Golden Principles

  • 1. I model what ‘outstanding’ looks like.
  • 2. I use high level academic vocabulary.
  • 3. I plan for and ask higher order questions with challenging materials to ensure students think deeply.
  • 4. I encourage student independence and resilience.
  • 5. I share the learning challenge which contextualises how students will make progress in every lesson.
  • 6. I use responsive teaching to maintain high challenge and shape immediate and future outcomes.
  • 7. I articulate a positive mindset which encourages all students to believe that they can make progress.
  • 8. I consider and plan for misconceptions to secure learning and maintain pace.
  • 9. I routinely undertake learning that embeds knowledge and understanding in student’s long term memory.
  • 10. I reflect on the success of challenge in lessons to help shape and adapt the curriculum accordingly.
  • 1. I ensure assessment is challenging and focused.
  • 2. I check student books for progress both inside and outside of lessons.
  • 3. I formatively mark specific pieces of work in accordance with the scheme of work. Approximately every 8 lessons.
  • 4. I use departmental agreed workload reducing marking tools e.g. success grids, where appropriate.
  • 5. I mark for literacy focusing on subject specific words, common errors and using codes where appropriate.
  • 6. I mark in pink; my students mark and respond in green.
  • 7. I provide opportunity for students to reflect on and respond to my challenging feedback.
  • 8. I am in a routine with my marking which helps with my planning.
  • 9. I maintain a teacher mark book whilst meeting Department and School deadlines for data input.
  • 10. I review data to discover trends, find areas for investigation and help inform my planning.
  • 1. I treat everyone with dignity, kindness and respect.
  • 2. I look after myself and other staff, accessing help where needed.
  • 3. I am consistent and fair in my approach with students.
  • 4. I am relentlessly optimistic about what can happen in the future and promote positive self-belief.
  • 5. I positively engage with the parents of my students as a matter of course and when issues arise.
  • 6. I always provide opportunities for students to make positive choices.
  • 7. I am consistent with a warm welcome, fresh start and positive behaviour management.
  • 1. I am always on time and prepared for my lessons.
  • 2. I use routine progress checks (AfL) to ensure learning is challenging and done at pace.
  • 3. I make sure that students are in good habits and routines in my lessons.
  • 4. I think carefully about and plan for good behaviour e.g. using seating plans to support student learning.
  • 5. I am clear about what success looks like and use my lessons to show students how to get there.
  • 6. I ensure students uphold the school’s standards at all times.
  • 7. I set and acknowledge, relevant and engaging tasks to support students in learning beyond the classroom.
  • 8. I monitor and reflect on ensuring the safety of students in my lessons.
  • 9. I understand and follow school policies, asking for advice where unsure.
  • 10. I plan for, assess and prioritise my disadvantaged students.
  • 1. I positively engage with colleagues to improve our teaching (‘teachers teaching teachers’) e.g. through CADT.
  • 2. I continually develop my subject knowledge and use it to improve the whole curriculum.
  • 3. I look for opportunities beyond school to improve my teaching practice.
  • 4. I focus my CPD on improving students’ ‘Quality of Education’.
  • 5. I am proactive and take responsibility for my own CPD whilst working with my Line Manager to agree areas of focus e.g. conducting active research.
  • 6. I engage with and complete all necessary safeguarding and health and safety online training.
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