Background and introduction
New teachers' standards were introduced from 1
September 2012. The standards set a clear baseline of expectations
for the professional practice and conduct of teachers, from the
point of qualification. They replace the existing Qualified Teacher
Status (QTS) and Core standards, and the GTCE’s Code of Conduct and
Practice for Registered Teachers in England.
The teachers’ standards will be used to assess
all trainees working towards QTS, and all those completing their
statutory induction period. They will also be used to assess the
performance of all teachers subject to the Education (School
Teachers’ Appraisal) (England) Regulations 2012.
The standards were developed by an independent review group
comprising leading headteachers, teachers and educational
specialists, led by Sally Coates, principal at Burlington Danes
Academy in Hammersmith and Fulham. Further information about the
review, including its reports can be found on the DfE’s
Download the full Teachers’ Standards
here [PDF] (file size 81Kb)
The following contain information to help schools implement the
new teachers’ standards from September:
The new Teachers' Standards (Summary version) [PDF] (file size
Other professional standards
The review body that proposed the introduction of the
Teachers’ Standards (which have replaced the QTS and Core
Standards), have also proposed the introduction of the ‘Master
Teacher’ standard, which the Secretary of State has agreed in
principle. Further detailed consideration will be given to how this
might be implemented in future.
The proposed Master Teacher standard has been
designed to set out a clear and rigorous statement of what it means
to be an excellent teacher at the top of the profession. It
has been built on the foundation of the teachers’ standards, and is
intended to provide an aspirational statement which all teachers
can strive towards.
Meanwhile, although it has been recommended
that the existing Threshold, Excellent Teacher and Advanced Skills
Teacher standards be discontinued, they will continue to apply for
the time being (download these standards below). The Secretary of
State will determine any changes to the existing provision based on
recommendations from the School Teachers’ Review Body.
How the standards will be used
The standards clarify the professional characteristics that a
teacher should be expected to maintain and to build on in their
current career stage. After the induction year, teachers would be
expected to continue to meet the teachers’ standards and to broaden
and deepen their professional attributes, knowledge, understanding
and skills within that context.
The new teachers’ standards are presented as
separate headings, each of which is accompanied by a number of
bulleted sub-headings. The bullets are an integral part of the
standards, designed to amplify the scope of each heading. They
should not be interpreted as separate standards in their own right,
but used by those assessing teachers to track progress against the
standard, to determine areas where additional development might
need to be observed, or to identify areas where teachers are
already demonstrating excellent practice.
Download the full Teachers’ Standards here [PDF]
(file size 81Kb)
Further Guidance for Induction
A guide has been produced by a working party from the London
Induction Coordinators Group (LICG), which may assist schools in
interpreting the new standards in relation to NQT induction. To
help NQTs reflect on their practice and identify any monitoring,
support or professional development needs, the guide includes some
questions designed to act as prompts for discussion with the
induction tutor or other colleagues involved in supporting and
monitoring an NQT.
The guide sets out some aspects of practice
that the standards might include. It is not intended to be a
checklist of what NQTs must do or know to meet each standard or
criterion for assessment.
Guidance for Schools on the New Teaching Standards
September 2012 [PDF] (file size 246KB)
Under normal circumstances, a teacher’s work
and ongoing professional dialogue as part of a monitoring and
support programme will provide evidence in relation to meeting the
standards. NQTs will not be expected to maintain
an additional evidence base.