PGCE Secondary School Direct
STANDARDS OF TEACHING: INITIAL GRADE DESCRIPTORS (SPRING/SUMMER TERM)
Name:_________________________________________________ Name of School:_____________________________________________________
Please refer to guidance overleaf and additional guidance (provided by UCET/NASBTT/HEA) on grade descriptors, at the end of Section 3 of the course
documentation folder. Highlight the appropriate phrases in the boxes then email this sheet to the Ebor Teaching School by 27 March 2015.
Standard
Part one:
Teaching
Outstanding
Demonstrates consistently high expectations of
pupils and are have developed a consistent
rapport with a range of individuals and groups.
Demonstrate professional behaviour and respect
for others.
Shows very good professional knowledge and
understanding including subject pedagogy. A
wide-ranging use of ICT, literacy and numeracy in
the subject. Demonstrates good awareness of the
secondary curriculum including cross curricular
initiatives.
Very good planning, resourcing and evaluation for
all lessons with explicit links to medium and longterm planning. Lesson material delivered
effectively for all pupils using a wide range of
teaching techniques. Makes very good use of a
range of assessment strategies, marks pupils’
work constructively and provides helpful feedback.
Evidence of ability to feedback to pupils on their
work, to teachers and parents. Establishes a safe
learning environment with very good classroom
management.
Standard
Part two:
Personal and
Professional
Conduct
Good
Demonstrates high expectations of pupils and
are able to develop a rapport with a range of
individuals
and
groups.
Demonstrate
professional behaviour and respect for others.
Shows good professional knowledge and
understanding including subject pedagogy. A
good use of ICT, literacy and numeracy in the
subject. Demonstrates sound awareness of the
secondary curriculum including cross curricular
initiatives. Good planning, resourcing and
evaluation for most lessons with awareness of
medium and long-term contexts. Lesson material
delivered appropriately for almost all pupils with
clear evidence of matching teaching and
learning needs to pupils. Makes good use of a
range of assessment strategies, marks pupils’
work constructively and provides helpful
feedback.
Establishes
a
safe
learning
environment with good classroom management.
Requires improvement to be good
Demonstrates appropriate expectations of
pupils and are able to develop a rapport with
a range of individuals and groups.
Demonstrates professional behaviour and
respect for others.
Shows a secure level of professional
knowledge and understanding including
subject pedagogy. A proficient use of ICT,
literacy and numeracy in the subject. Aware
of the secondary curriculum including cross
curricular initiatives.
Most aspects of lessons satisfactorily
planned, resourced and evaluated with an
awareness of contexts. Lesson material
delivered appropriately for most pupils.
Makes satisfactory use of a range of
assessment strategies, marks pupils’ work
constructively and provides helpful feedback.
Establishes a safe learning environment with
satisfactory classroom management.
Below Standard
Demonstrate low expectations of pupils and
are unable to develop a rapport with a range of
individuals and groups. Inconsistently
demonstrates professional behaviour and
respect for others.
Insecure level of professional knowledge and
understanding. Limited use of ICT, literacy and
numeracy. Little evidence of awareness of the
new secondary curriculum including cross
curricular initiatives.
Too many poorly planned lessons with little
evaluation; insufficient attention to detail and
coherence over time.
Limited understanding of the role of
assessment and assessment strategies.
Failure to mark pupils’ work constructively and
with
unsatisfactory
feedback
provided.
Insufficient learning fostered in too many
pupils; poor control, inappropriate tasks. Not
working appropriately with colleagues.
Meeting Standard
Below standard
All student teachers to be awarded QTS will have demonstrated high standards of professional behaviour and demonstrated that:
They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They
have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required
to teach a broad and balanced curriculum and they are beginning to develop pupils’ wider understanding of social and cultural diversity.
They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they
have trained. They adhere to school policies and practices, including those for attendance and punctuality.
They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to
provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation. They are aware of the professional duties of
teachers as set out in the statutory School Teachers’ Pay and Conditions document.
Student teacher has not demonstrated high
standards of professional behaviour.
Poor commitment to pupils, wider work of the
school
and
the
teaching
profession.
Insufficient regard for the need to safeguard
pupils’ well-being, in accordance with statutory
provisions.
Little evidence of assuming an
appropriate degree of responsibility for school
policies and practices, including those for
attendance
and
punctuality.
Limited
awareness of the professional responsibilities
and duties of teachers.
Mentor signature: …………………………… Student teacher signature: ……………………………. Date: ……………………….