Crossing the Threshold 24/4/08 2:13 pm Page 1 … the Threshold.pdf · requirements for threshold application or have acquired at ... In addition, teachers applying for threshold

CROSSING THE THRESHOLD

Guidance for teachers

p r i m a r y

s e c o n d a r y

s p e c i a l

n o n - s t a n d a r d s e t t i n g s

NASUWT the largest UK-wide teachers’ union

2008

Crossing the Threshold 24/4/08 2:13 pm Page 1

IMPORTANT NOTICEThis advice is for members who teach wholly or mainly inmaintained primary (including nursery), secondary andspecial schools or units in England.

This advice is also relevant to members who are employed innon-standard settings by local authorities to work as part ofcentral teams supporting individual or groups of pupilsand/or teachers across the authority. Such teachers mayundertake a wide range of educational activities includingteaching, pupil support, supply, special needs, outreach oradvisory work.

Teachers not working in schools should substitute ‘servicemanager’, ‘line manager’ or ‘head of service’ wherever‘head’ or ‘headteacher’ appears in this document. Similarly,the word ‘school’ should be replaced with ‘service’ or‘establishment’.

This advice also applies to members working in children’sresidential establishments and who are employed by thelocal authority, providing that they hold Qualified TeacherStatus, a GTC number, and have been doing work withchildren of statutory establishment age in order todemonstrate having met the standards of effective teaching.Additionally, such teachers will have to meet the experiencerequirements for threshold application or have acquired atleast six years’ post-qualification experience.

This advice does not apply to members in independentschools, sixth-form colleges, FE, special schools covered byJNC or those paid on Soulbury.

The advice takes into account both the revised PerformanceManagement Regulations and the new professionalstandards for teachers effective from 1 September 2007.


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CROSSING THE THRESHOLD

CONTENTS Page No

Dispelling the myths 5

Eligibility 7

Timescale for applications 7

Obtaining the application form 7

Completing the application form 7

Assessment by the headteacher 10

Feedback for applicants 11

Appeal process 12

Non-standard teachers 12

Upper pay scale progression 13

Primary sector guidance 15

Secondary sector guidance 23

Special sector guidance 31

Non-standard settings sector guidance 39

Annex 1 – Action words 47

Annex 2 – Model application form 49

Annex 3 – Professional standards for teachers in England 65

NASUWT Regional Centres 69



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DISPELLING THE MYTHS

✗ Only graduates are eligible to apply.Untrue. All teachers with Qualified Teacher Status who are employed under the School Teachers’ Payand Conditions Document and are paid on point M6 of the main pay scale on the date of application areeligible to apply.

✗ Teachers who were unsuccessful in a previous round cannot apply in this round.Untrue. All teachers who have previously been unsuccessful can apply again even if they are stillwaiting for the outcome of the review of their previous application.

✗ Teachers who are employed as members of central teams and are not school-based cannot apply.Untrue. Teachers in non-standard settings can apply. The process of assessment will be slightlydifferent as it will not necessarily be carried out by a headteacher. However, providing that centrallyattached teachers meet the eligibility criteria and are employed by the local authority under the termsof the School Teachers’ Pay and Conditions Document, they can apply.

✗ There is a quota system to restrict the number of teachers who can cross.Untrue. The Government has stated repeatedly that no quota system applies and has included thisstatement in the Department for Children, Schools and Families (DCSF) guidance. Funding is availablefor every successful threshold assessment.

✗ Headteachers are required to have regard to the long-term budget implications when making theirassessments or advising teachers on making an application.Untrue. Financial and budgetary considerations must not play any part in the assessment of a teacher’sapplication. It would also be totally inappropriate for a head to try, directly or indirectly, to dissuadeteachers from applying by making reference to adverse impact on the budget or potential redundanciesif too many cross successfully. Members must immediately report any suggestions of this nature to theirNASUWT Local Secretary or Regional Centre.

✗ Teachers who successfully cross the threshold will be required to sign a new contract with differentterms and conditions.Untrue. Action taken by the NASUWT has led the Government to abandon any such proposals.

✗ Teachers who successfully cross the threshold will be required to take on additional responsibilitiesor to have a new job description.Untrue. The threshold assessment is based on your current job. Any request by school management foryou to incorporate as part of your application, or indicate before application, details of the extraactivities or responsibilities you would be prepared to undertake if you successfully cross the thresholdshould be reported immediately to your NASUWT Local Secretary or Regional Centre.

✗ Teachers who work part time are not eligible to apply. Untrue. Part-time teachers who have a pro rata salary based on point M6 of the pay scale in accordancewith the DCSF criteria may choose to apply and successful applications will result in pro rata paymentof the threshold uplift.

✗ Teachers who have been absent (e.g. maternity) or are absent on long-term sick leave cannot apply.Untrue. Providing that the teachers meet the eligibility criteria they are eligible to apply.


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✗ The threshold payment is a one-off lump sum payment and not pensionable.Untrue. It is a consolidated salary uplift payable every year and is pensionable. There has been a greatdeal of misunderstanding about the payment. It is not a lump sum. Successful threshold assessmentresults in a teacher being placed on point 1 of the upper pay spine.

✗ Teachers lose the payment if they change school. Untrue. It goes with them. It is portable.

✗ Teachers on the Upper Pay Spine must apply for progression. Untrue. The eligibility for progression is clearly set out in the School Teachers’ Pay and ConditionsDocument which confirms that performance management informs progression. There is no requirementfor teachers to be measured on each occasion against all the post-threshold standards as the standardsprovide a backdrop against which performance management is carried out. Teachers should be deemedto be continuing the post-threshold standards unless specific concerns have been raised with theteacher.


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ELIGIBILITY

All qualified teachers who are covered by the School Teachers’ Pay and Conditions Document hold QualifiedTeacher Status and are paid on point M6 of the main pay scale for qualified classroom teachers are eligible.

Qualified teachers who would have met the above criteria had they not been temporarily paid on theleadership pay scale are also eligible.

Also, qualified teachers who have stepped down/will be stepping down to the classroom teachers’ payscale can apply.

Qualified teachers who met the eligibility criteria in a previous round but chose not to apply can apply inthis round.

Qualified teachers who did apply in a previous round but were deemed not to have met the standards arealso eligible. A number of teachers may have applied for a review of the outcome and are still awaitingthe result. Having submitted an application for review does not render a teacher ineligible to apply in thenext round. The NASUWT strongly recommends that such teachers apply. However, they should notwithdraw their review application as each process operates separately.

TIMESCALE FOR APPLICATIONS

Applications must be submitted within the relevant school year and no later than 31 August. The NASUWTwould advise members to apply as soon as they have identified the relevant evidence for their application,preferably May/June and no later than July.

Only one application can be made in any academic year. Headteachers have no power to arbitrarily varythe deadline for submission. If successful, the teacher will normally progress to U1 effective from 1 September the following academic year.

Late applicationsThere is no provision for late applications.

Teachers who did not apply in the round they are first eligible to apply Teachers who do not apply in the round in which they first become eligible to apply for thresholdassessment can apply in the current year and, if successful, will move to U1 backdated to the beginning ofthe academic year, i.e. 1 September.

OBTAINING THE APPLICATION FORM

Applying for threshold assessment is a voluntary process. The decision to apply rests with the individualand not with school management. Teachers should apply in writing to their headteacher using the schoolapplication form, where one is used. Application forms are available from the school and a model form iscontained in Annex 1 and available on www.teachernet.gov.uk/management/payandperformance/threshold/. If the school’s application form varies from the model, it is important to seek advice from yourlocal Representative and ascertain when the form was agreed with the NASUWT.

COMPLETING THE APPLICATION FORM

Equal opportunitiesCrossing the performance threshold must be based on eligibility and competence factors only. Allindividuals involved in the assessment process must act fairly and must not discriminate unlawfully on thegrounds of a person’s sex, race, disability, age, religion or belief, sexual orientation, part-time working,fixed-term contract or trade union activities.


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Consideration of equal opportunities issues, therefore, underpins the whole of the threshold assessmentprocess.

Securing the inclusion of the equalities dimension in the assessment process is a matter on which theNASUWT has long campaigned. The NASUWT has taken expert legal opinion to inform members of thisadvice.

It is essential that you complete in full the equal opportunities monitoring section on the applicationform.

This is an extremely important part of the process of ensuring that threshold assessment complies with thelaw and that all sections of the teaching profession are treated fairly and in accordance with the criteriafor progression.

The equal opportunities monitoring information should be collected in confidence and can only be used tomonitor the equal opportunities impact of the threshold assessment process.

If you have a disability you need to ensure that, where appropriate, on the application form, you makereference to any circumstances where you have been prevented from undertaking a particular activitybecause of the failure of the school to make reasonable adjustments to support your disability.

If you work part time or job share you should make reference, as appropriate, to where the nature of yourcontract has prevented you from participating in any activity or gaining appropriate experience.

Discrimination on the grounds of sex, race, disability, age, sexual orientation, religion or belief, part-timeworking, fixed-term contract or trade union activity is unlawful and may be cited by teachers seeking areview of their application.

Appropriate evidenceThe performance management process should provide the evidence to prove eligibility for thresholdprogression. In addition, teachers applying for threshold assessment should summarise evidence by way ofconcrete examples from their day-to-day work to show that they have worked at the standards indicatedover the last two to three years.

Teachers should not attach anything to the completed application form and there is no requirement toprepare portfolios of supporting evidence. However, teachers must have access to all evidence cited onthe form and any key supporting material such as feedback from classroom observation, pupils’ work, theirown records or schemes of work. This may be asked for in support of the application.

The evidence of teaching should be taken from all educational settings where the applicant has taughtchildren up to 19 years of age. The evidence should be accurate and indicative of the teacher’s overallperformance against the post-threshold standards.

Teachers who have not been teaching children up to 19 years of age in the two years immediately precedingtheir application (e.g. absence from school on long-term sick leave or because they took a career break)but who have worked for an aggregate period of at least two years in the five years preceding their dateof application should cite evidence from the most recent two to three-year period ending at the point whenthey last taught children up to 19 years of age. They may not cite evidence more than five years old.

Teachers absent from work due to maternity leave who have the right to return to work and thoseexercising their right to adoption or parental leave may also count their period of absence towards the twoto three-year period.

How to complete the formIn order to maximise members’ opportunities for successful assessment, the NASUWT advice provideschecklists and prompts for evidence you may wish to refer to. These have been listed under the sectionheadings on the application form to which they are relevant. In addition, specific advice notes have beenadded. Please ensure that you read these before beginning to make your response to each section.


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The checklist is not exhaustive and it is not necessary to use or to have undertaken all of the activitiessuggested. Simply select the ones you consider to be most appropriate to your situation. Activities you didin the last two or three years, including in a previous school, but do not currently undertake can be used.

Keep the information short and factual.

The DCSF recommends that teachers provide no more than three examples for each standard and use nomore than 250 words for each of the standards. Teachers should use bullet points rather than extendedprose. This is good advice as it keeps the application focused, reduces workload and facilitates consistentassessment. There is no advantage in writing more.

Only use the space provided on the form. Do not be tempted to attach additional sheets.

The threshold application is about what you do and it is therefore essential when completing the formthat you: • always use ‘I’ not ‘we’ as this is about what you have done as an individual. For example, ‘I have’,

‘I did’, ‘I completed’, ‘I undertook’, ‘I devised’; • do not simply make assertions. Ensure they are supported by actual evidence; • remember that you do not have to put down every single thing you do. Just select examples of your

work that best illustrate how you meet each of the standards; • check that each statement you make asserts what you have done, quotes the evidence and

indicates where it can be found – i.e. CLAIM, EVIDENCE, LOCATION.

The descriptions of each of the standards have been extracted from the application form and directlyquoted in this advice for ease of reference. They have been printed in a bold and italicised typeface toenable you to easily identify them.

In Annex 1, a list of words has been produced which you may find helpful in completing your applicationform.

The DCSF has issued guidance on completing the application form and you may find the exemplars includedin it useful. This can be accessed on www.teachernet.gov.uk/management/payandperformance/threshold.

Evidence collectionThere is absolutely no need to collect evidence to support your application. This advice is confirmed by theDCSF. Simply ensure that if you make reference to a particular source of information it can be verified. Ifyou are advised or put under any pressure to collect information together or to compile a portfolio ofevidence, contact your NASUWT Local Secretary or Regional Centre immediately for advice.

The application process will be less complicated if you use readily available sources of evidence. Be waryof using a particular set of pupils’ books or examples of pupils’ work unless you are sure that it will beaccessible. A number of teachers have encountered difficulties in previous assessment rounds when thepupils’ books they had cited as evidence were returned to pupils to take home. If you cite a piece ofevidence which is very specific to you and not readily available in the generality of material teachersusually use, you must ensure that it is easily accessible.

NASUWT-related activitiesMany members actively participate in a range of NASUWT activities. These include: • attending professional courses organised by the Union; • attending Local Association branch meetings; • undertaking the role of NASUWT Representative, local officer or Negotiating Secretary; • participating in or delivering training for NASUWT local officers and members.

These activities not only provide valuable experience but give access to a great deal of detailed informationabout a wide range of current education issues and developments. It is perfectly legitimate to cite in theappropriate sections on the form how you have used the experience gained and information acquired toenhance your teaching and contribution to the school.


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Voluntary activities There are obvious equal opportunities issues in respect of using voluntary activities to support a thresholdapplication since not all staff wish to participate or are in a position to do so.

Nevertheless, it is legitimate for members who do participate in voluntary activities to refer to them if theyso wish. It is also equally acceptable for members who are not able to participate to state, if they so wish,why they are not involved. This could include reference to issues such as childcare and other carerresponsibilities, family circumstances, working part time or job sharing. In some special schools because ofthe particular needs of the pupils, the extracurricular activities undertaken in other schools are notappropriate. Teachers in those special schools may wish to make reference to this.

Participation in voluntary activities is not required for successful threshold assessment. If members aredenied progress through the threshold on this basis, immediate contact should be made with the NASUWTLocal Secretary or Regional Centre.

It should be noted that the School Teachers’ Pay and Conditions Document provides for the voluntaryparticipation in paid out-of-hours learning activities which covers such matters as homework or mathsclubs, study support, sporting activities and music, dance and drama productions. Members who areundertaking these should be receiving payment for doing so. Detailed advice on this is available from theNASUWT.

Teachers in special schools and unitsTeachers in special schools and units are advised, depending on the age range of the pupils they teach, toread either the guidance for primary or secondary schools in addition to the advice in the sectionspecifically for special schools and units.

Submitting the applicationYou should submit your application to the headteacher by the 31 August deadline.

Once you have completed your application form, ensure that you make a copy before you hand theoriginal to the headteacher.

If you have concerns at any stage in the process, contact your NASUWT Local Secretary or Regional Centrefor advice.

ASSESSMENT BY THE HEADTEACHER

Headteachers have a contractual duty to carry out threshold assessment.

Headteachers must first be satisfied, through the outcomes of performance reviews, that the teacher meetsthe core standards before commencing the assessment against the post-threshold standards. The corestandards are contained in Annex 3. Previous successful performance reviews should be the evidence thatthe core standards have been met.

In conducting the assessment, headteachers should not: • consider evidence which relates to a period after the application deadline; • undertake classroom observation of applicants to verify information in the form; • interview applicants; • request portfolios of evidence or press teachers to collect evidence together for verification.

The headteacher may seek the assistance of teachers who manage staff to assist in carrying out assessmentof the teachers they manage. This duty can only be reasonably applied to teachers with managementresponsibilities who have an overview of the relevant aspects of the work of the teacher concerned. Suchmanagers could be a head of department, a Key Stage co-ordinator or a member of the leadership group.

It would be appropriate, for example, to delegate the verification of information in the application formsto a deputy. For this purpose, the deputy may have access to the whole application form. Althoughheadteachers can be assisted with verifying evidence, they cannot delegate the assessment decisions.Making the assessment is entirely the responsibility of the headteacher.


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It is also acceptable for other teachers, for example heads of department and curriculum co-ordinators, tobe asked to verify information in the form of which they have direct knowledge but it would beinappropriate for the headteacher to copy to them the whole application form for this purpose.Applications are confidential and it is therefore good practice to copy only the section it is necessary toverify.

In completing the assessment, the headteacher may also draw on his/her wider knowledge of the applicantand the contribution s/he has made to the achievements of the school. However, there is considerablepotential for this to be abused and used to disadvantage the applicant. Good managers will, of course, beopen about the manner in which they intend to approach this, will share with applicants the additionalsources of information they intend to cite and will endeavour only to use information that can be verified.

The NASUWT advises that members, preferably via the NASUWT Representative, seek to establish whichadditional evidence, if any, the headteacher intends to use. Any concerns should be referred immediatelyto the NASUWT Local Secretary or Regional Centre. If the headteacher declines to reveal this information,this should be noted for future reference.

In addition, it would be helpful if the NASUWT Representative seeks to reach agreement with theheadteacher on the sources of evidence to be used and consistency of evidence collection for allapplicants. Where other colleagues are asked by the headteacher to provide information, this should bedone by written request, specifying the nature of the information required. The response should be inwriting and a copy kept by the respondent. This is a protection for both the headteacher and the colleagueshould the decisions be contested at a later stage. The headteacher is not obliged to agree to such aprocess but most reasonable headteachers will. Again, where headteachers do not agree, note should bemade of this for future reference.

Having made the assessment, the headteacher will complete the relevant section on the form on eachstandard, tick whether each standard is met or not and record the reasons for their decision against eachstandard.

Teachers working in more than one schoolSome teachers have contracts in more than one school. In these circumstances, assessment should becarried out by the headteacher of the school in which the teacher works for the most time, withappropriate input from the headteacher(s) of the other school(s). Where a teacher spends equal time inevery school, the headteacher of the school at which s/he has been employed the longest should normallybe responsible for making the assessment. The assessing headteacher is expected to consult with the otherheadteachers in assessing the application. The teacher should only complete one application form.

FEEDBACK FOR APPLICANTS

All applicants are entitled to feedback from the headteacher on the outcome of their application whetheror not they have met the standards.

Applicants must have the original form returned to them including the headteacher’s written comments.Simply returning the form does not constitute feedback.

An applicant will be deemed to have received written feedback either when the form has been returnedand the meeting taken place or, in cases where the headteacher needs to provide additional writtencomments, at the time the additional information is received by the applicant.

There should be a meeting at which the headteacher explains the outcome and the reasons for it. Wherestandards have not been met, the reasons for this should be clear from the headteacher’s comments onthe form. If they are not and the applicant has to ask for additional information to clarify the points, theheadteacher should provide supplementary written comments to ensure that the applicant has clearinformation.

You should keep a record of the date on which your form was returned to you, when you received anysupplementary written feedback from your headteacher and when you met with your headteacher.


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Those who have not met the core standards should be given feedback on the reason for this outcome andbe given details of the appeal process.

Unsuccessful applicants should be given feedback from their headteacher on the reasons for the outcomeof their application, standard by standard, including where the standard has been deemed to have beenmet.

Applicants who are on long-term sick leave should still be provided with feedback. It is good managementpractice for the headteacher to post the form together with additional written comments to explain theoutcome. It would be inappropriate to request that the teacher attends a meeting at school or indeedelsewhere for the feedback.

APPEAL PROCESS

Applicants who have been deemed not to have met the standards, either core or post-threshold, have theright to seek feedback from the headteacher prior to deciding whether to pursue an appeal. Subsequentto this feedback, if they believe that they have been assessed incorrectly, they can appeal under theschool’s pay policy. Since December 2004, schools have been required to produce a pay policy as part ofthe performance management system. Unions should have been consulted on the development of thispolicy and it should be reviewed annually. The pay policy will be available from the school. Teachers havethe right to be accompanied to the appeal hearing.

If an appeal is successful, the teacher will move to the first point of the post-threshold teachers’ pay scalefrom 1 September, backdated if the appeal is upheld after this date.

NASUWT members are strongly advised to take advice from the NASUWT Local Secretary or Regional Centrebefore making an appeal.

NON-STANDARD TEACHERS

Unattached teachers Teachers directly employed by the local authority subject to the School Teachers’ Pay and ConditionsDocument, including unattached teachers, teachers in pupil referral units and local authority-employedsupply teachers, should, in all but exceptional cases, have their threshold assessment carried out by aperson the local authority designates as responsible for their line management.

Headteachers are required to check with the teacher and the employer where it is unclear whether theteacher is employed as an unattached teacher.

Unless you are based wholly or mainly in one school, where the headteacher is able to carry out theassessment or, on secondment where it could be the headteacher of the school from which you have beenseconded, particularly if your secondment is recent, the most appropriate person is likely to be your linemanager or head of service.

Your immediate line manager may themselves be eligible to apply for threshold assessment. In thesecircumstances they would not be expected to carry out the assessments of others and the next mostappropriate person in the management structure would need to be identified. The NASUWT recommendsthat this person should have teaching experience. If you have decided to apply for threshold assessment,you need to establish as quickly as possible who will undertake this role.

Where no suitable line manager can be identified, these teachers may be assessed directly by an assessor.Teachers in these circumstances may apply for direct assessment by sending their application form to thelocal authority co-ordinator.

Advisory and support teachers Teachers working in a support or advisory capacity should draw on evidence that relates to their specificrole.


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Where you do not have direct contact with pupils, you should demonstrate that you meet the standardsthrough the support that you provide to teachers and pupils.

You should show that you have made a contribution to the progress made by individual and groups of pupilstaught by those to whom you provide advice. Evidence to support your application will involve drawing onyour own records, those of the school(s) in which you work and data held by the local authority/service.

Teachers with more than one workplace Teachers who cite evidence from more than one school (e.g. supply teachers who have had specificindividual contracts with schools and therefore attached to those schools, or teachers who have changedjobs) should submit their application to the headteacher of the school they are contracted to work in onthe date of signature and submission of their application form. That headteacher will be expected toconsult with the headteachers of the other schools in assessing the application.

UPPER PAY SCALE PROGRESSION

Once a teacher has crossed the threshold, they are eligible for further progression through the upper payscale, normally biannually. In order to progress, post-threshold teachers must have two successful,consecutive performance management reviews.

The management reviews should be undertaken annually through the normal performance managementsystem and should not be an additional procedure. The successful performance review should show thatthe teacher has continued to meet the post-threshold standards and has grown professionally by developingtheir teaching expertise post-threshold. The achievement of the post-threshold teacher and theircontribution to the school should be substantial and sustained. Teachers are entitled to progression if thecriterion is met and increases should be effective from 1 September when a new pay statement is issued.Any points awarded shall be permanent whether the teacher remains in the same post or takes up a newone.

Members who experience difficulties obtaining threshold progression should contact their Local AssociationRepresentative or Regional Centre.



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1. PROFESSIONAL ATTRIBUTES

P1

This standard requires evidence that teachers:

‘Contribute significantly, where appropriate, to implementing workplace policies andpractice and to promoting collective responsibility for their implementation.’

Opportunities to provide evidence that the standard has been met may be derived from work whichyou have carried out as a result of holding specific roles within the school. Such roles may include: ● membership of the senior management team; ● pastoral responsibilities;● co-ordination (e.g. Key Stage, subject, year); ● teacher governor; ● NASUWT Health and Safety Representative; ● NASUWT Representative.

If your school does provide opportunities for whole staff participation in policy development andcontribution to the aspirations of the school, this may be through: ● participation in ad hoc working groups convened to review or develop policy; ● staff and team meetings where policy is discussed; ● involvement in community liaison, for those with a relevant TLR; ● providing support through your role as a teacher for pupil care and support arrangements by

participating in all forms of home-school links, including PTA activities; ● demonstrating adherence to adopted policy in such areas as pupil discipline and behaviour

management, marking and assessment, and planning methodology.

2. KNOWLEDGE AND UNDERSTANDING

Teaching and learning

P2


‘Have an extensive knowledge and understanding of how to use and adapt a range ofteaching, learning and behaviour management strategies, including how to personaliselearning to provide opportunities for all learners to achieve their potential.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard.● Teaching pupils with a wide ability range. ● Teaching a number of year groups over a period of time. ● Production of IEPs or IBPs, as appropriate. ● Use of a variety of teaching methods – didactic, group work, whole class, individual support, practical

activities. ● Supporting pupils with statements of special needs. ● Performance management planning and review. ● Subject reviews. ● External reviews of curriculum areas or whole school. ● Specific examples of the application of the school policy in respect of behaviour/discipline and

classroom management. ● A specific example of the application of the school homework policy. ● OFSTED reports.

Provide evidence of how you directly and/or indirectly:● arrange your classroom to facilitate meeting the standard; ● teach pupils the importance of mutual respect and consideration for others;

PRIMARY


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● seek to create a learning environment free from bullying, harassment and violence; ● deal with pupils with challenging behaviour and maintain good order and discipline; ● encourage pupils to undertake group activities and support each other; ● use rewards for good work, behaviour and/or attendance; ● assess the impact of different pupil groupings within the classroom on pupils’ learning; ● prepare for pupils you have not previously taught and will be timetabled to teach in the following

academic year; ● use information gained from meetings with other staff to inform your approach to particular pupils who

may be experiencing difficulties; ● monitor and evaluate pupil progress; ● use a variety of teaching and assessment techniques and resources to stimulate interest and motivate

pupils; ● provide opportunities for pupils to work as individual learners.

Note Teachers who are not class teachers can often be disadvantaged by not having a classroom base andshould make reference to any organisational or classroom management difficulties this may cause and thestrategies you have used to overcome these.

Assessment and monitoring

P3


‘Have an extensive knowledge and well-informed understanding of the assessmentrequirements and arrangements for the subjects/curriculum areas they teach, includingthose related to public examinations and qualifications.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard.● Adherence to whole school marking and assessment policy and procedures.● Tests/assessments of pupils.● Records of marking of classwork and homework.● Evidence of differentiation by assessment.● Evidence of formative, diagnostic and summative assessment as appropriate.● Use of nationally accredited developmental tests.

P4


‘Have up-to-date knowledge and understanding of the different types of qualifications andspecifications and their suitability for meeting learners’ needs.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Qualifications, knowledge or experience gained as a result of participation in professional development

(see notes 1 and 2 below).● Within school policy, implementing and responding to changes in National Curriculum requirements at

Key Stages 1 and 2, or changes to the Foundation Stage (or equivalent). Participating in trainingspecifically related to introducing new developments or change to existing provision.

● Lesson preparation (effective planning requires thorough subject knowledge). ● Schemes of work and planning file. ● Outcomes of public examinations and testing of classes you teach.● Use of general educational publications such as the Times Educational Primary Supplement or other

specialist periodicals appropriate to your sector (give a specific example of how you have used theinformation or a particular article to enhance your teaching).

● Use of the Internet as a research tool.● Teaching across all subject areas (this requires experience of wider curriculum developments).● Co-ordinating a curriculum area, for those with a relevant TLR.


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● OFSTED reports.● Contributing articles to journals. ● Participation in radio or TV broadcasts. ● Membership of specialist subject associations. ● Membership of professional associations.● Participation in LA working parties.

Note 1 Professional development should be interpreted in its widest sense and can include not onlyactivities which are initiated by or linked directly to your employment but also those which are self-generated such as teaching yourself IT skills, undertaking an OU or adult education course, participationin amateur dramatic or music groups.

Note 2 More traditional professional development may include: team teaching with other colleagues;observing other colleagues teaching; attending school-based INSET; collaborative preparation on schemesof work; discussions at departmental meetings; membership of school working parties and attendance attraining courses. The latter can include the range of professional courses and seminars organised by theNASUWT on topics such as dyslexia, behaviour management, literacy and numeracy.

Subjects and curriculum

P5


‘Have a more developed knowledge and understanding of their subjects/curriculum areasand related pedagogy, including how learning progresses within them.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Initial qualifications. ● Experience (the length of time teaching the subjects/curriculum area). ● Further qualifications, knowledge or experience gained as a result of participation in professional

development (see notes 1 and 2 below).● Within school policy, implementing and responding to changes in National Curriculum requirements at

Key Stages 1 and 2, or changes to the Foundation Stage (or equivalent). Participating in trainingspecifically related to introducing new developments or change to existing provision.

● Lesson preparation (effective planning requires thorough subject knowledge). ● Classroom observation reports. ● Schemes of work and planning file. ● Use of general educational publications such as the Times Educational Primary Supplement or other

specialist periodicals appropriate to your sector (give a specific example of how you have used theinformation or a particular article to enhance your teaching).

● Use of the Internet as a research tool. ● Teaching across all subject areas (this requires experience of wider curriculum developments). ● Co-ordinating a curriculum area. ● OFSTED reports. ● Contributing articles to journals. ● Participation in radio or TV broadcasts. ● Membership of specialist subject associations. ● Membership of professional associations. ● Participation in LA working parties. ● Also see note 3.


Note 2 More traditional professional development may include: team teaching with other colleagues;observing other colleagues teaching; attending school-based INSET; collaborative preparation on schemes


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of work; discussions at departmental meetings; membership of school working parties and attendance attraining courses. The latter can include the range of professional courses and seminars organised by theNASUWT on topics such as dyslexia, behaviour management, literacy and numeracy.

Note 3 If school priorities or organisational requirements have in any way limited your ability to developyour subject knowledge or wider curriculum experience you should record that fact, but in the context ofdemonstrating how you have taken the initiative to try to redress this.

Health and wellbeing

P6


‘Have sufficient depth of knowledge and experience to be able to give advice on thedevelopment and well-being of children and young people.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Examples of the implementation of school policy on vulnerable children. ● Lesson preparation. ● Classroom observation reports that show where approaches to professional practice have been adopted

that seek to tackle discrimination and promote equality and diversity.● Schemes of work and planning file that show where approaches to professional practice have been

adopted that seek to tackle discrimination and promote equality and diversity.● Liaison with relevant staff in relation to the learning needs of pupils with special educational needs or

other particular curricular interests or abilities.● Planning delivery of learning opportunities that are differentiated on the basis of pupils’ prior

attainment and achievements.● Examples of how you have personalised learning in the context of the school policy.● Examples of where you have taken steps to ensure that pupils are aware of important health, safety

and welfare issues relevant to the area of the curriculum being taught and incorporated health andsafety issues into the planning and delivery of learning.

● Examples of where you have supported pupils’ learning through marking of work and discussing progresswith pupils individually and in group or whole class contexts.

● Working with colleagues in planning, assessing and delivering learning.● OFSTED reports.

3. PROFESSIONAL SKILLS

Planning

P7

This standard requires evidence that teachers can:

‘Be flexible, creative and adept at designing learning sequences within lessons and acrosslessons that are effective and consistently well matched to learning objectives and theneeds of learners and which integrate recent developments, including those relating tosubject/curriculum knowledge.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Planning file and schemes of work.● Pupil profiles and achievement records.● Marking of in-class assessment and homework. ● Observing pupils during lessons. ● Evidence of adapting lessons and schemes in light of topical developments and teaching points in

lessons.


19

● Making regular assessments of pupils. ● Classroom tests and questioning pupils as lessons progress. ● Special needs statements. ● Subject reviews, e.g. reviewing science throughout the school. ● LA/Advisor reviews of curriculum areas or of the whole school. ● OFSTED reports. ● Use of nationally accredited developmental tests, e.g. National Foundation for Educational Research. ● Ongoing assessments, Foundation Stage Profiles (or equivalent), Key Stages 1 and 2 results, optional

SATs years 3, 4, and 5. ● Monitoring individual education plans and statements.


Teaching

P8


‘Have teaching skills which lead to learners achieving well relative to their priorattainment, making progress as good as, or better than, similar learners nationally.’

Schools are inundated with national and local statistics providing comparative information about theirprogress. The information is usually provided through RAISE Online and LA benchmarking statistics whichmake comparisons between schools.

Should you wish to make reference to this data to enable you to complete this section, the headteacherand administrative staff should provide you with the necessary information. Teachers should simply be ableto indicate where the relevant evidence exists in the pool of information of data analysis of the relevantstatistics. If this is not made available, despite your requests, you should state this in the application.

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Planning files/folders. ● School or individual teacher assessments of pupils. ● Internal test results. ● Results of nationally accredited developmental tests, e.g. National Foundation for Educational

Research. ● Target setting data. ● Ongoing assessments, Foundation Stage Profiles (or equivalent), Key Stages 1 and 2 SATs results,

optional SATs results. ● Pre-OFSTED reviews carried out by external advisers. ● Curriculum area reviews carried out by external advisers. ● OFSTED reports for the last two or three years will indicate how the school and departmental results

compare to the national average.

Note The criterion relates to the progress of your teaching groups compared with similar pupilselsewhere. Consequently, it is important that you make reference to any particular difficulties orcircumstances which you face.

These might include: ● the number of pupils with statements of special educational needs; ● the number of rising fives in the reception class; ● absence of national data for under fives; ● pupils with behavioural problems; ● gifted and highly able pupils; ● pupils who take extended leave; ● pupils who regularly truant;


20

● pupils with long-term sickness; ● Travellers’ children; ● children of refugees and asylum seekers; ● children from refuges; ● pupils who have experienced family trauma or social disruption during the course of the year.

Team working and collaboration

P9


‘Promote collaboration and work effectively as a team member.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending school-based INSET. ● Collaborative preparation on schemes of work. ● Discussions at curriculum, planning, year group or staff meetings. ● Membership of school working parties. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees on Initial Teacher Training programmes. ● Supporting Newly Qualified Teachers. ● Supporting and leading the work of non-teaching staff.

P10


‘Contribute to the professional development of colleagues through coaching and mentoring,demonstrating effective practice, and providing advice and feedback.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues.● Observing other colleagues teaching. ● Attending school-based INSET. ● Collaborative preparation on schemes of work. ● Discussions at curriculum, planning, year group or staff meetings. ● Membership of school working parties. ● Attendance at training courses, including those provided by the NASUWT. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees on Initial Teacher Training programmes. ● Supporting Newly Qualified Teachers. ● Developing or introducing new initiatives at your own instigation or the request of management. ● Taking team leadership responsibility. ● Chairing meetings. ● Contributing to educational journals. ● Reading educational journals. ● Acting as an external examination moderator. ● Supporting and leading the work of non-teaching staff.


21

Note It is rare for an individual teacher to have control over their own professional development.Participation is often limited by: ● school priorities; ● budget considerations; ● availability of appropriate courses and training opportunities; ● internal organisation of the school and its philosophy with regard to making professional development

opportunities available on site; ● access to appropriate training during the working day; ● Standards Fund priorities and funding; ● part-time working; ● childcare or carer responsibilities; ● lack of appropriate facilities to support access by teachers with disabilities to certain types of

training.

If your opportunity for professional development has been limited by one or more of these factors it isessential to explain this.



23


P1



Opportunities to provide evidence that the standard has been met may be derived from work whichyou have carried out as a result of holding specific roles within the school. Such roles may include:● membership of the senior management team; ● head of department; ● pastoral responsibilities; ● co-ordination (e.g. Key Stage, subject, year); ● teacher governor; ● NASUWT Health and Safety Representative; ● NASUWT Representative.

If your school does provide opportunities for whole staff participation in policy development andcontribution to the aspirations of the school, this may be through: ● participation in ad hoc working groups convened to review or develop policy; ● staff and team meetings where policy is discussed; ● involvement in community liaison, for those with a relevant TLR; ● providing support through your role as a teacher for pupil care and support arrangements by


management, marking and assessment, planning methodology.

2. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING


P2



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Teaching a number of year groups. ● Teaching pupils with a wide ability range. ● Production of IEPs or IBPs as appropriate. ● Supporting pupils with statements of special needs. ● Use of a variety of teaching methods – didactic, group work, whole class, individual support, practical

activities. ● Performance management planning and review. ● Specific examples of the application of the school policy in respect of behaviour/discipline and

classroom management. ● A specific example of the application of the school homework policy. ● External reviews of departments, subject areas or whole school. ● Internal departmental reviews. ● OFSTED reports.

Provide evidence of how you directly and/or indirectly: ● arrange your classroom to facilitate meeting the standard;

SECONDARY


24

● teach pupils the importance of mutual respect and consideration for others; ● seek to create a learning environment free from bullying, harassment and violence; ● deal with pupils with challenging behaviour and maintain good order and discipline; ● support and liaise with classroom support staff and other non-teaching staff such as clerical assistants,

lab technicians, network managers, librarians and reprographic staff; ● participate in departmental, interdepartmental or whole school activities; ● encourage pupils to undertake group activities and support each other; ● promote this through work experience, out-of-school hours learning activities and extracurricular

activities and educational visits; ● use rewards for good work, behaviour and/or attendance; ● assess the impact of different pupil groupings within the classroom on pupil learning; ● prepare for pupils you have not previously taught and will be timetabled to teach in the following

academic year; ● use information gained from meetings with pastoral year heads to inform your approach to particular

pupils who may have family difficulties; ● monitor and evaluate pupil progress; ● use a variety of teaching and assessment techniques and resources to stimulate interest and motivate




P3



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Adherence to whole school assessment and marking policy and procedures.● Tests/assessments of pupils.● Records of marking of classwork and homework.● Evidence of differentiation by assessment.● Evidence of formative, diagnostic and summative assessment as appropriate.● Use of nationally accredited developmental tests.

P4




(see notes 1 and 2 below). ● Within school policy, implementing and responding to changes in National Curriculum requirements at

Key Stages 3 and 4, and participating in training specifically related to it. ● Lesson preparation (effective planning requires thorough subject knowledge). ● Schemes of work and planning file. ● Outcomes of public examinations and testing of classes you teach.● Teaching outside a subject specialism (this often provides experience of wider curriculum development


25

relevant to your work). ● OFSTED reports. ● Use of general educational publications such as the Times Educational Supplement or other specialist

periodicals appropriate to your subject (give a specific example of how you have used the informationor a particular article to enhance your teaching).

● Use of the Internet as a research tool. ● Contributing articles to journals. ● Participation in radio or TV broadcasts. ● Membership of specialist subject associations. ● Membership of professional associations. ● Participation in LA working parties. ● Co-ordinating a curriculum area for those with a relevant TLR.


Note 2 More traditional professional development may include: team teaching with other colleagues;observing other colleagues teaching; attending school-based INSET; collaborative preparation on schemesof work; discussions at departmental meetings; membership of school working parties and attendance attraining courses.

Subjects and Curriculum

P5


‘Have a more developed knowledge and understanding of their subjects/curriculum areasand related pedagogy including how learning progresses within them.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Initial qualifications.● Experience (the length of time teaching the subject and the levels to which it has been taught). ● Further qualifications, knowledge or experience gained as a result of participation in professional

development (see notes 1 and 2 below). ● Schemes of work. ● Classroom observation records. ● Lesson preparation (effective planning requires thorough subject knowledge). ● Within school policy, implementing and responding to changes in National Curriculum requirements at

Key Stages 3 and 4, and participating in training specifically related to it. ● Teaching outside a subject specialism (this often provides experience of wider curriculum development

relevant to your work). ● OFSTED reports. ● Use of general educational publications such as the Times Educational Supplement or other specialist

periodicals appropriate to your subject (give a specific example of how you have used the informationor a particular article to enhance your teaching).

● Use of the Internet as a research tool. ● Contributing articles to journals. ● Participation in radio or TV broadcasts. ● Membership of specialist subject associations. ● Membership of professional associations. ● Participation in LA working parties. ● Co-ordinating a curriculum area. ● Also see note 3.

Note 1 Professional development should be interpreted in its widest sense and can include not onlyactivities which are initiated by or linked directly to your employment but also those which are self-


26

generated such as teaching yourself IT skills, undertaking an OU or adult education course, participationin amateur dramatic or music groups.

Note 2 More traditional professional development may include: team teaching with other colleagues;observing other colleagues teaching; attending school-based INSET; collaborative preparation on schemesof work; discussions at departmental meetings; membership of school working parties and attendance attraining courses.



P6


‘Have sufficient depth of knowledge and experience to be able to give advice on thedevelopment and wellbeing of children and young people.’


that seek to tackle discrimination and promote equality and diversity.● Schemes of work and planning files that show where approaches to professional practice have been








Planning

P7


‘Be flexible, creative and adept at designing learning sequences within lessons and acrosslessons that are effective and consistently well-matched to learning objectives and theneeds of learners and which integrate recent developments, including those relating tosubject/curriculum knowledge.’

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Record book, lesson plans, schemes of work. ● Pupil assessment records. ● Pupil profiles and achievement records.


27

● Internal test results. ● Marking of in-class assessment and homework.● Making regular assessments of pupils.● Evidence of adapting lessons and schemes in light of topical developments and teaching points in

lessons.● Observing pupils during lessons.● Classroom tests and questioning pupils as lessons progress.● Special needs statements.● Internal departmental reviews. ● LA/Advisor reviews of departments, subject areas or whole school. ● OFSTED reports.


Teaching

P8



Schools are inundated with national and local statistics providing comparative information about theirprogress. The information is usually available via RAISE Online and LA benchmarking statistics which makecomparisons between schools.


The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Record book, planning files. ● Departmental or individual teacher assessments of pupils. ● End-of-year exam results. ● Internal periodic test results. ● Topic test results. ● Results of nationally accredited developmental tests, e.g. National Foundation for Educational

Research. ● Coursework for GCSE. ● GCSE/GNVQ results. ● SATs results. ● Pre-OFSTED reviews carried out by external advisers. ● Departmental reviews carried out by external advisers. ● OFSTED reports for the last two or three years will indicate how the school and departmental results

compare to the national average. ● Also see note below.

Note The criterion relates to the progress of your teaching groups compared with similar pupilselsewhere. Consequently, it is important that you make reference to any particular difficulties orcircumstances which you face. These might include:● the number of pupils with statements of special educational needs;● pupils with behavioural problems; ● gifted and highly able pupils;● pupils who take extended leave;● pupils who regularly truant;


28

● pupils with long-term sickness;● Travellers’ children;● children of refugees and asylum seekers;● children from refuges;● pupils who have experienced family trauma or social disruption during the course of the year.

Team Working and Collaboration

P9



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending school-based INSET. ● Collaborative preparation on schemes of work. ● Discussions at departmental meetings. ● Membership of school working parties. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees as part of Initial Teacher Training programmes. ● Supporting Newly Qualified Teachers. ● Supporting and leading the work of non-teaching staff.

P10



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending school-based INSET. ● Collaborative preparation on schemes of work. ● Discussions at departmental meetings. ● Membership of school working parties. ● Attendance at training courses, including those provided by the NASUWT. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees as part of Initial Teacher Training programmes. ● Supporting Newly Qualified Teachers. ● Developing or introducing new initiatives at whole school or departmental level at your own instigation

or the request of management. ● Taking team leadership responsibility. ● Chairing meetings. ● Contributing to educational journals. ● Reading educational journals. ● Acting as an external examination moderator ● Supporting and leading the work of non-teaching staff. ● Also see note below.


29

Note It is rare for an individual teacher to have control over their own professional development.Participation is often limited by: ● school priorities; ● budget considerations; ● availability of appropriate courses and training opportunities; ● internal organisation of the school and its philosophy with regard to making professional development


training.




31




Opportunities to provide evidence that the standard has been met may be derived from work whichyou have carried out as a result of holding specific roles within the school. Such roles may include: ● membership of the senior management team; ● head of department; ● pastoral responsibilities; ● co-ordination (e.g. Key Stage, subject, year); ● teacher governor; ● NASUWT Health and Safety Representative; ● NASUWT Representative.

If your school does provide opportunities for whole staff participation in policy development andcontribution to the aspirations of the school, this may be through: ● participation in ad hoc working groups convened to review or develop policy; ● staff and team meetings where policy is discussed; ● involvement in community liaison for those with a relevant TLR; ● providing support through your role as a teacher for pupil care and support arrangements by


management, marking and assessment, planning methodology.



P2



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. Not all of these will be appropriate to every special school situation. ● Supporting pupils with statements of special needs. ● Use of a variety of teaching methods - didactic, group work, whole class, individual support, practical

activities. ● Deployment of special support assistants. ● Specific examples of the application of the school policy in respect of behaviour/discipline and

classroom management. ● A specific example of the application of the school homework policy. ● Teaching a number of year groups. ● Use of nationally accredited developmental tests, e.g. National Foundation for Educational Research. ● Performance management planning and review. ● Production of IEPs, IBPs, care plans as appropriate. ● External reviews of departments, subject/curriculum areas or whole school. ● Internal departmental/curriculum reviews. ● OFSTED reports.

Provide evidence of how you directly and/or indirectly: ● arrange your classroom to facilitate meeting the standard; ● teach pupils the importance of mutual respect and consideration for others; ● seek to create a learning environment free from bullying, harassment and violence;

SPECIAL


32

● deal with pupils with challenging behaviour and maintain good order and discipline; ● liaise with parents to ensure consistency of approach; ● support and liaise with classroom, special needs and learning support assistants, nursery nurses and

other non-teaching staff such as lunchtime supervisors, clerical assistants, lab technicians, networkmanagers, librarians and reprographic staff;

● participate in departmental, interdepartmental, year group or whole school activities; ● encourage pupils to undertake group activities and support each other; ● promote visits designed to provide experience of and to develop life skills; ● use rewards for good work, behaviour and/or attendance; ● assess the impact of different pupil groupings within the classroom on pupil learning;● prepare for pupils you have not previously taught and will be timetabled to teach in the following

academic year; ● use information gained from meetings with pastoral year heads to inform your approach to particular

pupils who may have family difficulties; ● monitor and evaluate pupil progress; ● use a variety of teaching and assessment techniques and resources to stimulate interest and motivate




P3



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Adherence to whole school assessment and marking policy and procedures.● Tests/assessments of pupils.● Records of marking of classwork and homework.● Evidence of differentiation by assessment.● Use evidence of formative, diagnostic and summative assessment as appropriate.● Use of nationally accredited developmental tests.

P4




(see notes 1 and 2 below). ● Within school policy, implementing and responding to changes in National Curriculum requirements or

changes to the Foundation Stage (or equivalent). Participating in training specifically related tointroducing new developments or change to existing provision. Differentiating the National Curriculumto meet statements of special needs.

● Lesson preparation (effective planning requires thorough subject knowledge). ● Schemes of work. ● Outcomes of public examinations and testing of classes you teach.


33

● Teaching outside a subject specialism (this often provides experience of wider curriculumdevelopment).

● Use of general educational publications such as the Times Educational Supplement or of onesappropriate to your specialism (give a specific example of how you have used the information or aparticular article to enhance your teaching).

● OFSTED reports. ● Membership of specialist subject associations. ● Membership of professional associations. ● Use of the Internet as a research tool. ● Contributing articles to journals. ● Participation in LA working parties.




P5



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. Not all of these will be appropriate to every special school situation. ● Initial qualifications. ● Experience (the length of time teaching the subject and the levels to which it has been taught). ● Further qualifications, knowledge or experience gained as a result of participation in professional

development (see notes 1 and 2 below). ● Within school policy, implementing and responding to changes in National Curriculum requirements or

changes to the Foundation Stage (or equivalent). Participating in training specifically related tointroducing new developments or change to existing provision. Differentiating the National Curriculumto meet statements of special needs.

● Lesson preparation (effective planning requires thorough subject knowledge). ● Schemes of work. ● Teaching outside a subject specialism (this often provides experience of wider curriculum

development). ● Use of general educational publications such as the Times Educational Supplement or of ones

appropriate to your specialism (give a specific example of how you have used the information or aparticular article to enhance your teaching).

● OFSTED reports. ● Membership of specialist subject associations. ● Membership of professional associations. ● Use of the Internet as a research tool. ● Contributing articles to journals. ● Participation in LA working parties. ● Participation in radio or TV broadcasts.


34





P6












Planning

P7



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. Not all of these will be appropriate to every special school situation.


35

● Pupil assessment records. ● Record book, planning files, schemes of work. ● Internal test results. ● Evidence of adapting lessons and schemes in light of topical developments and teaching points in

lessons.● Special needs statements. ● Records from in-school monitoring schemes which may include formal appraisal or classroom

observation of teachers. ● Internal departmental/curriculum reviews. ● LA/Advisor reviews of departments, subject/curriculum areas or whole school. ● OFSTED reports.


Teaching

P8



Schools are inundated with national and local statistics providing comparative information about theirprogress. The information is available via RAISE Online and LA benchmarking statistics which makecomparisons between schools.


The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Record book, planning files. ● School or individual teacher assessment records. ● Internal test results. ● Topic test results. ● IEP targets. ● Results of nationally accredited developmental tests, e.g. National Foundation for Educational

Research. ● External examination results, where appropriate. ● Pre-OFSTED reviews carried out by external advisers. ● Subject reviews carried out by external advisers. ● OFSTED reports for the last two or three years will indicate how the school compares to the national

average.

Note The criterion relates to the progress of your teaching groups compared with similar pupilselsewhere. Consequently, it is important that you make reference to any particular difficulties andcircumstances which you face.

These might include: ● the number of pupils with statements of special educational needs and the type of statement, e.g.

MLD, PMLD or SLD; ● absence of data for under fives; ● pupils with behavioural problems; ● gifted and highly able pupils; ● pupils who take extended leave;


36

● pupils who regularly truant; ● pupils with long-term sickness and serious medical problems; ● Travellers’ children; ● children of refugees and asylum seekers; ● children from refuges; ● pupils who have experienced family trauma or social disruption during the course of the year.

Teamworking and Collaboration

P9



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending school-based INSET. ● Collaborative preparation on schemes of work. ● Discussions at departmental meetings. ● Membership of school working parties. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees in Initial Teacher Training programmes. ● Supporting Newly Qualified Teachers. ● Supporting and leading the work of non-teaching staff;

P10



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending school-based INSET. ● Collaborative preparation on schemes of work. ● Discussions at departmental meetings. ● Membership of school working parties. ● Attendance at training courses. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees in Initial Teacher Training programmes. ● Supporting Newly Qualified Teachers. ● Developing or introducing new initiatives at whole school or departmental level at your own instigation

or at the request of management. ● Taking team leadership responsibility. ● Chairing meetings. ● Contributing to educational journals. ● Reading educational journals. ● Acting as an external examination moderator. ● Supporting and leading the work of non-teaching staff.

Note It is rare for an individual teacher to have control over their own professional development.Participation is often limited by: ● school priorities; ● budget considerations;


37

● availability of appropriate courses and training opportunities; ● internal organisation of the school and its philosophy with regard to making professional development


training.




39

NON-STANDARD


P1



You need to clearly state whether the unit or service in which you work or the schools you supportprovide opportunities for you to contribute to policy development.

Opportunities to provide evidence that the standard has been met may be derived from work whichyou have carried out as a result of holding specific roles within the school. Such roles may include:● membership of the senior management team; ● pastoral responsibilities; ● co-ordinator; ● governor; ● NASUWT Health and Safety Representative; ● NASUWT Representative.

If you do have opportunities to participate in policy development and contribute to the aspirations of theunit, service and schools, this may be through: ● participation in ad hoc working groups convened to review or develop policy; ● participation in LA, inter-LA or DCSF or school-based working parties; ● attending service, team or school-based meetings where policy is discussed; ● attending governing bodies to advise on particular policies being developed or reviewed; ● involvement in community liaison for those with a relevant TLR; ● participating in all forms of home-school links;● demonstrating adherence to adopted policy in such areas as pupil discipline and behaviour

management, marking and assessment, and planning methodology.



P2



The following list identifies potential sources of evidence you may wish to use to identify evidence for thisstandard.

If you work directly with individual or groups of pupils and/or teachers you will have information of yourown in the suggested sources of evidence. Teachers you work with or advise and support will maintain theirown information. You may need to refer to this. A combination of both may therefore be appropriate toprovide evidence for the examples you select.● Service level agreements. ● Negotiated commitments to schools. ● Termly reviews. ● Record diary, records of advice provided. ● Teaching or supporting pupils with wide ability range. ● Teaching a number of age ranges of pupils over a period of time. ● Producing or contributing to the production of IEPs, IBPs or care plans as appropriate. ● Advising on, demonstrating or using a variety of teaching methods - didactic, group work, whole class,

individual support, practical activities.


40

● Supporting pupils with statements of special needs.● Performance management planning and review. ● External reviews. ● Specific examples of advising on or applying strategies in respect of behaviour/discipline and classroom

management. ● OFSTED reports.

Provide evidence of how you directly and/or indirectly: ● arrange your classroom to facilitate meeting this standard; ● convey the importance of mutual respect and consideration for others; ● seek to create a learning environment free from bullying, harassment and violence; ● deal with pupils with challenging behaviour and maintain good order and discipline; ● support and liaise with support staff such as classroom assistants, nursery nurses, learning support

assistants, lab technicians, librarians, clerical staff, lunchtime supervisors; ● work with other agencies such as social services, education welfare; ● participate in activities in your service or in schools; ● encourage pupils to undertake group activities and support each other.

Provide evidence of how you link a variety of information, both academic and pastoral, to inform yourwork. For example: ● assess the impact of different pupil groupings within the classroom on pupil learning; ● prepare for pupils you have not previously taught or supported and will be involved with in the

following academic year; ● use information gained from meetings with other staff, agencies or parents to inform your approach to

particular pupils who may be experiencing difficulties; ● monitor pupil progress, identifying anomalies and trends, and seeking to identify the cause; ● promote good practice based on the experience you have gained in advising and supporting teachers; ● use the outcomes of termly reviews, negotiated or service level agreements to inform your approach

and planning.

Provide evidence of how you directly and/or indirectly through the advice and support you give teachers: ● assess pupils’ work in an informative way; ● use a variety of teaching and assessment techniques and resources to stimulate interest and motivate

pupils; ● implement strategies and provide opportunities for pupils to work as individual learners.


P3



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Adherence to whole school and marking assessment policy and procedures.● Tests/assessments of pupils.● Records of marking of classwork and homework.● Evidence of differentiation by assessment.● Evidence of formative, diagnostic and summative assessment as appropriate.● Use of nationally accredited developmental tests.


41

P4



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard.● Qualifications, knowledge or experience gained as a result of participation in professional development

(see notes 1 and 2 below). ● Implementing and responding to changes to the Foundation Stage (or equivalent), or in the National

Curriculum requirements at Key Stages 1, 2, 3 and 4. Participating in training specifically related tointroducing new curriculum developments or change to existing provision.

● Differentiating National Curriculum materials to meet statement of special needs. ● Providing advice or materials to support circumstances where the National Curriculum has been

disapplied. ● Record diary, record of advice provided, records of lessons prepared for individual pupils, or groups of

pupils, or of advice given to teachers on what to incorporate into their planning (effective preparationand planning requires thorough subject knowledge).

● Service level agreements with schools.● Negotiated commitments to schools.● Reports produced by LA advisers, heads of service, heads or OFSTED inspectors who may have observed

you at work.● Reports of planning and evaluation.● Advising or supporting teachers and pupils across a range of subjects areas (this requires experience of

wider curriculum developments).● Training and advising teaching and non-teaching staff. ● Evaluation sheets from training courses you may have organised or delivered. ● Use of general educational publications such as the Times Educational Supplement or specialist

periodicals appropriate to your work (give a specific example of how you have used the information ora particular article to enhance your work).

● Use of Internet as a research tool. ● Contributing articles to journals. ● Participation in radio or TV broadcasts. ● Membership of specialist subject associations.● Membership of professional associations.● Participation in LA, inter-LA, DCSF or school-based working parties.

Note 1 Professional development should be interpreted in its widest sense and can include not onlyactivities that are initiated by or linked directly to your employment but also those that are self-generated such as teaching yourself IT skills, undertaking an OU or adult education course, orparticipation in amateur dramatic or music groups.

Note 2 More traditional professional development may include: team teaching with other colleagues;observing other colleagues teaching; attending school-based INSET; collaborative preparation on schemesof work; discussions at service meetings or school-based meetings; membership of working parties andattendance at training courses. The latter can include the range of professional courses and seminarsorganised by the NASUWT on topics such as dyslexia, behaviour management, literacy and numeracy.


P5




42

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Experience (the length of time teaching or advising upon the subjects/curriculum area). ● Further qualifications, knowledge or experience gained as a result of participation in professional

development (see notes 1 and 2 below). ● Implementing and responding to changes to the Foundation Stage (or equivalent), or in the National

Curriculum requirements at Key Stages 1, 2, 3 and 4. Participating in training specifically related tointroducing new curriculum developments or change to existing provision.

● Differentiating National Curriculum materials to meet statement of special needs. ● Providing advice or materials to support circumstances where the National Curriculum has been

disapplied. ● Record diary, record of advice provided, records of lessons prepared for individual pupils, or groups of

pupils, or of advice given to teachers on what to incorporate into their planning ( effective preparationand planning requires thorough subject knowledge).

● Service level agreements with schools.● Negotiated commitments to schools.● Termly reviews.● Reports produced by LA advisers, heads of service, heads or OFSTED inspectors who may have observed

you at work.● Reports of planning and evaluation.● Advising or supporting teachers and pupils across a range of subjects areas (this requires experience of

wider curriculum developments).● Training and advising teaching and non-teaching staff. ● Evaluation sheets from training courses you may have organised or delivered. ● Use of general educational publications such as the Times Educational Supplement or specialist

periodicals appropriate to your work (give a specific example of how you have used the information ora particular article to enhance your work).

● Use of Internet as a research tool. ● Contributing articles to journals. ● Participation in radio or TV broadcasts. ● Membership of specialist subject associations.● Membership of professional associations.● Participation in LA, inter-LA, DCSF or school-based working parties. ● Also see note 3 below.

Note 1 Professional development should be interpreted in its widest sense and can include not onlyactivities that are initiated by or linked directly to your employment but also those that are self-generated such as teaching yourself IT skills, undertaking an OU or adult education course, orparticipation in amateur dramatic or music groups.

Note 2 More traditional professional development may include: team teaching with other colleagues;observing other colleagues teaching; attending school-based INSET; collaborative preparation on schemesof work; discussions at service meetings or school-based meetings; membership of working parties andattendance at training courses. The latter can include the range of professional courses and seminarsorganised by the NASUWT on topics such as dyslexia, behaviour management, literacy and numeracy.

Note 3 If service priorities or the requirements of the organisation have in any way limited your abilityto develop your knowledge or experience in any relevant area you should record that fact, but in thecontext of demonstrating how you have taken the initiative to try to redress this.


P6




43

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Examples of the implementation of school/service policy on vulnerable children. ● Lesson preparation. ● Classroom observation reports that show where approaches to professional practice have been adopted









Planning

P7



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard.

If you work directly with individual or groups of pupils and/or teachers you will have information ofyour own in the suggested sources of evidence. Teachers you work with or advise and support willmaintain their own information. You may need to refer to this. A combination of both may thereforebe appropriate to provide evidence for the examples you select.● Record Diary, records of advice provided, planning file and schemes of work. ● Pupil assessment records.● Training programmes and materials. ● Advice manuals you have devised or prepared. ● Negotiated commitments to schools. ● Service level agreements with schools. ● Pupils’ work. ● Individual pupil targets. ● IEPs or IBPs.● Special needs statements. ● Records from monitoring schemes, which may include formal appraisal or classroom observation. ● Evidence of adapting lessons and schemes in light of topical developments and teaching points in

lessons.● Records of subject/curriculum reviews. ● LA/Adviser reviews. ● OFSTED reports.


44

Teaching

P8



Schools are inundated with national and local statistics providing comparative information about theirprogress. The information is available via RAISE Online and usually in the form of PANDAs, PICSIs, LAbenchmarking statistics (which make comparisons between local schools) and OFSTED statistics.

Should you wish to make reference to this data to enable you to complete this section, the headteacherand support staff should provide you with the necessary information. Teachers should simply be able toindicate where the relevant evidence exists in the pool of information of data analysis of the relevantstatistics. If this is not made available, despite your requests, you should state this in the application.

Some teachers in non-standard settings work only with teachers and not directly with pupils. If you are inthis position you will need to identify specific examples of where you have provided advice and support toa teacher or a group of teachers to assist them in their work with individual or groups of pupils. You shouldrefer when providing evidence for this standard to the pupil progress information recorded by theteacher(s) before and after your involvement.

Remember that it is not necessary to quote national test/exam data to provide evidence to support eachexample of progress you provide. In some cases it may not be feasible to quote such data at all as it maynot exist for the pupils you teach/support. In these circumstances reference to your own, the service’s orthe school’s internal data is perfectly acceptable.

The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard.

If you work directly with individual or groups of pupils and/or teachers you will have information ofyour own in the suggested sources of evidence. Teachers you work with or advise and support willmaintain their own information. You may need to refer to this. A combination of both may thereforebe appropriate to provide evidence for the examples you select.● Planning information. ● Tests/assessments of pupils. ● Test results. ● Service level agreements. ● Negotiated commitments to schools. ● Termly reviews. ● Record diary, records of advice provided. ● Results of nationally accredited developmental tests, e.g. National Foundation for Educational

Research. ● Target setting data. ● Ongoing assessments, Foundation Stage Profiles (or equivalent), Key Stages 1, 2, 3 and 4 results,

optional SATs results. ● Periodic test results. ● Topic test results. ● IEP or IBP targets. ● Reports for pupil reviews. ● GCSE/GNVQ results. ● Data about comparisons with national averages from relevant OFSTED reports.

Note The criterion relates to the progress of groups you teach or support, directly or indirectly, comparedwith similar pupils elsewhere. Consequently, it is important that you make reference to the context inwhich you work and any particular difficulties or circumstances relating to the pupils.


45

These might include:● the number of pupils with statements of special educational needs and the type of statement, e.g.

MLD, PMLD or SLD; ● the number of rising fives in the reception class; ● absence of national data for under fives; ● pupils for whom English is an additional language; ● pupils with behavioural problems; ● gifted and highly able pupils; ● pupils who take extended leave; ● pupils who regularly truant; ● pupils with long-term sickness and/or serious medical conditions; ● Travellers’ children; ● absence of national data for Travellers’ children; ● children of refugees and asylum seekers; ● absence of national data for refugee children; ● children from refuges; ● pupils who have experienced family trauma or social disruption during the course of the year.


P9



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending or delivering school or service-based INSET. ● Collaborative preparation with colleagues and/or school staff. ● Participation in school-based activities. ● Membership of working parties. ● Attendance at training courses, including those provided by the NASUWT. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees or students. ● Supporting Newly Qualified Teachers. ● Supporting or training non-teaching staff.

P10



The following list identifies potential sources of evidence you may wish to use to identify evidence forthis standard. ● Team teaching with other colleagues. ● Observing other colleagues teaching. ● Attending or delivering school or service-based INSET. ● Collaborative preparation with colleagues and/or school staff. ● Participation in school-based activities. ● Membership of working parties. ● Attendance at training courses, including those provided by the NASUWT. ● ‘Acting up’ in positions of responsibility for other colleagues who may be absent. ● Supporting trainees or students. ● Supporting Newly Qualified Teachers. ● Developing or introducing new initiatives at your own instigation or the request of management.


46

● Taking team leadership responsibility. ● Chairing meetings. ● Contributing to educational journals. ● Reading educational journals. ● Acting as an external moderator. ● Supporting or training non-teaching staff.


47

ANNEX 1The following words and phrases should prove helpful in completing your application.

ACTION WORDS

In addition, I set up, organised and managed…In carrying out this role I had to…In this capacity, I have done the following…During this period my duties involved…As XXXX I was responsible for…During this period (I was responsible for) I have…My achievement may be summarised as…This was achieved by…To do this involved…In addition, on an ad hoc basis, I…This involved the following steps…To do this necessitated…

Typical projects included…In this short period, I accomplished thefollowing…Against this background…To this end…Important achievements were…In the past year/years I have…In this role I was able to achieve theseobjectives…The main activities that made this possiblewere…To get this done, I took the following actions…

ACCELERATED ACCOMPLISHED ACHIEVED ACTIVATED ACQUIRED ADDRESSED ADMINISTERED ADVISED AMPLIFIED ANALYSED ANTICIPATED APPLIED APPRAISED APPROVED ARRANGED ASSESSED ASSIMILATED AUGMENTED AUTHORISED AVERTED AVOIDED BOUGHT BUILT CENTRALISED COLLABORATED COMBINED COMPILED COMPLETED COMPOSED COMPUTED CONCEIVED CONCLUDED CONDENSED CONDUCTED CONSOLIDATED CONTRACTED CONTROLLED

CONVERTED CORRECTED COUNSELLED CREATED CULTIVATED DECENTRALISED DECREASED DEFINED DELIVERED DEMONSTRATED DESIGNED DETERMINED DEVELOPED DEVISED DIRECTED DISCHARGED DISPOSED DISTRIBUTED DIVERSIFIED DOCUMENTED DOUBLED EDITED EFFECTED ELIMINATED ENACTED ENFORCED ENGAGED ENLARGED ESTABLISHED ESTIMATED EVALUATED EXECUTED EXPANDED EXPEDITED EXTRACTED FAMILIARISED FORECASTED

FORMED FORMULATED GENERATED GUIDED IMPLEMENTED IMPROVED IMPROVISED INAUGURATED INCORPORATED INCREASED INITIATED INSPIRED INSTALLED INSTIGATED INSTRUCTED INSURED INTEGRATED INTERPRETED INTERVENED INTRODUCED INVENTED INVESTED INVESTIGATED LAUNCHED LED LIGHTENED MANAGED MAINTAINED MEASURED MERGED MINIMISED MODERNISED MONITORED OBSERVED OBTAINED OPERATED ORGANISED

ORIGINATED PERFORMED PERSUADED PIONEERED PLANNED POSITIONED PREDICTED PREPARED PRESENTED PREVENTED PROCESSED PROCURED PRODUCED PROGRAMMED PROMOTED PROPOSED PROVED PROVIDED PUBLISHED PURCHASED RECOMMENDED REDESIGNED REDUCED RECRUITED REGULATED REJECTED RELATED RENEGOTIATED REORGANISED REPORTED RESOLVED RESTRICTED REVIEWED REVISED REVITALISED SAVED SCHEDULED

SELECTED SET UP SHAPED SIMPLIFIED SOLVED SPECIFIED STAFFED STANDARDISED STARTED STIMULATED STREAMLINED STRENGTHENED STRETCHED STRUCTURED STUDIED SUCCEEDED SURPASSED SUPPORTED SUPERSEDED SUPERVISED SURVEYED TAUGHT TERMINATED TESTED TIGHTENED TRAINED TRANSFERRED TRANSLATED TREATED TRIMMED TRIPLED UNCOVERED UNIFIED UNRAVELLED UTILISED VITALISED WROTE



49

ANNEX 2

This application form should be handled in confidence at all times

Threshold Assessment Application Form

2007/08, Round 8

Important: Information and guidance for applicants

If completing this form on screen:

● Use the scroll bar to navigate the form and the mouse to

access both hyperlinks and input boxes.

● Insert an “X” into all relevant tick boxes.

● Any text that disappears below the cell floor will not print out.

● Please read the ‘Threshold Assessment 2007/08, Round 8: Guidance’ before completing this

form. See the Department for Children, Schools and Families (DCSF) website at

www.teachernet.gov.uk/threshold.

● Complete the eligibility section on page 2, to check that you are eligible to apply.

● Post-threshold assessment applies in schools and in all other settings where teachers are

statutorily employed under the School Teachers’ Pay and Conditions Document (STPCD). In

this document the term ‘school’ should be taken as including all such settings. Teachers not

working in schools should substitute ‘service manager’ or ‘line manager’ wherever

‘headteacher’ is used.

● There is no need to write in prose – use short notes.

● Do not make unsupported assertions – indicate where evidence can be found.

● Print the form, sign and date it and keep a copy. Pass the original form to your headteacher

within the school year 2007/08 and no later than 31 August 2008.

If completing a printed form:

● Use black or blue ink.

● Insert a tick into all relevant

tick boxes.

TAAF Round 8 Page 1 of 16


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1. Will your form be signed and dated within the school year 2007/08?

Yes ~ Now go to question 2.

No ~ Check eligibility with your headteacher.

2. On the date you sign the form will you have Qualified Teacher Status (QTS)?


No ~ You are not eligible to apply.

3. On the date you sign the form will you be working as a teacher employed by a LA or the

governing body of a LA maintained school?


No ~ Please see the note below.

4. On the date you sign the form will you be on the top point of the pay scale for classroom

teachers – point M6?

Yes ~ You are eligible to apply and may now proceed with the application.

No ~ You are not eligible to apply. However, please check paragraph 6 of the

‘Post-Threshold Standards Assessment 2007/08, Round 8: Guidance’.

Note:

Please refer to Annex B of the ‘Threshold Assessment 2007/08, Round 8: Guidance’ for

information on eligibility of teachers who are not statutorily covered by the STPCD.

In confidence

Eligibility



51

Surname First name(s)

Previous surname (if applicable)

DCSF or Welsh Office teacher reference number (this must be seven digits including zeros)

/

In confidence

Part 1:TEACHER DETAILS

Personal details

Name and

address of

school/LA

Type of school

(Primary/Secondary/

Special) or LA service

Post held and

subject or area

of specialism

Date(s)

of

employment

Name of

headteacher/

service manager

Career details

Please give details of all the teaching posts you have held during the period covered by your

application. This will normally be the 2 year period leading up to the date of your application. If you

have been absent from school during this period, please refer to the ‘Threshold Assessment 2007/08,

Round 8: Guidance’.



52

Applicant action

All those wishing to become post threshold teachers will need to meet the standards

specified in Annex 1.

Please provide succinct examples, from the last 2 years, of your achievements and expertise in

relation to each of the standards. You are not required to produce separate examples for each

standard, although nothing prevents you from doing so. Similarly, you may use the same example

more than once if you feel it is appropriate. It is important, however, that the evidence you provide

must, when taken as a whole, show that you meet all the post-threshold standards.

Once you have completed the relevant parts of the form, you will need to pass it to your

headteacher.

Headteacher’s action

● Check that the teacher is eligible to apply (see page 2).

● Before assessing whether the teacher meets the post-threshold standards the headteacher must

first be satisfied, through the outcomes of performance reviews, that the teacher meets the core

standards. If the core standards are not met, the application must be rejected at this point and

returned to the teacher with written feedback. (Please refer to paragraph 12.2 of the ‘Threshold

Assessment 2007/08, Round 8: Guidance’).

● If the core standards are met the headteacher then goes on to assess whether the teacher meets

the post-threshold standards.

● Assess each post-threshold standard making it clear whether it is met/not yet met (see pages

5-12).

● Complete the ‘headteacher’s comments’ boxes giving an evidence-based assessment and

identifying areas for further development (see pages 5-12).

● Make an overall judgement on whether the post-threshold standards are met/not yet met (see

page 15).

● Complete the headteacher’s statement (see pages 14-15).

● Sign, date and copy the form (see page 15).

● Promptly inform the governing body of this decision, or the LA in the case of an unattached

teacher, and refer to the ‘Threshold Assessment 2007/08, Round 8: Guidance’ for information

about informing the teacher, and drawing down the funding for a teacher who has met the post-

threshold standards.

● Inform the teacher of the outcome within 20 working days of informing the governing body/LA

service of this decision.

● Return the original form to the teacher.

In confidence

Part 2:POST-THRESHOLD STANDARDS



53

1. PROFESSIONAL ATTRIBUTES: Frameworks

Please provide evidence relating to the following standard: P1

Teacher’s evidence

Standard: Met Not yet met

Headteacher’s comments

In confidence



54

2. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING: Teaching and learning





In confidence



55

2. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING: Assessment and monitoring

Please provide evidence relating to the following standards: P3 and P4





In confidence



56

2. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING: Subjects and Curriculum





In confidence



57

2. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING: Health and well-being





In confidence



58

3. PROFESSIONAL SKILLS: Planning





In confidence



59

3. PROFESSIONAL SKILLS: Teaching





In confidence



60

3. PROFESSIONAL SKILLS: Team working and collaboration

Please provide evidence relating to the following standards: P9 and P10





In confidence



61


Before handing this form to your headteacher, please answer the following questions to check the

validity of your application.

1. Does the evidence cited in your application cover a period of 2 years, leading up to and

including, the date of application? See ‘Threshold Assessment 2007/08, Round 8: Guidance’.

Yes ~ Go to question 3.

No

2. If you are relying on less recent or aggregated evidence because of an absence from

teaching, does the evidence cited cover a period of 2 years in the 5 years leading up to and

including, the date of application?

Yes

No

3. Does the evidence cited in your application cover all the post-threshold standards, with an

entry in the section relating to each of the standards?

Yes

No

Important:

For your application to be valid you must have answered ‘Yes’ to either questions 1 and 3, or

questions 2 and 3.

I declare that the information given and the evidence referred to are drawn from my own day-to-day

work as a teacher. I would like the evidence to be taken into account in assessing my work against

the post-threshold standards.

Signed Date

Now pass the original signed and dated form to your headteacher within the school year

2007/08 and no later than 31 August 2008.

Keep a copy of this form for your records.

In confidence

Validity check

Declaration by applicant


62

● Please read the ‘Threshold Assessment 2007/08, Round 8: Guidance’ before assessing and

completing the headteacher sections of this form. This may be downloaded from the following

site:

www.teachernet.gov.uk/threshold

In confidence

Important: Information and guidance for headteachers

Name of applicant School/LA service

Please explain what evidence, additional to this form, you have taken into account (eg discussion

with team leader, appraisal/performance review). Note how the evidence takes account of the

teacher’s overall performance and sets their work in the overall context of the achievements of

your school. Indicate whether, to the best of your knowledge, the information provided by the

applicant is correct, that it derives from the applicant’s own practice and is representative of their

overall performance.

To be completed by headteacher/service manager



63

Considering the post-threshold standards (whether met or not yet met) please note below any

areas for further professional development.

Please record your overall judgements in the relevant boxes below. To be successful, the

applicant must meet the core standards as well as each of the post-threshold standards.

Core standards: Met Not yet met

Post-threshold standards: Met Not yet met

Signed Name

School name Date

NB Original form should be returned to the teacher. Do not send application forms or

evidence to the DCSF.

In confidence



64

Post-Threshold Standards (from 1 September 2007)

1) PROFESSIONAL ATTRIBUTES

Frameworks

P1. Contribute significantly, where appropriate, to implementing workplace policies and practice

and to promoting collective responsibility for their implementation.

2) PROFESSIONAL KNOWLEDGE AND UNDERSTANDING


P2. Have an extensive knowledge and understanding of how to use and adapt a range of

teaching, learning and behaviour management strategies, including how to personalise learning to

provide opportunities for all learners to achieve their potential.


P3. Have an extensive knowledge and well-informed understanding of the assessment

requirements and arrangements for the subjects/curriculum areas they teach, including those

related to public examinations and qualifications.

P4. Have up-to-date knowledge and understanding of the different types of qualifications and

specifications and their suitability for meeting learners’ needs.


P5. Have a more developed knowledge and understanding of their subjects/curriculum areas

and related pedagogy including how learning progresses within them.

Health and well-being

P6. Have sufficient depth of knowledge and experience to be able to give advice on the

development and well-being of children and young people.

3) PROFESSIONAL SKILLS

Planning

P7. Be flexible, creative and adept at designing learning sequences within lessons and across

lessons that are effective and consistently well-matched to learning objectives and the needs of

learners and which integrate recent developments, including those relating to subject/curriculum

knowledge.

Teaching

P8. Have teaching skills which lead to learners achieving well relative to their prior attainment,

making progress as good as, or better than, similar learners nationally.

Team working and collaboration

P9. Promote collaboration and work effectively as a team member.

P10. Contribute to the professional development of colleagues through coaching and mentoring,

demonstrating effective practice, and providing advice and feedback.

In confidence

ANNEX 1



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ANNEX 3

FRAMEWORK OF PROFESSIONAL STANDARDS FOR POST-THRESHOLD

TEACHERS, EXCELLENT TEACHERS AND ADVANCED SKILLS TEACHERS

Key: Core standards – C

Post-threshold standards – P

Excellent Teacher standards – E

Advanced Skills Teacher standards – A

1. Professional attributes

Relationships with children and young people

C1 Have high expectations of children and young people including a commitment to ensuring that they can

achieve their full educational potential and to establishing fair, respectful, trusting, supportive and

constructive relationships with them.

C2 Hold positive values and attitudes and adopt high standards of behaviour in their professional role.

Frameworks

C3 Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the

statutory framework within which they work, and contribute to the development, implementation and

evaluation of the policies and practice of their workplace, including those designed to promote equality

of opportunity.

P1 Contribute significantly, where appropriate, to implementing workplace policies and practice and to

promoting collective responsibility for their implementation.

E1 Be willing to take a leading role in developing workplace policies and practice and in promoting

collective responsibility for their implementation.

A1 Be willing to take on a strategic leadership role in developing workplace policies and practice and in

promoting collective responsibility for their implementation in their own and other workplaces.

Communicating and working with others

C4 (a) Communicate effectively with children, young people and colleagues.

(b) Communicate effectively with parents and carers, conveying timely and relevant information about

attainment, objectives, progress and well-being.

(c) Recognise that communication is a two-way process and encourage parents and carers to participate

in discussions about the progress, development and well-being of children and young people.

C5 Recognise and respect the contributions that colleagues, parents and carers can make to the

development and well-being of children and young people, and to raising their levels of attainment.

C6 Have a commitment to collaboration and co-operative working where appropriate.

Personal professional development

C7 Evaluate their performance and be committed to improving their practice through appropriate

professional development.

C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their

practice where benefits and improvements are identified.

E2 Research and evaluate innovative curricular practices and draw on research outcomes and other

sources of external evidence to inform their own practice and that of colleagues.

C9 Act upon advice and feedback and be open to coaching and mentoring.

2. Professional knowledge and understanding


C10 Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and

behaviour management strategies and know how to use and adapt them, including how to personalise

learning to provide opportunities for all learners to achieve their potential.


66

P2 Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning

and behaviour management strategies, including how to personalise learning to provide opportunities

for all learners to achieve their potential.

E3 Have a critical understanding of the most effective teaching, learning and behaviour management

strategies, and including how to select and use approaches that personalise learning to provide

opportunities for all learners to achieve their potential.


C11 Know the assessment requirements and arrangements for the subjects/curriculum areas they teach,

including those relating to public examinations and qualifications.

P3 Have an extensive knowledge and well-informed understanding of the assessment requirements and

arrangements for the subjects/curriculum areas they teach, including those related to public

examinations and qualifications.

P4 Have up-to-date knowledge and understanding of the different types of qualifications and specifications

and their suitability for meeting learners’ needs.

C12 Know a range of approaches to assessment, including the importance of formative assessment.

C13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching,

to monitor the progress of those they teach and to raise levels of attainment.

C14 Know how to use reports and other sources of external information related to assessment in order to

provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment,

progress and areas for development, including action plans for improvement.

2. Professional knowledge and understanding

E4 Know how to improve the effectiveness of assessment practice in the workplace, including how to

analyse statistical information to evaluate the effectiveness of teaching and learning across the school.


C15 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy

including: the contribution that their subjects/curriculum areas can make to cross-curricular learning;

and recent relevant developments.

P5 Have a more developed knowledge and understanding of their subjects/curriculum areas and related

pedagogy including how learning progresses within them.

E5 Have an extensive and deep knowledge and understanding of their subjects/curriculum areas and

related pedagogy gained for example through involvement in wider professional networks associated

with their subjects/curriculum areas.

C16 Know and understand the relevant statutory and non-statutory curricula and frameworks, including

those provided through the National Strategies, for their subjects/curriculum areas and other relevant

initiatives across the age and ability range they teach.

Literacy, numeracy and ICT

C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional

activities.

Achievement and diversity

C18 Understand how children and young people develop and how the progress, rate of development and

well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and

linguistic influences.

C19 Know how to make effective personalised provision for those they teach, including those for whom

English is an additional language or who have special educational needs or disabilities, and how to take

practical account of diversity and promote equality and inclusion in their teaching.

E6 Have an extensive knowledge on matters concerning equality, inclusion and diversity in teaching.

C20 Understand the roles of colleagues such as those having specific responsibilities for learners with

special educational needs, disabilities and other individual learning needs, and the contributions they

can make to the learning, development and well-being of children and young people.

C21 Know when to draw on the expertise of colleagues, such as those with responsibility for the

safeguarding of children and young people and special educational needs and disabilities, and to refer

to sources of information, advice and support from external agencies.


67

Health and well-being

C22 Know the current legal requirements, national policies and guidance on the safeguarding and promotion

of the well-being of children and young people.

C23 Know the local arrangements concerning the safeguarding of children and young people.

C24 Know how to identify potential child abuse or neglect and follow safeguarding procedures.

C25 Know how to identify and support children and young people whose progress, development or well-

being is affected by changes or difficulties in their personal circumstances, and when to refer them to

colleagues for specialist support.

P6 Have sufficient depth of knowledge and experience to be able to give advice on the development and

well-being of children and young people.

3. Professional skills

Planning

C26 Plan for progression across the age and ability range they teach, designing effective learning

sequences within lessons and across series of lessons informed by secure subject/curriculum

knowledge.

P7 Be flexible, creative and adept at designing learning sequences within lessons and across lessons that

are effective and consistently well-matched to learning objectives and the needs of learners and which

integrate recent developments, including those relating to subject/curriculum knowledge.

E7 (a) Take a lead in planning collaboratively with colleagues in order to promote effective practice.

(b) Identify and explore links within and between subjects/curriculum areas in their planning.

C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills

appropriate within their phase and context.

C28 Plan, set and assess homework, other out-of-class assignments and coursework for examinations,

where appropriate, to sustain learners’ progress and to extend and consolidate their learning.

Teaching

C29 Teach challenging, well-organised lessons and sequences of lessons across the age and ability range

they teach in which they:

(a) use an appropriate range of teaching strategies and resources, including e-learning, which meet

learners’ needs and take practical account of diversity and promote equality and inclusion;

(b) build on the prior knowledge and attainment of those they teach in order that learners meet learning

objectives and make sustained progress;

(c) develop concepts and processes which enable learners to apply new knowledge, understanding and

skills;

(d) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and

using explanations, questions, discussions and plenaries effectively;

(e) manage the learning of individuals, groups and whole classes effectively, modifying their teaching

appropriately to suit the stage of the lesson and the needs of the learners.

C30 Teach engaging and motivating lessons informed by well-grounded expectations of learners and

designed to raise levels of attainment.

P8 Have teaching skills which lead to learners achieving well relative to their prior attainment, making

progress as good as, or better than, similar learners nationally.

E8 Have teaching skills which lead to excellent results and outcomes.

E9 Demonstrate excellent and innovative pedagogical practice.

Assessing, monitoring and giving feedback

C31 Make effective use of an appropriate range of observation, assessment, monitoring and recording

strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and

levels of attainment.

E10 Demonstrate excellent ability to assess and evaluate.

C32 Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on

learners’ attainment, progress and areas for development.


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E11 Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and

constructive feedback on learners’ attainment, progress and areas for development that promotes pupil

progress.

C33 Support and guide learners so that they can reflect on their learning, identify the progress they have

made, set positive targets for improvement and become successful independent learners.

C34 Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging

targets for improvement and plan future teaching.

Reviewing teaching and learning

C35 Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-

being, refining their approaches where necessary.

C36 Review the impact of the feedback provided to learners and guide learners on how to improve their

attainment.

E12 Use local and national statistical data and other information, in order to provide:

(a) a comparative baseline for evaluating learners’ progress and attainment;

(b) a means of judging the effectiveness of their teaching; and

(c) a basis for improving teaching and learning.

Learning environment

C37 (a) Establish a purposeful and safe learning environment which complies with current legal

requirements, national policies and guidance on the safeguarding and well being of children and young

people so that learners feel secure and sufficiently confident to make an active contribution to learning

and to the school.

(b) Make use of the local arrangements concerning the safeguarding of children and young people.

(c) Identify and use opportunities to personalise and extend learning through out-of-school contexts

where possible making links between in-school learning and learning in out-of-school contexts.

C38 (a) Manage learners’ behaviour constructively by establishing and maintaining a clear and positive

framework for discipline, in line with the school’s behaviour policy.

(b) Use a range of behaviour management techniques and strategies, adapting them as necessary to

promote the self-control and independence of learners.

C39 Promote learners’ self-control, independence and cooperation through developing their social,

emotional and behavioural skills.


C40 Work as a team member and identify opportunities for working with colleagues, managing their work

where appropriate and sharing the development of effective practice with them.

P9 Promote collaboration and work effectively as a team member.

E13 Work closely with leadership teams, taking a leading role in developing, implementing and evaluating

policies and practice that contribute to school improvement.

A2 Be part of or work closely with leadership teams, taking a leadership role in developing, implementing

and evaluating policies and practice in their own and other workplaces that contribute to school

improvement.

C41 Ensure that colleagues working with them are appropriately involved in supporting learning and

understand the roles they are expected to fulfil.

P10 Contribute to the professional development of colleagues through coaching and mentoring,

demonstrating effective practice, and providing advice and feedback.

E14 Contribute to the professional development of colleagues using a broad range of techniques and skills

appropriate to their needs so that they demonstrate enhanced and effective practice.

E15 Make well-founded appraisals of situations upon which they are asked to advise, applying high level

skills in classroom observation to evaluate and advise colleagues on their work and devising and

implementing effective strategies to meet the learning needs of children and young people leading to

improvements in pupil outcomes.

A3 Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff

and leadership teams beyond their own school.


69

NASUWT Regional Centres in England

Eastern Region(Bedfordshire, Cambridgeshire, Essex, Hertfordshire,

Luton, Norfolk, Peterborough, Southend, Suffolk, Thurrock) NASUWT, St James House, The Anderson Centre,Olding Road, Bury St. Edmunds, Suffolk IP33 3TA

Tel: 01284 772300 Fax: 01284 772309E-mail: [email protected]

East Midlands Region(Derby, Derbyshire, Leicester, Leicestershire, Lincolnshire, Northamptonshire, Nottingham, Nottinghamshire, Rutland) NASUWT, Colliers Way, Phoenix Park, Nottingham NG8 6AT

Tel: 0115 976 7180 Fax: 0115 976 7189 E-mail: [email protected]

Greater London Region(Barking & Dagenham, Barnet, Bexley, Brent, Bromley, Camden, City of London,

Croydon, Ealing, Enfield, Greenwich, Hackney, Hammersmith & Fulham, Haringey,Harrow, Havering, Hillingdon, Hounslow, Islington, Kensington & Chelsea, Kingston,Lambeth, Lewisham, Merton, Newham, Redbridge, Richmond, Southwark, Sutton,

Tower Hamlets, Waltham Forest, Wandsworth, Westminster) NASUWT, 65 St John Street, Farringdon, London EC1M 4AN

Tel: 020 7490 6130 Fax: 020 7490 6138 E-mail: [email protected]

North East Region(Co. Durham, Darlington, Gateshead, Hartlepool, Middlesbrough, Newcastle, North Tyneside, Northumberland, Redcar & Cleveland,

South Tyneside, Stockton-on-Tees, Sunderland) NASUWT, Witney Way, Boldon Colliery, Tyne & Wear NE35 9PE

Tel: 0191 519 5300 Fax: 0191 519 5309E-mail: [email protected]

North West Region(Blackburn with Darwen, Blackpool, Bolton, Bury, Cheshire, Cumbria, Halton,

Isle of Man, Knowsley, Lancashire, Liverpool, Manchester, Oldham, Rochdale, Salford,Sefton, St. Helens & Newton, Stockport, Tameside, Trafford, Warrington, Wigan, Wirral)

NASUWT, North Quarry Business Village, Skull House Lane, Appley Bridge, Lancashire WN6 9DL

Tel: 01257 256800 Fax: 01257 256809 E-mail: [email protected]


70

South East Region(Bracknell Forest, Brighton & Hove, Buckinghamshire, East Sussex, Guernsey,

Hampshire, Isle of Wight, Jersey, Kent, Medway Towns, Milton Keynes, Oxfordshire,Portsmouth, Reading, Slough, Southampton, Surrey, West Berkshire, West Sussex,

Windsor & Maidenhead, Wokingham) NASUWT, Milestone House, Portsmouth Road, Send, Surrey GU23 7JZ

Tel: 01483 226130 Fax: 01483 226139 E-mail: [email protected]

South West Region(Bath & North East Somerset, Bournemouth, Bristol, Cornwall, Devon, Dorset,

Gloucestershire, Isles of Scilly, North Somerset, Plymouth, Poole, Somerset, SouthGloucestershire, Swindon, Torbay, Wiltshire)

NASUWT, 2 Marlborough Court, Manaton Close, Matford Business Park, Exeter EX2 8PF Tel: 01392 822500 Fax: 01392 822509

E-mail: [email protected]

West Midlands Region(Birmingham, Coventry, Dudley, Herefordshire, Sandwell, Shropshire, Solihull,

Staffordshire, Stoke-on-Trent, Telford & Wrekin, Walsall, Warwickshire,Wolverhampton, Worcestershire)

NASUWT, 1 The Wharf, Bridge Street, Birmingham B1 2JS Tel: 0121 643 4434 Fax: 0121 633 4550

E-mail: [email protected]

Yorkshire & Humberside Region(Barnsley, Bradford, Calderdale, Doncaster, East Riding of Yorkshire,

Kingston-upon-Hull, Kirklees, Leeds, North East Lincolnshire, North Lincolnshire,North Yorkshire, Rotherham, Sheffield, Wakefield, York)

NASUWT, 241 Leeds Road, Rothwell, Leeds LS26 0GR Tel: 0113 201 4600 Fax: 0113 201 4609

E-mail: rc-yorks&[email protected]



NASUWTHillscourt Education Centre, Rose Hill, Rednal, Birmingham B45 8RS.

Tel: 0121 453 6150 Fax: 0121 457 6208E-mail: [email protected] Website: www.teachersunion.org.uk

England and Wales 08/01085


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