School Improvement Agency - NQT evidence

NQT evidence

It is your responsibility to provide evidence that you have meet all the standards consistently: take evidence gathering very seriously.

In the induction year, lesson plans are more than just plans of lessons, they form the basis of your own assessment: make sure they clearly indicate which standards you are demonstrating you have met and evaluate them afterwards with annotations, to show that you have considered how well you have met them and what you need to do to address any shortfall.

STANDARDS

 

EVIDENCE

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.

 

Lesson observations and records of these, including your own plans: ensure that you identify opportunities where your tutor can tell that you are meeting these expectations.

 

   

2 Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes

• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

• 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.

 

Records of assessments, tests, homeworks etc - make sure that they are not only up to date and accurate, but that you have used the assessment data to inform lesson planning.

 

Records of pupils evaluating their own progress and actions taken as a result.

 

Lesson observations should demonstrate that you understand pedagogy - try to plan for this, especially when you are being observed.

     

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 teacher’s 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.

 

Your subject knowledge will be obvious from your lesson observations and any checks on marking etc. Ensure that these do you justice.

 

Develop the good practice of building into your lesson plans opportunities for students to develop and demonstrate their literacy and articulacy.

 

     

4 Plan and teach well structured lessons

• impart knowledge and develop understanding through effective use of lesson time

• promote a love of learning and children’s 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).

 

Lesson plans will obviously be important here. Make sure they are well structured but not didactic - build in aspects which stimulate interest and extend understanding - and clearly show this in your plans.

 

Evaluate lessons carefully using this grid of standards: you will need to show that you have met these standards, but lesson observations may not give evidence for all of them. Make sure you have evaluations covering all standards.

 

Keep a record or copy of any documents you have contributed to which relates to planning outside your own lessons - eg schemes of work.

     

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

• 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 and support them.

 

Show how you differentiate in your lesson planning and evaluate how successful this has proved. Keep records of any different resources you have made which show differentiation.

 

Much of this pedagogy you will have covered in training: demonstrate that you understand it via your plans (eg emphasise how you approach a topic differently in Y4 and Y6) and via your evaluations (eg anything you adapted on the hoof as a result of a perceived need).

 

Lesson plans and written evaluations are essential evidence: use these standards as a check list - especially this list of particular needs.

     

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.

 

Make sure you follow the school's systems for assessment, grading, recording and reporting and demonstrate that you are using them effectively: to inform parents and children about progress and to inform your own lesson planning.

 

Marks in books etc should provide enough evidence if it is thorough and meaningful, but also include any intended oral feedback in your plans, eg at what point of the lesson and to whom.

 

Make a note of any responses you get to your assessment comments.

     

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 school’s 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.

 

Lesson observations are the key here. Make sure you follow the school's behaviour policy and keep good records of any rewards or sanctions you use.

 

Lesson plans can also be used to show that you are thinking about classroom management in order to ensure good behaviour: for example, record instructions to be given for lining up to leave the classroom or make a note to yourself to move to the hotspot. Even if you don't manage to do these things they provide evidence that you are trying to achieve the standard. Also writing them helps you to build them into good practice and so to actually achieve the standard.

     

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.

 

Try to discuss these responsibilities with your tutor at each meeting and keep a record of what you have discussed.

 

Be proactive and public in fulfilling these responsibilities: your colleagues will notice and provide testimony to the fact that you have taken them seriously.

 

Use lesson plans to record what support you'd like classroom assistants to give and make sure you communicate your needs to them during the lesson. They are likely to feed back to your tutor on how well you use them.

     

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 teacher’s 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 teacher’s 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.

 

Evidence that you have demonstrated this conduct is difficult to record, but it can be very obvious to colleagues and students when you fail to demonstrate it. Be careful that you do not insult children and colleagues, or apologise if you do; don't be too matey with children; show understanding of their individual needs; don't belittle people's faith and so on.

 

Observe the way experienced teachers relate to children and treat them and discuss your own behaviour with your tutor.

Some comments you receive about your conduct may seem harsh at first - treat them seriously and not as criticisms.

     

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

 

Attendance and punctuality will be obvious, but make sure that you understand the policies and practices: not word for word from the written versions, but the way in which they are interpreted and implemented - often not the same thing. Make sure you demonstrate to your tutor and, if possible the headteacher/principal that you have done so.

     

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

 

That's what this site aims to help you with! Make sure you understand exactly what is required of you and don't be afraid to ask your tutor. If they can't help, try someone else in school.

 

 




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