OUR PROFESSIONAL PRINCIPLES
When studying for Chartered Teacher Status, participants will develop their understanding of the three domains of the Professional Principles: Professional Behaviours, Professional Knowledge and Professional Practice. These highlight the importance of deep subject knowledge, understanding of pedagogy and assessment, excellent classroom practice, as well as critical evaluation, engagement with research evidence and a desire to contribute to the profession.
PROFESSIONAL KNOWLEDGE
A Chartered Teacher:
1. Has and maintains deep knowledge of subject area or area of specialism
1.1 Holds deep, relevant, up-to-date knowledge of their subject or area of specialism
1.2 Understands how content and knowledge within their subject or area of specialism is organised, as well as how these concepts and principles have been established and may have changed over time
1.3 Is committed to maintaining and extending up-to-date knowledge of their subject or specialism through scholarly engagement with the latest research and thinking
1.4 Draws on a range of different sources of credible, relevant subject or specialist knowledge, for example by engaging with expert colleagues and specialist organisations
1.5 Demonstrates a genuine interest in and enthusiasm for their subject or specialism and a desire to share this with colleagues and the children and young people they teach.
2. Has a critical understanding of subject- or specialism-specific pedagogy
2.1 Has a critical understanding of a wide range of subject- or specialism-specific pedagogical approaches, knows how to deploy these effectively, and builds this through engagement with a community of specialists
2.2 Identifies and draws on relevant education research and combines this with their knowledge of subject or specialism to develop a subject- or specialism-specific teaching repertoire
2.3 Knows how to organise, sequence and present their subject or specialist knowledge effectively in the classroom in ways that take account of and build on prior knowledge
2.4 Understands the preconceptions and misconceptions children and young people may have about the subject or specialism and has a variety of strategies to address these
2.5 Has a sophisticated subject-specific vocabulary that they adopt to explain complex concepts to children and young people, including useful forms of representation, analogies, illustrations and demonstrations.
3. Has deep knowledge of the most effective pedagogical approaches and how children and young people develop and learn
3.1 Has and maintains an up-to-date knowledge of which pedagogical approaches have the strongest research evidence for effectiveness, taking into account the strengths and limitations of the evidence base
3.2 Understands a wide range of pedagogical approaches and their relevance in different contexts, and can articulate and justify the reasons each might be used
3.3 Has deep knowledge and understanding of how children and young people develop and learn, and the implications of this for practice in different contexts
3.4 Has up-to-date knowledge of theories and research from the field of cognitive science and understands how these can be used to inform practice in education
3.5 Has a clear understanding of possible barriers to learning, including for children and young people with special educational needs and disabilities or English as an additional language, and knows how to select and use appropriate strategies to overcome these.
4. Understands how to design, implement and evaluate a range of assessment types
4.1 Has a strong understanding of the principles of high quality assessment, including validity and reliability, across a range of assessment types and purposes (e.g. formative, summative, peer)
4.2 Selects and designs assessments for a range of purposes and demonstrates awareness of the limitations of these assessments
4.3 Is able to critically interpret and analyse assessment outcomes and use these to inform future planning and identify areas for development in their practice
4.4 Is able to use a range of different assessment approaches to develop an understanding of individuals and groups of children and young people, including where intervention may be required
4.5 Understands the range of ways in which assessments are used, including how assessment data can be used effectively at a department / organisation / national level for tracking, monitoring and reporting
5. Has knowledge of education trends, debates and policy
5.1 Is aware of local, national and global trends in education, and is able to critically evaluate the relevance they may have for their own setting and practice
5.2 Understands the key debates surrounding education and the school system and can critically reflect on these and articulate their own informed perspective
5.3 Has knowledge of national and local policy that relates to their setting and is able to reflect on its implications for and impact on their practice
5.4 Understands the impact that policy has on practice, the factors that affect policy formulation, and the mechanisms for influencing local and national policy
5.5 Has an understanding of the characteristics of high-performing jurisdictions (locally, nationally and globally) and how this might relate to or inform their own practice and context.
PROFESSIONAL PRACTICE
A Chartered Teacher:
6. Maintains a productive classroom environment with a culture of learning
6.1 Develops relationships with children and young people that are positive, respectful, trusting, and firm but fair
6.2 Creates a culture of learning, where children and young people are able to work independently or collaboratively, demonstrate commitment to mastering challenging content, and take pride in their own work
6.3 Manages behaviour effectively through use of appropriate behaviour management strategies, with clear, consistent and efficient routines that ensure a high standard of behaviour is maintained within a productive, well-ordered classroom environment
6.4 Ensures a safe environment that supports the emotional and physical wellbeing of children and young people
6.5 Establishes and maintains a supportive, trusting and respectful environment in which diversity is celebrated.
7. Plans excellent lessons and lesson sequences
7.1 Is able to translate curriculum and assessment requirements into effective design of lessons and lesson sequences, ensuring that lessons are congruent with appropriate criteria and standards
7.2 Understands how to ensure that the elements of a lesson (including instruction, resources, tasks, and homework) are well designed and aligned with the purpose of the lesson and appropriate for the children and young people
7.3 Has detailed knowledge of the wider curriculum experience of children and young people, both within their own subject area / specialism and across the whole curriculum, and uses this to plan and structure lesson sequences
7.4 Adjusts short and long term planning as a result of evaluation of previous lessons and assessment of children and young people’s existing knowledge
7.5 Has knowledge of a variety of approaches to curriculum and curriculum design, including theories, models and curriculum design processes in other settings, and is able to use and adapt this to feed into curriculum design work where appropriate.
8. Delivers excellent lessons and lesson sequences
8.1 Uses a repertoire of pedagogical approaches that ensure all children and young people are being challenged to think deeply and to articulate their thoughts in a range of ways
8.2 Makes effective use of resources and materials, including digital technology if appropriate, that are suited to the content being delivered
8.3 Effectively translates their deep subject knowledge into clear, precise explanations and examples that are appropriate to the prior knowledge of the children and young people and tailored to their level of understanding
8.4 Rigorously monitors and assesses student understanding during the lesson through effective questioning or other techniques and is able to use this information to adapt lesson delivery
8.5 Manages lessons and transitions efficiently, with routines and procedures that are clear and ensure use of lesson time is maximised.
9. Ensures that all children and young people learn and make progress
9.1 Has high expectations of all children and young people, providing opportunities that stretch and challenge them
9.2 Ensures that children and young people, through engagement with subject content, also have the opportunity to develop knowledge and skills to support their wider learning and success, for example literacy, numeracy, oracy, and critical thinking where appropriate
9.3 Has strong analytical skills that enable them to accurately interpret and analyse data sources and identify whether children and young people are making progress
9.4 Understands the complex influences that a range of factors can have on the learning of children and young people, and tailors their teaching where appropriate to ensure an inclusive learning environment
9.5 Ensures that all children and young people, including those with special educational needs and disabilities and those with English as an additional language, are able to access the curriculum and assessments and make progress.
10. Works effectively with others to provide appropriate academic and pastoral support
10.1 Recognises the contribution of a wide range of adults within and beyond their setting to the learning of children and young people, and has a range of effective strategies to build relationships with them that are trusting, professional and honest
10.2 Builds effective relationships with parents and carers, engaging them in ongoing, honest and open dialogue about their children
10.3 Is able to implement a range of strategies to support the emotional and physical wellbeing of all children and young people, identifying and sharing any areas for concern as appropriate
10.4 Communicates effectively with colleagues (e.g. form tutor, leadership team, Education Welfare Officer) and draws on their knowledge and expertise to ensure all children and young people receive the pastoral support they need
10.5 Works effectively with colleagues in and beyond the classroom (e.g. teaching assistants, SENDCo, trainee teachers) to support the learning and progress of all children and young people.
PROFESSIONAL BEHAVIOUR
A Chartered Teacher:
11. Critically evaluates and reflects on their own practice
11.1 Seeks ongoing, specific feedback from a wide range of people, both internal and external, to help evaluate and improve their practice
11.2 Understands how to use a variety of data sources and methods to conduct rigorous self-evaluation of the impact of their practice
11.3 Takes time to reflect on and adapt their planning, practices and pedagogical approaches to ensure they are effective and efficient
11.4 Is able to evaluate the impact of an intervention or change that they have implemented and share the outcomes with colleagues
11.5 Is able to create a robust plan for improving their classroom practice based on self-evaluation, reflection, and feedback from others
12. Is committed to engaging in relevant, career-long professional learning
12.1 Can identify their own learning needs and professional development goals, and uses these to create a long term plan for professional learning
12.2 Engages in a range of different formal and informal professional learning opportunities to ensure they maintain an up-to-date professional knowledge
12.3 Proactively seeks out appropriate professional learning opportunities and evaluates professional learning opportunities to determine quality and suitability
12.4 Understands effective methods for engaging in, and evaluating professional learning, both for individuals and when working with colleagues
12.5 Is open to questioning and challenging their own practice, values and beliefs in light of new evidence and expert input.
13. Exhibits collegiality by supporting, and learning from, others
13.1 Engages in a professional dialogue both within and beyond their setting, for example through professional networks, in order to develop their own knowledge and to support others
13.2 Contributes to a culture of engagement with research and professional enquiry and evaluation
13.3 Models good practice and is open to sharing practice with colleagues to support their learning
13.4 Is able to identify where colleagues’ practices could be improved and offer appropriate support, challenge and feedback
13.5 Recognises the value of collegiality and contributes to knowledge and practice in the profession.
14. Demonstrates high standards of professionalism
14.1 Understands how to manage personal resources and the importance of having a healthy work-life balance, and implements strategies to achieve this
14.2 Demonstrates professional autonomy and confidence, proactively looking for opportunities to drive improvement in their school
14.3 Understands what it means to be a teaching professional and the responsibilities and implications inherent within this, acts with integrity and takes responsibility for their impact on children and young people
14.4 Understands and can articulate their professional motivation as a teacher and knows how this may have an impact on their practice
14.5 Has high standards and strives to have a positive impact on the teaching profession and public perception of it.
15. Engages critically with research and evidence
15.1 Engages critically with research and evidence from a variety of sources and understands the how to evaluate the quality of these sources
15.2 Draws critically on research to develop understanding of their own practice and identify possible solutions to challenges, for example to inform decision-making
15.3 Identifies opportunities to implement learning from research within their own context, including potential barriers or issues, and can effectively translate the research into practice and evaluate its impact
15.4 Understands key concepts in education research including the limitations and appropriate uses of common research methodologies, enabling them to evaluate it and interpret its findings
15.5 Understands challenges in carrying out education research, including ethical considerations for conducting research within schools.
