Routes into Teaching

QTSQualified

Teacher Status

I T TInitial Teacher

Training

NQTNewly Qualified

Teacher

Basic qualifications• GCSEs (English C

Mathematics C + Science for Primary teachers)

• A levels

UNIVERSITY• B.Ed. 3/4 years• B.A. (QTS) or B.Sc.

(QTS) 4 years

UNIVERSITY• B.A. or B.Sc. (3

years) + ITT (1 year)

One year ITT

University-led teacher trainingPGCE (Postgraduate

Certificate in Education)

School-led training

•SCITT•School Direct•Teach First

School-centred initial teacher training (SCITT)• Delivered by groups of

schools and training providers so the majority of the training is in the classroom

• Trainess will have one ‘base’ and go on to gain QTS

School Direct•A training programme that allows

schools to recruit and train trainees on the job

•Most School Direct courses lead to a PGCE

• There is an expectation, but not a guarantee, of employment at the school at the end of the programme

• The training can be salaried or unsalaried

The Teach First• Teach First is a charity that aims to

address educational disadvantages by training well qualified graduates to teach in challenging schools

• Two year scheme offers a Leadership Development Programme and management skills training

• Training (mainly in secondary schools) is classroom based and trainees receive a salary

• Trainees awarded a PGCE and QTS

Teachers’ standards

•September 2012 (updated June 2013)

•Applies to all teachers regardless of their career stage

What are the Teachers’ Standards?

The Teachers’ Standards set out a basic framework within which all teachers in England should operate at every stage

in their career.

What is the purpose of the standards?

•Providers of ITT will assess Trainees against the standards

• Schools will assess NQTs against the end of their induction period• They will be used by schools to assess teachers’ performance, identify development needs and plan for CPD• Teachers applying to access the upper pay range will be assessed as to whether they are highly competent in all elements of the standards

1. Set high expectations which inspire, motivate

and challenge pupils• establish a safe and stimulating

environment• set goals that stretch and

challenge all pupils• demonstrate positive attitudes,

values and behaviour which are expected of pupils

2. Promote good progress and outcomes

by pupils• be accountable for pupils’ attainment

• be aware of pupils’ capabilities and prior knowledge

• guide children to reflect on progress

• demonstrate understanding of how pupils learn

• encourage pupils to take a responsible and conscientious attitude to study

3.Demonstrate good subject and curriculum knowledge• have secure subject knowledge and

maintain pupils’ interest• demonstrate a critical understanding

of developments in subject• promote high standards of literacy

and articulacy• have clear understanding of

systematic synthetic phonics• have a clear understanding of

appropriate teaching strategies for mathematics

4. Plan and teach well structured lessons

• use lesson time effectively to impart knowledge and develop understanding

• promote a love of learning and curiosity• set homework and plan out-of-class

activities• reflect on the effectiveness of lessons

and approaches used• contribute to the design of an engaging

curriculum

5. Adapt teaching to respond to the strengths and needs of all pupils• know when to differentiate appropriately

• understand the factors that can inhibit pupils’ learning

• demonstrate an awareness of how children develop and adapt teaching

• have a clear understanding of the needs of all pupils

6. Make accurate and productive use of

assesssment • know how to assess the subject

taught• make use of formative and

summative assessment• use relevant data to monitor

progress and set targets• give pupils regular feedback

7. Manage behaviour effectively to ensure a good

and safe learning environment• have clear rules and routines and take

responsibility for promoting good behaviour

• have high expectations of behaviour and use rewards and sanctions consistently

• manage classes effectively using approaches appropriate to pupils’ needs

• maintain good relationships with pupils

8. Fulfil wider professional responsibilities

• make a positive contribution to the life of the school

• develop effective professional relationships

• deploy support staff effectively• take responsibility for CPD• communicate effectively with

parents

Personal and Professional conduct• demonstrate consistently high standards

of personal and professional conduct• treat pupils with dignity building

relationships rooted in mutual respect• safeguard pupils’ well being• show tolerance of and respect for the

rights of others• upholding British values• care with expressing personal beliefs

Teachers must:• have proper and professional

regard for the ethos, policies and practices of the school in which they teach

• maintain high standards in attendance and punctuality

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