behaviour? - Do you follow up instructions with positive reinforcement to promote a positive classroom ethos? - How well do you work with other adults to promote good behaviour e.g. staff / parents?

Planning documents - Use seating plans and planned working groups - Plan for use of support staff - Plan systems for monitoring and managing behaviour - Planning shows awareness of behaviour demands of different teaching approaches? Reflective Documents - Reflections analyse behaviour problems and evaluate strategies Observations notes from qualified teachers - Use schools behaviour policies and procedures - Use a range of behaviour management strategies and at a range of levels graded to the problem - Communicate high expectations of behaviour within and out of lessons - Avoid confrontation and being drawn into an argument when disciplining young people - Vary style, tone and language with different audiences - Use non-verbal communication - Transitions between activities are managed effectively - Consult with colleagues e.g. HoD, HoY, SENCO Pupils assessment records - Keep records of sanctions and rewards - Contact parents / guardians is necessary - Negotiate individual behaviour targets / strategy Directed training tasks - Analysis of critical incidents - Discussion of school behaviour policy

8. Fulfil wider professional responsibilities Components Areas for discussion

Evidence for this Standard may be found in: 11

- make a positive contribution to the wider life and ethos of the school 1 (model behaviour) - develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support - deploy support staff effectively 2 (promote progress) - take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 2 (be accountable for pupils attainment) - communicate effectively with parents with regard to pupils achievements and well-being

- How have you participated in the wider life of the school, beyond classroom teaching? - Are you aware of other colleagues in the school who can support them? Do you know when it is appropriate to approach them and what support they can offer? - Do you understand how the school is supporting individuals with SEN, EAL or other additional needs? Are you aware of pupils who are at-risk? - To what extent are you able to establish positive working relationships with support staff, other teachers and senior teachers? - How successfully have you integrated yourself into staff teams in the school? - How well do you engage in mentoring and coaching relationships? How do you manage feedback? Can you use such relationships to make progress? - What action have you taken to improve your teaching e.g. accessing CPD? - What do you understand about the role of parents in the phase you are teaching? To what extent is working with parents an effective feature of your practice? Are you able to identify challenges and further opportunities to engage positively with parents? - Have you prepared progress reports for pupils and attended parent evenings? Can you reflect on these experiences to identify suggestions for good practice?

Planning documents - Participation in joint planning - Develop and share resources - Plan collaboratively to work with a teaching assistant - Ensure that lesson are planned in detail and shared with colleagues (e.g. LSA, technicians) in good time Reflective Documents - Make effective use of feedback (from their mentors) to identify personal targets during training and for their Induction year - Demonstrate they are open to advice and respond positively to constructive criticism - Evaluate and act upon advice and suggestions Observations notes from qualified teachers - Participate in clubs and extra-curricular activities - Take assemblies, form periods, PSHE - Consult with pastoral staff and SENCO to gain an insight into the pupils they teach - Team teach - Contribute to success of paired placement - Know the needs of pupils in the class and direct support staff to work with pupils as appropriate Pupils assessment records - Communicate with parents about pupils learning either verbally or through written communication following the schools policies and procedures.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by 12

Components - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teachers professional position - having regard for the need to safeguard pupils well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs - ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law - Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach - Teachers must maintain high standards of attendance - Teachers must maintain high standards of punctuality - Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

Areas for discussion - Are you on time and prepared for lessons? - Are you learning pupil names and using them? - Do you address the class in ways which demonstrate authority and mutual respect? - Do you understand the child protection procedures in the school? - Have you discussed any concerns about children with relevant colleagues? Are you aware of relevant issues in the classes you teach? - Do you know about the relevant school policies in relation to promoting values /ethos? Can you explain how these policies inform your own planning and teaching? - How do you deal with incidents of intolerance or prejudice when they arise in the classroom or elsewhere in the school, e.g. racism, sexism, homophobia, religious prejudice etc? - Are you aware of any tensions or difficulties in the school as a whole or in the classes they teach? If so, what do they do about this? - Have you been absent or late, did you follow procedures for reporting this? Have you made suggestions for cover work? - How well do you understand key policies? Can you explain how teachers planning and teaching incorporate specific policy commitments, e.g. in relation to EAL, SEN, literacy, behaviour and promoting good relations between groups?

Evidence for this Standard may be found in: Much of the evidence for personal and professional conduct will be found in other sections. Areas specific to this section may be exemplified in the following ways: - When interacting with children the trainee shows sensitivity to social background, ethnicity and religious beliefs. This may be evident in trainee evaluations or lesson observations. - Know who the named child protection person is within the school and follow policy relating to child protection (which for Trainee Teachers is to inform the mentor and PCM) - Know which of your own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within school situations - Notifies relevant member of staff relating to academic and pastoral matters e.g. usual class teacher and form tutor for an emotionally distressed pupil - Deadlines for assignments and for professional agreements are kept e.g. completion of university modules and marking of pupils work relating to school placements - Register classes and code absences - Know who to contact when issues arise e.g. Child protection, safety and well being - Talk with support staff and pastoral staff about the needs of pupils - Meet with SENCO to ensure understanding of schools approaches to SEN and disability - Awareness of cyber bullying and prevention schemes - Awareness of fire procedures, health and safety measures, first-aiders

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