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Professional Behaviours

Professional Behaviours (Standard 8 – ‘Fulfil wider professional responsibilities’) Learn that… Learn how to… 1.       Effective professional development is likely to be sustained over time, involve expert support or coaching and opportunities for collaboration.   2.       Reflective practice, supported by feedback from and observation of experienced colleagues, professional debate, and learning from educational research, is also likely to support improvement.   3.       Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues.   4.       Building effective relationships with parents, carers and families can improve pupils’ motivation, behaviour and academic success. ...
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Managing Behaviour

Managing Behaviour (Standard 7 – ‘Manage behaviour effectively’) Learn that… Learn how to… 1.       Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment.   2.       A predictable and secure environment benefits all pupils, but is particularly valuable for pupils with special educational needs. 3.       The ability to self-regulate one’s emotions affects pupils’ ability to learn, success in school and future lives. 4.       Teachers can influence pupils’ resilience and beliefs about their ability to succeed, by ensuring all pupils have the opportunity to experience meaningful success.   5.       Building effective relationships is easier when pupils believe that their feelings will b...
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Assessment

Assessment (Standard 6 – ‘Make accurate and productive use of assessment’) Learn that… Learn how to… 1.       Effective assessment is critical to teaching because it provides teachers with information about pupils’ understanding and needs.   2.       Good assessment helps teachers avoid being over-influenced by potentially misleading factors, such as how busy pupils appear.   3.       Before using any assessment, teachers should be clear about the decision it will be used to support and be able to justify its use.   4.       To be of value, teachers use information from assessments to inform the decisions they make; in turn, pupils must be able to act on feedback for it to have an effect.   5.       High-quality feedback can be written or verbal; it is li...
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Adaptive Teaching

Adaptive Teaching (Standard 5 – ‘Adapt teaching’) Learn that… Learn how to… 1.       Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. 2.       Seeking to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning, is an essential part of teaching. 3.       Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. 4.       Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils.   5.       Flexibly grouping p...
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