Extract from Guidance to accompany the Standards for Qualified Teacher Status (QTS) TDA, 2007

Rationale

Good communication is central to working with children, young people, their
families and carers, and with colleagues across the workforce of the school and the wider children’s workforce. Teachers communicate effectively with children and young people within and beyond the classroom, in order to build rapport and secure learning and well-being. They also communicate effectively with parents and carers to support them in their role as educators. Recent school reforms mean that teachers now need to work effectively with an increasingly diverse range of colleagues, all of whom are supporting the development of children and young people.

Teachers do not work in isolation; the education and well-being of learners are increasingly the collective responsibility of a network of professionals and other support staff, who work together to ensure that needs are met. Teachers understand how other adults, both in the classroom and beyond, can contribute to teaching and learning. They are aware of the roles of colleagues across children’s services, and they know when and how to liaise with and seek help from them.

Scope

This standard requires trainees to demonstrate knowledge, skills and understanding of effective communication in order to support teaching and learning and their wider professional role. In achieving this, they will demonstrate that they meet the expectations contained in the Common Core of Skills and Knowledge. This standard does not require trainees to take full or sole responsibility for communications between school and home or between school and other agencies.

Questions to consider

• Does the trainee communicate in ways that demonstrate respect for others?
• Does the trainee demonstrate that communication is a two-way process?
• Does the trainee listen, build empathy, consult and negotiate effectively?
• Does the trainee motivate, support, challenge, and manage learners effectively in order to secure learning?
• Does the trainee use questioning effectively?
• Does the trainee demonstrate sensitivity, for example, to culture and context when communicating?
• Is the trainee able to communicate effectively both on a one-to-one basis and as a member of a team?
• How effective and appropriate is the trainee’s use of non-verbal communication?
• Does the trainee seek guidance and support from, and communicate positively and effectively with, colleagues and other professionals?

Cross references

Evidence for this standard may be linked to evidence for assessment against the following standards:

• Q1, Q2 (Relationships with children and young people)
• Q3(b) (Frameworks)
• Q5 (Communicating and working with others)
• Q10 (Teaching and learning)
• Q18, Q19, Q20 (Achievement and diversity)
• Q21(a) (Health and well-being)
• Q22 (Planning)
• Q25(c) (Teaching)
• Q26, Q27 (Assessing, monitoring and feedback)
• Q32, Q33 (Team working and collaboration).

Sources of evidence

Planning documentation and observations of trainees’ teaching will provide evidence of their ability to use language effectively in the classroom to motivate, support, challenge and manage learners, and to secure learning. These, along with written tasks and other training activities, might additionally provide evidence of trainees’ understanding of the benefits to learners of working effectively with colleagues. Discussions with tutors and mentors will provide evidence of trainees’ knowledge and understanding of the valuable contribution to learners’ development and progress made by parents and carers. A wide range of opportunities – such as involvement in consultation meetings – might be used to explore trainee teachers’ ability to communicate sensitively and effectively with parents and carers.