How the ITTECF fits with the Teachers’ Standards

Your trainee will need you to be aware of the “Learn how to” elements of the ITTECF and to be ready to explore, discuss, observe, practise, receive feedback and analyse with you.

Assessment of progress

When you provide formative feedback at the Collaborative Assessment Points in terms 1 and 2, this will be ordered thematically in line with the ITTECF. You will comment on the 5 areas

Professional Behaviours
Behaviour
Curriculum
Pedagogy
Assessment

Which areas of the ITTECF do these statements relate to?

1) Avoid common assessment pitfalls by:

Discussing and analysing with expert colleagues how to plan formative assessment tasks linked to lesson objectives and think ahead about what would indicate understanding (e.g. by using hinge questions to pinpoint knowledge gaps).

2) Provide high-quality feedback, by:

Discussing and analysing with expert colleagues how pupils’ responses to feedback can vary depending on a range of social factors (e.g. the message the feedback contains or the age of the child).

Assessment

3) Develop a positive, predictable and safe environment for pupils, by:

Receiving clear, consistent and effective mentoring in how to respond quickly to any behaviour or bullying that threatens emotional safety.

4) Build effective working relationships, by:

Discussing and analysing with expert colleagues how experienced colleagues seek ways to support individual colleagues and working as part of a team

Your assessment at the end of the year will focus on the Teachers' Standards, so that your trainee can be recommended for Qualified Teacher Status (QTS) ready for ECT induction.

Can you identify which of the following Teachers’ Standards the statements belong to?

1) Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. 2) Secure subject knowledge helps teachers to motivate pupils and teach effectively. 3) Paired and group activities can increase pupil success, but to work together effectively, pupils need guidance, support and practice. 4) There is a common misconception that pupils have distinct and identifiable learning styles; attempting to tailor lessons to learning styles is unlikely to be beneficial.