Qualified Teacher Status (QTS) Professional Behaviours and the Teachers' Standards Flashcards

24 sample cards from the Professional Behaviours and the Teachers' Standards deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. Which standard requires teachers to 'have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities'?

   Teachers' Standard 8 (Fulfil wider professional responsibilities), in its conduct/statutory dimension, alongside Part Two's requirement to act within the law.

2. Name two statutory or policy frameworks that govern teacher conduct in England.

   Keeping Children Safe in Education (statutory safeguarding guidance) and the school's own behaviour, safeguarding and code-of-conduct policies; also the Education Act, Equality Act 2010 and the Teachers' Standards themselves.

3. Under the Equality Act 2010, name the protected characteristics relevant to teacher conduct.

   Age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

4. What does Teachers' Standard 8 (wider professional responsibilities) cover?

   Making a positive contribution to the wider life and ethos of the school; developing effective professional relationships with colleagues; deploying support staff effectively; taking responsibility for improving teaching through professional development; and communicating effectively with parents.

5. According to Teachers' Standard 8, how should teachers respond to advice and feedback?

   Deploy support staff effectively, take responsibility for improving teaching through appropriate professional development, and respond to advice and feedback from colleagues.

6. What does 'deploying support staff effectively' (TS8) require of a teacher?

   Directing teaching assistants and other support staff so they add value to pupils' learning — e.g. clear instructions, defined roles, briefing on learning objectives, and monitoring their impact rather than leaving them to manage pupils unsupervised.

7. State two principles of effective teaching-assistant (TA) deployment supported by research (e.g. EEF guidance).

   TAs should supplement, not replace, the teacher (used to add value, not as an informal teaching resource); and TAs should be prepared and trained, with clear roles, to deliver high-quality structured interventions and scaffold rather than complete pupils' tasks for them.

8. Under Teachers' Standard 8, what is required regarding parents and carers?

   Communicate effectively with parents with regard to pupils' achievements and well-being.

9. Give three good-practice principles for communicating with parents and carers about pupils.

   Communicate regularly and proactively (not only when problems arise); be clear, honest and jargon-free about achievements and well-being; and maintain confidentiality and professional boundaries while working in partnership in the pupil's best interests.

10. What is meant by 'developing effective professional relationships with colleagues'?

    Working collaboratively and respectfully with teaching and support staff, sharing practice, contributing to teams, and supporting a positive school culture — a core part of Teachers' Standard 8.

11. What does 'fulfilling wider professional responsibilities and contributing to the life of the school' look like in practice?

    Taking part in school activities beyond the classroom — e.g. extracurricular clubs, duties, school events, working parties, and supporting the school's ethos and improvement priorities.

12. Define 'reflective practice' in teaching.

    The deliberate, ongoing process of critically examining one's own teaching — what happened, why, and how to improve — using evidence and self-evaluation to inform future practice.

13. Name a well-known model used to structure reflective practice.

    Gibbs' Reflective Cycle (Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan); other examples include Kolb's Experiential Learning Cycle and Schön's reflection-in-action and reflection-on-action.

14. Distinguish Schön's 'reflection-in-action' from 'reflection-on-action'.

    Reflection-in-action is thinking and adjusting while teaching is happening (in the moment); reflection-on-action is reviewing and analysing the lesson afterwards to inform future practice.

15. What does it mean to 'use research and evidence to inform practice'?

    Drawing on robust educational research (e.g. from the EEF, randomised trials, cognitive science) to make informed decisions about teaching strategies rather than relying solely on tradition or intuition — evidence-informed practice.

16. What is the Education Endowment Foundation (EEF) and why is it relevant to evidence-informed teaching?

    An independent charity that summarises and funds research on what improves pupil attainment, producing the Teaching and Learning Toolkit; it gives teachers accessible, cost-effective, evidence-based guidance to inform practice.

17. Why is managing workload important for teacher sustainability?

    Excessive workload is a leading cause of teacher stress and attrition; managing and prioritising tasks protects well-being, sustains quality of teaching, and supports retention in the profession.

18. Give two practical strategies for prioritising tasks and managing teacher workload.

    Distinguish high-impact from low-impact tasks (e.g. focus marking on feedback that moves learning, reduce unnecessary written marking); and use planning shortcuts such as shared schemes of work, efficient routines, and setting boundaries on working hours.

19. Define 'resilience' in the context of a teaching career.

    The capacity to adapt positively to challenge, recover from setbacks, and sustain effective practice and well-being under pressure over time.

20. Name two sources of wellbeing support a teacher can access.

    In-school support (mentors, line managers, wellbeing leads, Employee Assistance Programmes) and external support (Education Support charity helpline, professional associations/unions, occupational health, and GP/mental-health services).

21. What is the difference between 'progress' and 'attainment' in pupil outcomes?

    Attainment is the level or grade a pupil reaches at a point in time; progress is the gain or improvement a pupil makes relative to their own starting point. Teachers' Standard 2 holds teachers accountable for both.

22. What is 'adaptive teaching' and which standard relates to it?

    Adjusting teaching to meet the needs of all pupils — including those with SEND, EAL or high prior attainment — so every pupil can access and progress in learning. It relates to Teachers' Standard 5 (adapt teaching to respond to the strengths and needs of all pupils).

23. Compare 'formative' and 'summative' assessment (relevant to Teachers' Standard 6).

    Formative (assessment for learning) is ongoing assessment used to give feedback and shape next steps in teaching; summative (assessment of learning) measures attainment at the end of a unit or period, e.g. exams. Both are required for accurate, productive use of assessment.

24. What is the relationship between QTS and induction/ECF — can a teacher hold QTS without completing induction?

    Yes: QTS is awarded on meeting the Teachers' Standards through initial teacher training; statutory induction (the two-year ECF-based period) follows the award of QTS and must normally be completed to remain employed as a teacher in a maintained school.

What this deck covers

Professional Behaviours and the Teachers' Standards flashcards FAQ