Page 5: Accessing the Teaching Standards as a Student Teacher ...
Teaching standards. As a student teacher, even the mention of those two simple words indefinitely stall fear throughout. I think this stems from the initial thought of being 'judged' and 'tested' causes panic. In addition, the concept of being 'marked' on the same scale as qualified teachers, some with many years of experience does not help to settle the nerves. My very first observation, I have to admit I spent much of my time thinking through each standard and trying my hardest for them all to be met. This can become quite overwhelming.
So what are the teaching standards? The teaching standards are split into two main sections. Firstly teaching, followed by personal and professional conduct. The teaching section is split into 8 key objectives, all objectives are divided into further aspects/ requirements. Part 2, sets out the key elements not just to keep your pupils safe but you too as the teacher. These are the standards set out by OFSTED, they are used when observing teachers to ensure pupils receive a high quality education. OFSTED (The Office for Standards in Education), is responsible for assessing schools and institutions and ensuring they are fit for purpose - an essential quality assurance mechanism. In today's post, I thought I would explore these all important standards and they best way to access these daunting requirements for the first time.
The most beneficial lesson to my learning and development as a trainee teacher, was when analysing observation notes, my class mentor would link all points to the standards which allowed me to track my progress and work through guided feedback in the future. This is a system I would highly recommend to introduce with your mentor as I personally found this way really successful.
1. Set high expectations which inspire, motivate and challenge pupils
We become teachers to inspire young people, we want to create a generation of pupils with a love to learn as much as yourself. With this in mind, I believe this standard is so vital to 'get right' from the set off. Personally, I have found pupil engagement as the most critical factor in any learning activity. This can be done through numerous ways such as creating a stimulating environment or perhaps setting personal learning paths for pupils to introduce goals and achievement. As a student, adopting an established class with set rules and routines, it is vital to approach this area with caution. The best path I found to work towards this standard was to follow the same general structure as my class teacher and putting my own twist on it. For example bringing the class reward scheme into your lessons. This also helps to smooth the transition between the mentor and you as the teacher for the pupils.
2. Promote good progress and outcomes by pupils
Tracking progress in pupils is a vital way in evaluating your own progress as a teacher. To be successful in the profession, it is key for your pupils to make progress through achieving goals and meeting teacher agreed targets. Obviously, as a student you do not start as a blank slate with your class. For me, I started in November, so two months of learning and development had already been made. To develop an understanding of progress and current outcomes to reach this standard, I would look through pupils books both independently and with my mentor to track the progress of the pupils in the class. This additionally benefits as it helps to inform your planning. I use this approach after planning to review progress by marking pupils books of the previous work taught so I can identify the level of progress pupils have made and to inform the next steps of that pupils journey. Using pupils work as evidence is principal in promoting good progress and outcomes.
3. Demonstrate good subject and curriculum knowledge
This is an area that should be considered as soon as you know this is the path for you. There is always more to learn and you can never stop learning so it is essential to get immersed in the curriculum and subject knowledge ASAP. Personally, this is an area I had to play close attention as growing up in Wales, I was familiar with the Welsh curriculum and ESYTN requirements rather than OFSTED. I did not come to university with an in-depth knowledge as I had not experienced this system. In addition, the curriculum changes over time. For example when the new primary curriculum in England was published, frontal adverbials were added to the curriculum. This is something prior learners would not have ever been taught, hence it is vital to always keep learning. To help reach this mammoth goal, I ensured I read the curriculum in-depth especially for my particular year group before starting my placement. In addition, I completed many of the subject specific audits my university shared with us in my free time to help my progress. When planning for a specific area in a lesson, I would just ensure I would have all bases covered on the topic. For example in my lesson plans and resources I would write down any definitions I was unsure of that the class may ask to fully familiarise myself with the content.
4. Plan and teach well structured lessons
The best way to begin with this is to fully make use of those around you and resources provided. My university supplied a planning template that had in-depth sections with spaces to write key vocabulary and questions to ensure all areas are well considered before the delivery of the lesson. When conducting the planning, I felt the best approach initially was through joint planning. My very first lesson taught, my mentor and I planned the lesson together. It ensured I was fully confident in not just the content but the structure and play out of the lesson. To also help towards this, I attended staff planning meetings where the team of teachers were planning for the next term. I felt accessing any additional sessions like this, built my confidence within my planning which allowed me to create many comprehensive individual plans. Finally, the key underlying element of all of this is reflection. On each of my plans, I created columns for me to be able to reflect and set myself next steps. My mentor was great at providing this feedback to help inform my future practise.
5. Adapt teaching to respond to the strengths and needs of all pupils
When beginning to access this standard, I took a similar approach to standard 3 through the in-depth analysis of a range of pupils books. I reflected on the pupils work to help inform my future planning by praising achievements and setting targets. Additionally, I ensured within all lessons the work was differentiated 2-3 ways depending on the subject and the versatility of certain tasks. Providing differentiated work allows all the class to access the task and be successful at the same time as being challenged. My mentor would discuss different ways tasks can be split, to help me ensure my teaching was suitable for the whole classes individual needs.
6. Make accurate and productive use of assessment
When considering assessment it must be reflected in two ways. Firstly formative and secondly summative. Within my placement, I followed the same set patterns as my class mentor. I would ensure I would always be formatively assessing the pupils i.e through quizzes and further questioning as well as introducing summative assessments. At the beginning of a new topic, the pupils completed a 'pre-teach'. When pupils completed these, I spent time analysing all of these with my mentor. This allowed us to plan for the areas that need more work first to set the foundations for the new topic. Pupils would complete the 'post teach' (same questions after) to measure progress to track achievement. Another way I was introduced to this standard was through looking at class data with my mentor to better understand the pupils learning journeys so I could adapt my teaching. Being in year 6, I was lucky there were lots of data I could learn from. I looked through data from previous years, as well as mock SAT results to increase my knowledge and use this assessment productivity into my own teaching.
7. Manage behaviour effectively to ensure a good and safe learning environment
Being a student teacher, managing behaviour was indeed the area I was most apprehensive about before placement. This potentially stems from the fact this is an uncontrollable (to an extent) factor until you know and build relationships with the student you have not met. You can throughly plan lessons, learn and be confident with content, establish a suitable and safe environment to learn but behaviour is not a fixed quantity. It can be different everyday and be influenced by so many factors - a bad morning, an argument on the playground, a previous lesson not being as successful and the pupil wanted... this factor can change throughout the day. I was additionally nervous being placed in year 6, I had inner worries of not being able to control the class and get the pupils attention. I could not have bee more wrong when I was there, however before placement started this was a worry. To begin to tackle this large standard, I felt the best way to approach this was through consistency with the pupils. I used my mentors class behaviour scheme which was a traffic light policy. I felt following these in place schemes created routine for the class and helped a smooth transition between my mentors and my class input. This insured the pupils clearly knew their expectation to me as an equal to their teacher and not just a 'student'.
8. Fulfil wider professional responsibilities
This standard is all about making extra positive contributions to the school and its community. I loved working towards this standard as I thrived and loved any additional learning experience or contribution I could make. My only advice with this one is to get stuck right in and say yes! I attended staff meetings where I learnt things that I have since included in academic university assignments, I went and assisted at a variety of after school clubs, and attended a trip with another class where I learnt invaluable lessons. Seeing pupils learning outside the classroom through enjoyment and engaging tasks was something I could then bring into my own teaching. To further work towards this standard, if placement was not cut short due to COVID -19 I would have loved to set up my own extra curricular after school or lunch time club.
Part Two: Personal and Professional Conduct
As mentioned above, this standard is not just essential for the safety and wellbeing of the pupils, but you the teacher too. To introduce yourself to this, before starting any placement, ensure to familiarise yourself with all school policies and handbooks. Throughly read and understand the schools safeguarding, behaviour and many other schemes. Teachers must keep up this high expectation and conduct outside as well as in school as you are a professional representative.
I am aware Page 5 is now very long, but this is something I would have loved to read before my first placement to understand how other felt pre placement 1. My list of tips is not comprehensive and is only an introduction to the many details and expectations to OFSTED's requirements. I would highly recommend considering some of these tips, to help introduce yourself to this new way of thinking, as this assessment is what will take you throughout your whole career. Over the next two years of my degree and post graduation, I am excited to explore these further to allow myself to become the best practitioner as possible.
- Miss Yeoman
Teaching standards. As a student teacher, even the mention of those two simple words indefinitely stall fear throughout. I think this stems from the initial thought of being 'judged' and 'tested' causes panic. In addition, the concept of being 'marked' on the same scale as qualified teachers, some with many years of experience does not help to settle the nerves. My very first observation, I have to admit I spent much of my time thinking through each standard and trying my hardest for them all to be met. This can become quite overwhelming.
So what are the teaching standards? The teaching standards are split into two main sections. Firstly teaching, followed by personal and professional conduct. The teaching section is split into 8 key objectives, all objectives are divided into further aspects/ requirements. Part 2, sets out the key elements not just to keep your pupils safe but you too as the teacher. These are the standards set out by OFSTED, they are used when observing teachers to ensure pupils receive a high quality education. OFSTED (The Office for Standards in Education), is responsible for assessing schools and institutions and ensuring they are fit for purpose - an essential quality assurance mechanism. In today's post, I thought I would explore these all important standards and they best way to access these daunting requirements for the first time.
The most beneficial lesson to my learning and development as a trainee teacher, was when analysing observation notes, my class mentor would link all points to the standards which allowed me to track my progress and work through guided feedback in the future. This is a system I would highly recommend to introduce with your mentor as I personally found this way really successful.
1. Set high expectations which inspire, motivate and challenge pupils
We become teachers to inspire young people, we want to create a generation of pupils with a love to learn as much as yourself. With this in mind, I believe this standard is so vital to 'get right' from the set off. Personally, I have found pupil engagement as the most critical factor in any learning activity. This can be done through numerous ways such as creating a stimulating environment or perhaps setting personal learning paths for pupils to introduce goals and achievement. As a student, adopting an established class with set rules and routines, it is vital to approach this area with caution. The best path I found to work towards this standard was to follow the same general structure as my class teacher and putting my own twist on it. For example bringing the class reward scheme into your lessons. This also helps to smooth the transition between the mentor and you as the teacher for the pupils.
2. Promote good progress and outcomes by pupils
Tracking progress in pupils is a vital way in evaluating your own progress as a teacher. To be successful in the profession, it is key for your pupils to make progress through achieving goals and meeting teacher agreed targets. Obviously, as a student you do not start as a blank slate with your class. For me, I started in November, so two months of learning and development had already been made. To develop an understanding of progress and current outcomes to reach this standard, I would look through pupils books both independently and with my mentor to track the progress of the pupils in the class. This additionally benefits as it helps to inform your planning. I use this approach after planning to review progress by marking pupils books of the previous work taught so I can identify the level of progress pupils have made and to inform the next steps of that pupils journey. Using pupils work as evidence is principal in promoting good progress and outcomes.
3. Demonstrate good subject and curriculum knowledge
This is an area that should be considered as soon as you know this is the path for you. There is always more to learn and you can never stop learning so it is essential to get immersed in the curriculum and subject knowledge ASAP. Personally, this is an area I had to play close attention as growing up in Wales, I was familiar with the Welsh curriculum and ESYTN requirements rather than OFSTED. I did not come to university with an in-depth knowledge as I had not experienced this system. In addition, the curriculum changes over time. For example when the new primary curriculum in England was published, frontal adverbials were added to the curriculum. This is something prior learners would not have ever been taught, hence it is vital to always keep learning. To help reach this mammoth goal, I ensured I read the curriculum in-depth especially for my particular year group before starting my placement. In addition, I completed many of the subject specific audits my university shared with us in my free time to help my progress. When planning for a specific area in a lesson, I would just ensure I would have all bases covered on the topic. For example in my lesson plans and resources I would write down any definitions I was unsure of that the class may ask to fully familiarise myself with the content.
4. Plan and teach well structured lessons
The best way to begin with this is to fully make use of those around you and resources provided. My university supplied a planning template that had in-depth sections with spaces to write key vocabulary and questions to ensure all areas are well considered before the delivery of the lesson. When conducting the planning, I felt the best approach initially was through joint planning. My very first lesson taught, my mentor and I planned the lesson together. It ensured I was fully confident in not just the content but the structure and play out of the lesson. To also help towards this, I attended staff planning meetings where the team of teachers were planning for the next term. I felt accessing any additional sessions like this, built my confidence within my planning which allowed me to create many comprehensive individual plans. Finally, the key underlying element of all of this is reflection. On each of my plans, I created columns for me to be able to reflect and set myself next steps. My mentor was great at providing this feedback to help inform my future practise.
5. Adapt teaching to respond to the strengths and needs of all pupils
When beginning to access this standard, I took a similar approach to standard 3 through the in-depth analysis of a range of pupils books. I reflected on the pupils work to help inform my future planning by praising achievements and setting targets. Additionally, I ensured within all lessons the work was differentiated 2-3 ways depending on the subject and the versatility of certain tasks. Providing differentiated work allows all the class to access the task and be successful at the same time as being challenged. My mentor would discuss different ways tasks can be split, to help me ensure my teaching was suitable for the whole classes individual needs.
6. Make accurate and productive use of assessment
When considering assessment it must be reflected in two ways. Firstly formative and secondly summative. Within my placement, I followed the same set patterns as my class mentor. I would ensure I would always be formatively assessing the pupils i.e through quizzes and further questioning as well as introducing summative assessments. At the beginning of a new topic, the pupils completed a 'pre-teach'. When pupils completed these, I spent time analysing all of these with my mentor. This allowed us to plan for the areas that need more work first to set the foundations for the new topic. Pupils would complete the 'post teach' (same questions after) to measure progress to track achievement. Another way I was introduced to this standard was through looking at class data with my mentor to better understand the pupils learning journeys so I could adapt my teaching. Being in year 6, I was lucky there were lots of data I could learn from. I looked through data from previous years, as well as mock SAT results to increase my knowledge and use this assessment productivity into my own teaching.
7. Manage behaviour effectively to ensure a good and safe learning environment
Being a student teacher, managing behaviour was indeed the area I was most apprehensive about before placement. This potentially stems from the fact this is an uncontrollable (to an extent) factor until you know and build relationships with the student you have not met. You can throughly plan lessons, learn and be confident with content, establish a suitable and safe environment to learn but behaviour is not a fixed quantity. It can be different everyday and be influenced by so many factors - a bad morning, an argument on the playground, a previous lesson not being as successful and the pupil wanted... this factor can change throughout the day. I was additionally nervous being placed in year 6, I had inner worries of not being able to control the class and get the pupils attention. I could not have bee more wrong when I was there, however before placement started this was a worry. To begin to tackle this large standard, I felt the best way to approach this was through consistency with the pupils. I used my mentors class behaviour scheme which was a traffic light policy. I felt following these in place schemes created routine for the class and helped a smooth transition between my mentors and my class input. This insured the pupils clearly knew their expectation to me as an equal to their teacher and not just a 'student'.
8. Fulfil wider professional responsibilities
This standard is all about making extra positive contributions to the school and its community. I loved working towards this standard as I thrived and loved any additional learning experience or contribution I could make. My only advice with this one is to get stuck right in and say yes! I attended staff meetings where I learnt things that I have since included in academic university assignments, I went and assisted at a variety of after school clubs, and attended a trip with another class where I learnt invaluable lessons. Seeing pupils learning outside the classroom through enjoyment and engaging tasks was something I could then bring into my own teaching. To further work towards this standard, if placement was not cut short due to COVID -19 I would have loved to set up my own extra curricular after school or lunch time club.
Part Two: Personal and Professional Conduct
As mentioned above, this standard is not just essential for the safety and wellbeing of the pupils, but you the teacher too. To introduce yourself to this, before starting any placement, ensure to familiarise yourself with all school policies and handbooks. Throughly read and understand the schools safeguarding, behaviour and many other schemes. Teachers must keep up this high expectation and conduct outside as well as in school as you are a professional representative.
I am aware Page 5 is now very long, but this is something I would have loved to read before my first placement to understand how other felt pre placement 1. My list of tips is not comprehensive and is only an introduction to the many details and expectations to OFSTED's requirements. I would highly recommend considering some of these tips, to help introduce yourself to this new way of thinking, as this assessment is what will take you throughout your whole career. Over the next two years of my degree and post graduation, I am excited to explore these further to allow myself to become the best practitioner as possible.
- Miss Yeoman
Comments
Post a Comment