What is expected from teachers from 1 September 2012


The independent Review of Teachers’ Standards, chaired by Sally Coates, was launched by the Secretary of State for Education in March 2011. The Review brought together leading teachers, head teachers and other experts to review the existing framework of professional standards for teachers.  Ministers accepted the Review’s recommendations and a new set of standards, which will set the minimum requirements for teachers’ practice and conduct, became effective on 1 September 2012.The new Standards published by the Secretary of State for Education introduce some significant changes in terms of structure, content and application. The Teachers’ Standards contained in this document replace the existing standards for Qualified Teacher Status (QTS) and the Core professional standards, previously published by the Training and Development Agency for Schools (TDA). The new standards will apply to the vast majority of teachers regardless of their career stage. The Teachers’ Standards will apply to: trainees working towards QTS; all teachers completing their statutory induction period; and those covered by the new performance appraisal arrangements.  Part 2 of the Teachers’ Standards relating to professional and personal, conduct will be used to assess cases of serious misconduct, regardless of the sector in which the teacher works.  The new standards define the minimum level of practice expected of trainees and teachers from the point of being awarded QTS.  The preamble states ‘Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in  the best interests of their pupils.’

In relation to standards Teachers must:


 Set high expectations which inspire, motivate and challenge pupils

 Promote good progress and outcomes by pupils

 Demonstrate good subject and curriculum knowledge

 Plan and teach well-structured lessons

 Adapt teaching to respond to the strengths and needs of all pupils

 Make accurate and productive use of assessment

Manage behaviour effectively to ensure a good and safe learning environment

Fulfil wider professional responsibilities


For fuller details please see


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