Professional Development and Evidencing Teacher Standards Workshop

1. Primary Practice:Evidencing The Teachers’ Standards and Ofsted Requirements London Music Masters

2. Aims of this session: • To develop high levels of understanding of professional conduct and how this might be interpreted • To enable you to understand how you are accountable as a teacher to the children, their parents, your school and your community • To understand how you can evidence your progress towards the Teacher Standards • To develop an understanding of the requirements of Ofsted

3. What is a Professional? • Discussion on your tables

4. Characterising Professionalism • Define ‘Professionalism’ • Define ‘Teachers as Professionals’

5. Where are we today? QTS Teaching Standards “Nothing has more impact on a child’s achievement than the quality of teaching they receive and in the new standards for teachers we have prioritised the importance of classroom practice and subject knowledge.” Dame Sally Coates, Chair of the independent Review of Teachers’ Standards and Principal of Burlington Danes Academy

6. What are the Teacher Standards? • The Teachers’ Standards set a clear baseline of expectations for the professional practice and conduct of teachers and define the minimum level of practice expected of teachers in England. • They were developed by an independent review group made up of leading teachers, headteachers and other experts. “The new Teachers’ Standards give an unequivocal message that highly effective teaching is what matters in this profession. The Review Group has seized the opportunity to raise the bar for current and future teachers. Our nation’s children and young people deserve no less.” Roy Blatchford, Deputy Chair of the independent Review of Teachers’ Standards and Director of the National Education Trust

7. What the standards cover • The teaching standards cover all teachers regardless of which stage of their career they are at: • Trainee teachers working towards QTS • NQTs • Experienced teachers • “The standards should be applied as appropriate to the role within which a trainee or teacher is practicing.”

8. What the standards cover • Not to be confused with The School Teachers’ Pay and Conditions Document, which sets out the roles and responsibilities of teachers. • Standards arranged into three sections: • Preamble: Values and Behaviour • Part 1: Teaching • Part 2: Personal and Professional Conduct

9. How will the standards be used? “In order to meet the standards, a trainee or teacher will need to demonstrate that their practice is consistent with the definition set out in the Preamble, and that they have met the standards in both Part 1 and Part 2 of this document.” Teachers’ Standards in England from September 2012 (2011; Teaching Agency) “The Teachers’ Standards… set clear expectations about the skills that every teacher in our schools should demonstrate. They will make a significant improvement to teaching by ensuring teachers can focus on the skills that matter most.” Michael Gove, Secretary of State for Education, launching the Teachers’ Standards in July 2011

10. Teacher Standards • There are 11 teacher standards in total that every trainee and classroom teacher must demonstrate (You need to evidence this by the end of your course). • Demonstrate Preamble values • 8 areas in Part 1: Teaching • 3 areas in Part 2: Personal and Professional Conduct

11. 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.

12. Professional Development Profile (PDP) • This profile demonstrates how you have developed during your course to meet the Standards for the Award of Qualified Teacher Status • All trainees qualifying as teachers are required by the Department for Education to meet each standard by the end of their training. • You should treat this profile as an ongoing reflection of your development with a focus on your impact on children’s learning and progress throughout your course • You will be required to share and discuss your profile at key points during the course with your Personal Development Tutor (PDT) and your University Tutor (UT) who supports you on your School Based Training

13. What is evidence? Group Activity • Make a list of things that you may use as evidence for yourstandards fileeg. Planning.

14. What is evidence? • Planning • Assignments • Evaluations • Pupils’ work • Placement reports • Personal reflections • Lecture notes • Observations • Photographs • Annotated Policies • Procedures/processes

15. What could evidencing the standards look like in practice • Each table will look at one of the Teacher Standard • As a group create a spider diagram of possible pieces of evidence to support your progress toward the teacher standard. • Look at the example on the following slide • Carousel – Look at ideas each group have come up with.

16. S1 - 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. • What could this look like in practice?

17. Opportunities for learning outside school day; completion of homework Class environment – how does environment support and extend learning? Lesson observation comments/ feedback form Possible rewards and sanctions (including celebration assemblies, class assemblies) Standard 1 Ability to work with parents/carers to establish positive behaviour Seating plans/groupings Pupil behaviour in lessons: behaviour systems promoting learning, e.g. peer feedback Attainment and wellbeing targets; end of term/ project/ year targets; support and intervention to meet targets Class code of conduct

18. Part 2: 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. • Have proper and professional regard for the ethos, policies and practices of the school • Have an understanding of, and always act within, the statutory frameworks

19. 2.1 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.

20. 2.2 Have proper and professional regard for the ethos, policies and practices of the school 2.3 Have an understanding of, and always act within, the statutory frameworks

21. Evidence Bundles • There are 3 evidence bundles • Core • Foundation • Assessment These are to be completed throughout the course

22. How will this work for you? • Do you want your teachers to evidence the standards as part of their course? • What might this evidence look like? • How will it be assessed? Further source of information: The Early Career Framework published 28/01/19 Sets out how the Standards will be used for early career teachers.

23. Ofsted Requirements

24. The new framework Ofsted inspections are in a state of transition. There is a new draft framework out for consultation. We are not yet certain what will stay and what may change.

25. Curriculum focus The new framework advocates the need for a broad, rich curriculum. Schools will be inspected on the 4 key judgements

26. Four key judgements Inspectors will make judgements on the following: overall effectiveness and the four key judgements: • the quality of education • behaviour and attitudes • personal development • leadership and management.

27. 3 ‘I’ statements Intent Implementation Impact What does this look like for music education?

28. Four point scale Inspectors will use the following four point scale to make all judgements: • Grade 1 – outstanding • Grade 2 – good • Grade 3 – requires improvement • Grade 4 - inadequate

29. School Improvement Plan The SIP will set out the detailed response of the school to continuous improvement and any specific actions from the last Ofsted report. Task: Look at the SIP section on ‘the quality of education’ (currently ‘quality of learning, teaching and assessment’). How does music education contribute to the plan?

30. Possible actions • Talk to the curriculum/phase leaders in the school about how they ensure a broad and rich curriculum. • Consider how music education can be included in the SIP. • What are the current Ofsted priorities for the school? • How can music education be included?

31. Other key areas • Safeguarding • Prevent • Promoting British Values

32. Key documents Keeping Children Safe in Education Working Together to Safeguard Children Ofsted Inspection Framework The Teachers’ Standards Early Career Framework