Expectations of Teachers

Teachers make the education of their students 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.
  • Forge positive professional relationships.
  • Work with parents in the best interests of their students.

It is our intention that throughout the training year, progress remains at the forefront of everything that we do. You, as a trainee, should make progress and, whilst working with excellent host teachers, students should also make accelerated levels of progress.

Assessment of Trainees

Trainees of GORSE SCITT will be assessed by regular observations of teaching and interactions with students. This will be a detailed, thorough process against the Teacher Standards, and the main means by which we decide whether to award Qualified Teacher Status.

Typically, assessment involves:

  • Collecting, collating and reflecting on your evidence.
    • This will include lesson plans, schemes of work, assessment of students’ work, resources and data.
  • Reflecting on the progress made by the students you teach.
  • Focusing on your enhanced experiences of education.
    • This will include work undertaken with students with English as an Additional Language, students with Special Educational Needs, groups of pupils in terms of ability and participation in Continuous Professional Development.

Formal assessment that takes place throughout your training year will reflect the way that you will continue to be assessed as a qualified professional.

Teachers’ Standards

Everything that you do as a trainee teacher will be assessed against the Teaching Standards, as outlined below. This is a shortened version of the Department for Education’s Teachers’ Standards.

Part One: Teaching

Standard One
Set high expectations which inspire, motivate and challenge pupils.

Standard Two
Promote good progress and outcomes by pupils.

Standard Three
Demonstrate good subject and curriculum knowledge.

Standard Four
Plan and teach well-structured lessons.

Standard Five
Adapt teaching to respond to the strength and needs of all pupils.

Standard Six
Make accurate and productive use of assessment.

Standard Seven
Manage behaviour effectively to ensure a good and safe learning environment.

Standard Eight
Fulfil wider professional responsibilities.

Part Two: Personal and Professional Conduct

Teachers are expected to consistently demonstrate high standards of personal and professional conduct. Behaviour and attitudes which set the required standard for conduct throughout a teacher’s career are defined below:

  • Teachers must have proper and professional regards for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
  • Teachers uphold the 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 regards for the need to safeguard students’ wellbeing, in accordance with statutory provisions.

  • Showing tolerance 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 students’ vulnerability or might lead them to break the law.