Standards for Teachers

Standards for Teachers

영국의 교사 자격 5단계 (Q→C→P→E→A)

  • Qualified Teacher Status (QTS) (Q), 신규교사
  • Teachers on the main scale (Core) (C), 정교사
  • Post Threshold Teachers) (P), 숙련교사
  • Excellent Teachers (E), 우수교사
  • Advanced Skills Teachers (ASTs) (A). 수석교사

TDA 발표 자료 Professional Standards for Teachers 는 각 단계별로 교사가 지녀야 할 자격기준을 제시하고 있음.
– professional attributes, professional knowledge and understanding, and professional skills

자격기준 포함 항목 및 체계

각 단계별 자격기준은 크게 professional attribute(교사로서의 자질, 가치관 등), Professional knowledge and understanding(전문적 지식과 이해), Professional skills(교수 기술) 의 3개 영역으로 설정 되어 있고, 각 영역 내에 총 16개의 소항목으로 다음과 같이 구성되어 있음

Professional attributes

  1. Relationships with children and young people
  2. Frameworks
  3. Communicating and working with others
  4. Personal professional development

Professional knowledge and understanding

  1. Teaching and learning
  2. Assessment and monitoring
  3. Subjects and curriculum
  4. Literacy, numeracy and ICT
  5. Achievement and diversity
  6. Health and well-being

Professional skills

  1. Planning
  2. Teaching
  3. Assessing, monitoring and giving feedback
  4. Reviewing teaching and learning
  5. Learning environment
  6. Team working and collaboration

Qualified Teacher Status (QTS) 자격기준 Q1 – Q33

Professional attributes

Relationships with children and young people

Q. 1

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.

Q. 2

Demonstrate the positive values, attitudes and behaviour they expect from children and young people.

Framework

Q. 3

(a) Be aware of the professional duties of teachers and the statutory framework within which they work.
(b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.

Communicating and working with others

Q. 4

Communicate effectively with children, young people, colleagues, parents and carers.

Q. 5

Recognise and respect the contribution 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.

Q. 6

Have a commitment to collaboration and co-operative working.

Personal professional development

Q. 7

(a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs.
(b) Identify priorities for their early professional development in the context of induction.

Q. 8

Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified.

Q. 9

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

Professional knowledge and understanding

Teaching and learning

Q. 10

Have a 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 and provide opportunities for all learners to achieve their potential.

Assessment and monitoring

Q. 11

Know the assessment requirements and arrangements for the subjects/ curriculum areas they are trained to teach, including those relating to public examinations and qualifications.

Q. 12

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

Q. 13

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

Subjects and curriculum

Q. 14

Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.

Q. 15

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 applicable to the age and ability range for which they are trained.

Literacy, numeracy and ICT

Q. 16

Have passed the professional skills tests in numeracy, literacy and information and communications technology (ICT).

Q. 17

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

Achievement and diversity

Q. 18

Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.

Q. 19

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.

Q. 20

Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.

Health and well-being

Q. 21

(a) Be aware of the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.
(b) 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.

Professional skills

Planning

Q. 22

Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge.

Q. 23

Design opportunities for learners to develop their literacy, numeracy and ICT skills.

Q. 24

Plan homework or other out-of-class work to sustain learners’ progress and to extend and consolidate their learning.

Teaching

Q. 25

Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:
(a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion
(b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives
(c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively
(d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

Assessing, monitoring and giving feedback

Q. 26

(a) Make effective use of a range of assessment, monitoring and recording strategies.
(b) Assess the learning needs of those they teach in order to set challenging learning objectives.

Q. 27

Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

Q. 28

Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs.

Reviewing teaching and learning

Q. 29

Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.

Learning environment

Q. 30

Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out-of-school contexts

Q. 31

Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.

Team working and collaboration

Q. 32

Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.

Q. 33

Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

CORE 자격기준 C1-C41

Professional attributes

Relationships with children and young people

C. 1

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.

C. 2

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

Frameworks

C. 3

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.

Communicating and working with others

C. 4

(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.

C. 5

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.

C. 6

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

Personal professional development

C. 7

Evaluate their performance and be committed to improving their practice through appropriate professional development.

C. 8

Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.

C. 9

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

Professional attributes

Teaching and learning

C. 10

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.

Assessment and monitoring

C. 11

Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications.

C. 12

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

C. 13

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.

C. 14

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.

Subjects and curriculum

C. 15

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.

C. 16

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

C. 17

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

Achievement and diversity

C. 18

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.

C. 19

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.

C. 20

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.

C. 21

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.

Health and well-being

C. 22

Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.

C. 23

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

C. 24

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

C. 25

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.

Professional skills

Planning

C. 26

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.

C. 27

Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.

C. 28

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

C. 29

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.

C. 30

Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.

Assessing, monitoring and giving feedback

C. 31

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.

C. 32

Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

C. 33

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.

C. 34

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

C. 35

Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.

C. 36

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

Learning environment

C. 37

(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.

C. 38

(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.

C. 39

Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.

Team working and collaboration

C. 40

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.

C. 41

Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

Post Threshold 자격기준 P1-P10

Professional attributes

Frameworks

P. 1

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

Teaching and learning

P. 2

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.

Assessment and monitoring

P. 3

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.

P. 4

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

Subjects and curriculum

P. 5

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

P. 6

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

Professional skills

Planning

P. 7

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.

Professional attributes

Teaching

P. 8

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

P. 9

Promote collaboration and work effectively as a team member.

P. 10

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

Excellent Teacher 자격기준 E1 – E15

Professional attributes

Frameworks

E. 1

Be willing to take a leading role in developing workplace policies and practice and in promoting collective responsibility for their implementation.

Personal professional development

E. 2

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.

Professional knowledge and understanding

Teaching and learning

E. 3

Have a critical understanding of the most effective teaching, learning and behaviour management strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential.

Assessment and Monitoring

E. 4

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.

Subjects and curriculum

E. 5

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.

Achievement and diversity

E. 6

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

Professional skills

Planning

E. 7

(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.

Teaching

E. 8

Have teaching skills which lead to excellent results and outcomes.

E. 9

Demonstrate excellent and innovative pedagogical practice.

Assessing, monitoring and giving feedback

Planning

E. 10

Demonstrate excellent ability to assess and evaluate.

E. 11

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.

Professional skills

Reviewing teaching and learning

E. 12

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.

Team working and collaboration

E. 13

Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement.

Reviewing teaching and learning

E. 14

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.

Reviewing teaching and learning

E. 15

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.

Advanced Skills Teacher 자격기준 A1 -A3

Professional attributes

Frameworks

A. 1

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.

Professional skills

Team working and collaboration

A. 2

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.

A. 3

Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams beyond their own school.