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Standard 8: Fulfill 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 pupilsí achievements and well-being.
Minimum Good High
  In addition to the criteria for minimum In addition to the criteria for good

They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways.

They can build effective professional relationships with various colleagues and have the skills required to work collaboratively.

They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils.

They understand when to ask for information and advice from specialist staff about individual pupils with specific needs.

They seek out and are responsive to advice from more experienced colleagues.

In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets.

They recognise the importance of communicating with parents and carers in supporting pupilsí achievement and monitoring pupilsí well-being. They communicate effectively at set points in the school year, including at parentsí evenings and through written reports.

They understand the need to communicate [] at other points in response to individual pupilsí emergent needs.

They are proactive in seeking out opportunities to contribute to the wider life and ethos of the school.

They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.

They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.

They are proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further.

They communicate effectively, both verbally and in writing, with parents and carers in relation to pupilsí achievements and well-being. They assume some responsibility for doing so in response to individual pupilsí emergent needs.

They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school.

They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis.

They take responsibility for deploying support staff [] in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.

They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive.

They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupilsí achievements and well-being when required to do so formally, but are also proactive in communicating in relation to individual pupilsí emergent needs.

Note: words in red are the key driver words for this standard | indicates a video resource
Questions to drive mentor / trainee conversations
  • How has the trainee participated in the wider life of the school, thinking about things outside of their classroom responsibilities? e.g. clubs, sociaities, sports, academic support, governors etc...
  • Is the trainee aware of other colleagues in the school who can support them? Do they know when it is appropriate to approach them and what support they can offer?
  • Does the trainee understand how the school works with identified groups (e.g. with pupil premium, FSM, SEN, EAL or other additional needs?) Are they aware of pupils who are Ďat-riskí?
  • Has the trainee established positive working relationships with support staff, other teachers and senior teachers? What opportunities have they had to do so?
  • How successfully has the trainee integrated themselves in the various teams e.g. department, key stage, year group, house?
  • How well does the trainee engage in the mentoring and coaching process? How do they manage feedback? Can they use such relationships to make progress?
  • What CPD opportunties has the trainee taken? What opportunities have they had?
  • Has the trainee been involved in preparing progress reports for pupils and/or attended parent evenings/progress days? How has this impacted on their practice?
  • How well does the trainee understand about the role of parents in supporting their children's learning? Have they worked with / communciated with parents? Are they able to identify challenges and further opportunities to engage positively with parents?
Resources
  • Brighouse, T. & Fullick, L. (eds) (2007) Education in a Global City: Essays from London. IOE Publications. pp 8-38
  • Capel, S. Leask, M. & Turner, T. (2009) Learning to Teach in the Secondary School: A Companion to School Experience (5th Edition) RoutledgeFalmer.
    • Unit 1.1 What do teachers do? pp8-17
    • Unit 1.2 The student teacherís role and responsibilities, pp18-28
  • Cole, M. (ed) (2002) Professional Values & Practice for Teachers and Student Teachers (Cross-phase). London: David Fulton Publishers
  • Department for Children, Schools and Families (2007) The Children's Plan: Building brighter futures. DCSF. Available at this link
  • Department for Education and Science (2004) Every Child Matters: Change for Children. DfES. Available at this link
  • Department for Education (2012) Teachersí Standards. DfE. Available at this link
  • General Teaching Council England (2004) The GTCE Statement: The Statement of Professional Values and Practice for Teachers (archived). Available at this link
  • General Teaching Council for Northern Ireland (2011) Teaching: the Reflective Profession. GTCNI. Available at this link esp. part #7. Code of Values and Professional Practice, pp 44-46
  • General Teaching Council for Scotland (2006) Standard for Initial Teacher Education (SITE). GTCS. Available at this link
  • Lord Laming (2009) The Protection of Children in England: A Progress Report. DCSF. Available at this link
  • Pollard, A. & Pollard, A. (eds) (2005) Reflective Teaching Continuum. Information available at this link.
  • University of Bristol Graduate School of Education (2012) Professionals in schools: roles and responsibilities. The Bristol Guide 2012. University of Bristol Document Summary Service. Published annually Ė see this link
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This page last updated Jan 20th, 2013