Multi-page article http://education.gov.uk/b00205422/itt/qts-standards-guidance 2012-11-30T12:31:36 Qualified Teacher Status (QTS) standards guidance QTS standards guidance Guidance to accompany the standards for qualified teacher status (QTS). <![CDATA[ The existing qualified teacher status (QTS) standards help initial teacher training (ITT) providers exercise their professional judgement and maximise the opportunities for the development of their programmes. The purpose of this guidance is to help everyone involved in ITT, including teacher trainees, to understand the scope and expectations of the standards. This guidance will be of particular interest to accredited ITT providers, all schools, trainee teachers and employers and includes: <ul> <li> a rationale statement for each sub-section of the standards that sets out why those standards are important.</li> <li> a statement setting out the scope of each standard – what is encompassed by that standard, and what is not.</li> <li> a series of questions to consider. These questions are not intended to be exhaustive, nor should they be used as a checklist of achievement. They are intended to guide assessors as they seek to identify assessment evidence relevant to the standard, and to help trainees to understand the expectations of that standard.</li> <li> an indication for each sub-section of the standards of the likely sources of assessment evidence relevant to that group of standards.</li> <li> cross-references with other standards. This is intended to promote holistic rather than atomistic assessment; providers will want to group the standards for the purposes of gathering assessment evidence.</li> <li> links to supporting resources. Trainees will find this section particularly useful in support of their developing professional knowledge and practice and their academic endeavours.</li> </ul> The guidance focuses on assessment, because the standards are outcome statements that indicate what trainee teachers must know, understand and be able to do in order to achieve QTS. The many different people involved in assessment – school-based tutors, class teachers, higher education tutors and the trainees themselves – need to develop a common understanding of what is involved in meeting the standards. Assessment against the standards is a matter of skilled professional judgement made at different times in different contexts, and often draws on evidence from a range of sources collected over time. The guidance draws attention to the kinds of evidence that could be relevant when making judgements about whether a trainee is meeting the standards in full. Many of the standards are interrelated, and single assessment opportunities will produce evidence for several different standards. The standards relating to professional attributes underpin all the rest: trainees should be able to show that they meet these standards in everything they do. The standards relating to professional knowledge are closely linked to those relating to professional skills. Successful trainees will demonstrate these standards in teaching as well as through their academic attainments. Since 1 April 2012, the information and communication technology (ICT) test has been removed from the skills tests standards (Q16). After this date the recommendation for the award of Qualified Teacher Status will not be dependent on trainee teachers having passed the ICT test. Trainees who have already started their course and have yet to pass the ICT test will no longer be required to do so and results files will be updated to reflect the change. All ICT tests booked after 1 April 2012 will be cancelled automatically and candidates will be notified by the skills tests helpdesk. If you were deferred for QTS pending the successful completion of the ICT skills test, your status will be updated automatically. You should contact your training provider to apply for the award of QTS. ]]> false Headteacher Newly qualified teacher National College for Teaching and Leadership English Get into teaching

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