Q3 |
(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. |
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| C3 | 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 | |
| P1 | Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation | |
| E1 | Be willing to take a leading role in developing workplace policies and practice and in promoting collective responsibility for their implementation | |
| A1 | 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 | |
Extract from Guidance to accompany the Standards for Qualified Teacher Status (QTS) TDA, 2007
Rationale
Teachers’ professional duties are framed by legislation, statutory instruments, the latest School Teachers’ Pay and Conditions Document and statutory and non-statutory guidance. These include the Education Act 2002, Every Child Matters (2003), the Children Act 2004 and the Children’s Workforce Strategy (2005). Teachers also have rights and responsibilities, such as those contained in the 2003 national agreement Raising Standards and Tackling Workload. Teachers’ work in schools and other educational settings will be supported by various structures and systems, including policies, codes and practices. Many of these will have been devised by local authorities, schools and other organisations as a result of statutory requirements or guidance; others will have been created to reflect a particular mission and ethos. Teachers understand, support and enact these policies collectively and consistently in their professional practice.
Q3(a)
Scope
Trainee teachers need to be aware of relevant aspects of the law, including the legal framework relating to professional conduct and teachers’ conditions of service. Knowing the extent of their professional rights and responsibilities will help them to anticipate problems and avoid errors. This standard does not require trainees to have a detailed knowledge of all documents listed in the links, but they should be aware of their own rights and responsibilities in areas such as equality, health and safety, special educational needs, child protection and teacher employment.
Questions to consider
Cross references
Evidence for this standard may be linked to evidence for assessment against the following standards:
Q3(b)
Scope
As members of the community of an educational setting, trainees will be expected to adhere to the requirements, rights and responsibilities articulated in the policies of that setting and share responsibility for putting them into practice.
Questions to consider
Cross references
Evidence for this standard may be linked to evidence for assessment against the following standards:
ITT Requirement R1.5 stipulates that all entrants to ITT programmes must ‘possess the appropriate qualities, attitudes and values expected of a teacher’.
Sources of evidence
Assessors will wish to use a variety of means to establish trainees’ understanding of how the statutory framework impacts on the work of teachers. Assessment evidence might include records of discussions with the trainee and any written material produced by them. Evidence of trainees’ knowledge, understanding and collective implementation of policies may also emerge through trainees’ planning, assessment and monitoring documentation and their involvement in a wide range of school-based activities.