The General Teaching Council for Scotland

Enhancing professionalism in education since 1965

Explore the Standards

A Toolkit for Self Evaluation

Self evaluation using the GTC Scotland Standards is an integral part of the Professional Update process for all teachers. Explore the Standards is an online resource to help you to do that. It allows you to choose how to display the Standards and to print off the format you decide to use. The resource is based on advice given by the Standards Support Group which comprised nominees from each of the teacher professional associations, The Association of Chartered Teachers in Scotland and a probationer teacher.

Explore the Standards personalises the wording of the original Standards to make them more suitable for self evaluation by using phrases such as "I demonstrate..." and "I understand...".

You can choose how to display the Standards you decide to use:

  • One choice is whether to view a single Standard or to view two Standards side-by-side. The side-by-side view could be useful if you feel that you are in transition from one Standard to another, or if you aspire to work at a new Standard or apply for a new post. To view one Standard, select from the options under Choose one Standard to view. To choose two Standards, select from the paired options under Choose Standards to view side-by-side.
  • A second choice is whether to view a whole Standard or, in discussion with your line manager, to focus only on certain themes in a particular year. You can choose as many themes as you like in any combination. To choose whole Standards, select the tab View the whole Standard. To choose themes, select the tab View the Standards by Themes.

Clicking on the "Plus" button will reveal further details of the Standards. When you click on it the content expands and the "Plus" button changes to a "Minus" button. Clicking on the "Minus" button hides the detail again.

You can use the "Print" button to print off any of the options you choose.

For self evaluation, you can view one Standard or view two side-by-side. Click on the relevant button below:

For self evaluation, you can view the Standards by themes. Choose the standard(s) and themes that you would like to view by clicking the relevant button(s) below:

Choose one Standard to view





Choose Standards to view side-by-side




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Self Evaluation Based on The Standard for Career-long Professional Learning
1 Professional Values and Personal Commitment  
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
2 Professional Knowledge and Understanding, Professional Skills and Abilities  
2.1 Professional Knowledge and Understanding
2.1.1 I develop deep, critically informed knowledge and understanding to enhance skills and abilities in relation to pedagogy, learning and subject knowledge.
2.1.2 I develop deep, critically informed knowledge and understanding to enhance skills and abilities in relation to curriculum and assessment.
2.1.3 I develop deep, critically informed knowledge and understanding to enhance skills and abilities in relation to enquiry and research.
2.1.4 I develop deep, critically informed knowledge and understanding to enhance skills and abilities in relation to educational contexts and current debates in policy, education and practice.
2.1.5 I develop deep, critically informed knowledge and understanding to enhance skills and abilities in relation to sustaining and developing professional learning.
2.1.6 I develop deep, critically informed knowledge and understanding to enhance skills and abilities in relation to learning for sustainability.
2.2 Professional Skills and Abilities
2.2.1 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to deepen and develop subject, curricular, and pedagogic knowledge to be able to lead learners and the learning of colleagues.
2.2.2 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to question, develop and account for practice in critically informed ways and provide an informed rationale for professional actions.
2.2.3 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to systematically investigate, analyse and evaluate the impact of practice.
2.2.4 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically question and challenge educational assumptions, beliefs and values of self and system.
2.2.5 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.
2.2.6 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to work to create, contribute to, and lead a collegiate culture, through collaborative enquiry, peer observation with constructive feedback, professional dialogue and debate.
2.2.7 I develop and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to work collaboratively across disciplines, professions and communities, locally and globally.
3 The Professional Actions in Career-Long Professional Learning  
3.1 Pedagogy, Learning and Subject Knowledge
3.1.1 I demonstrate deep subject knowledge and pedagogical leadership.
3.1.2 I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.
3.1.3 I demonstrate a critical understanding of approaches to teaching and learning, pedagogy and practice.
3.1.4 I deploy an enhanced understanding of pedagogy and how constructive relationships with learners can be developed.
3.1.5 I demonstrate a critical understanding of digital technologies and how these can be used to support learning.
3.1.6 I understand and develop the most appropriate contexts and environments for learning including outdoor learning, and am able to apply appropriate pedagogies for these environments.
3.2 Curriculum and Assessment
3.2.1 I understand and apply the principles of curriculum and assessment design to address changing educational needs.
3.2.2 I lead and collaborate with others to plan innovative curricular programmes.
3.2.3 I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.
3.3 Enquiry and Research
3.3.1 I develop and apply expertise, knowledge and understanding of research and impact on education.
3.3.2 I develop and apply expertise, knowledge, understanding and skills to engage in practitioner enquiry to inform pedagogy, learning and subject knowledge.
3.3.3 I lead and participate in collaborative practitioner enquiry.
3.4 Educational contexts and current debates in policy, education and practice
3.4.1 I understand and explore the contexts and complexity in which teachers operate and the dynamic and complex role(s) of professionals within the educational community.
3.4.2 I actively consider and critically question the development of policy in education.
3.4.3 I develop a culture where learners meaningfully participate in decisions related to their learning and school.
3.4.4 I develop and apply political literacy and political insight in relation to professional practice, educational change and policy development.
3.5 Sustaining and Developing Professional Learning
3.5.1 I develop skills of rigorous and critical self-evaluation, reflection and enquiry including how to investigate and evidence impact on learners and professional practice.
3.5.2 I am committed to on-going career-long professional learning, including postgraduate study as appropriate.
3.5.3 I lead and contribute to the professional learning of all colleagues, including students and probationers.
3.6 Learning for Sustainability
3.6.1 I understand the environmental, social and economic conditions of learners to inform teaching and learning.
3.6.2 I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.
3.6.3 I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.
3.6.4 I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
Self Evaluation Based on The Standard for Provisional Registration Self Evaluation Based on The Standard for Full Registration
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.1 Social Justice 1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations. 1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. 1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners. 1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future. 1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported. 1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity 1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom. 1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice. 1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice. 1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect 1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community. 1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing. 1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning. 1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
1.4 Professional Commitment 1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality. 1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice. 1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.1 Curriculum 2.1 Curriculum
2.1.1 I have knowledge and understanding of the nature of the curriculum and its development 2.1.1 I have knowledge and understanding of the nature of the curriculum and its development
2.1.1.1 I have developed an understanding of the principles of curriculum design and the contexts for learning. 2.1.1.1 I have secure and detailed understanding of the principles of curriculum design and can apply them in any setting where learning takes place.
2.1.1.2 I know about and understand the processes of change and development in the curriculum. 2.1.1.2 I have secure working knowledge and detailed understanding of the processes of change and development in the curriculum.
2.1.1.3 I have developed an awareness of connections with other curricular areas, stages and sectors. 2.1.1.3 I know how to identify and highlight connections with other curricular areas, stages or sectors, promoting learning beyond subject boundaries.
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.1 I have acquired knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance. 2.1.2.1 I have detailed knowledge and understanding of the theory and practical skills required in curricular areas, referring to local and national guidance.
2.1.2.2 I understand how to match the level of curricular areas to the needs of all learners. 2.1.2.2 I know how to match and apply the level of the curricular areas to the needs of all learners.
2.1.2.3 I understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners. 2.1.2.3 I know how to use, design and adapt materials for teaching and learning which stimulate, support and challenge all learners.
  No equivalent in side-by-side view. 2.1.2.4 I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.
2.1.2.4 I know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability. 2.1.2.5 I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes 2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
2.1.3.1 I know how to plan for effective teaching and learning across different contexts and experiences. 2.1.3.1 I know how to plan systematically for effective teaching and learning across different contexts and experiences.
2.1.3.2 I know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners. 2.1.3.2 I have a secure working knowledge and detailed understanding to justify what is taught within the curricular areas, in relation to the curriculum and the relevance to the needs of all learners.
  No equivalent in side-by-side view. 2.1.3.3 I understand my role as a leader of curriculum development.
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning 2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in my care, and I show commitment to raising learners' expectations of themselves. 2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners, and I demonstrate a commitment to raising all learners' expectations of themselves.
2.1.4.2 I know how to apply knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing. 2.1.4.2 I have knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.
2.1.4.3 I have knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies to enhance teaching and learning. 2.1.4.3 I have secure knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies competently to enhance teaching and learning.
2.1.4.4 I know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance. 2.1.4.4 I have appropriate and increasing knowledge and understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance.
2.1.4.5 I know and understand the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and select the most appropriate methods to meet all learners' needs. 2.1.4.5 I have secure knowledge and understanding of the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and effectively select the most appropriate methods to meet all learners' needs.
2.1.4.6 I have knowledge and understanding of current educational priorities such as learning for sustainability. 2.1.4.6 I have secure knowledge of current educational priorities such as learning for sustainability.
2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting 2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting
2.1.5.1 I know and understand that the principles of assessment, recording and reporting are integral to the process of teaching and learning. 2.1.5.1 I know and understand how to apply the principles of assessment, recording and reporting as an integral part of the teaching process.
2.1.5.2 I know and understand how to use the principles of assessment, record assessments appropriately, use assessment information to review progress, inform teaching and learning, identify next steps and produce clear, informed and sensitive reports. 2.1.5.2 I have extensive knowledge and a secure understanding of the principles of assessment, methods of recording assessment information, the use of assessment in reviewing progress, in improving teaching and learning, identifying next steps and the need to produce clear, informed and sensitive reports.
  No equivalent in side-by-side view. 2.1.5.3 I have knowledge and understanding of the GIRFEC National Practice Model and how to apply this to support teaching and learning.
  No equivalent in side-by-side view. 2.1.5.4 I have extensive knowledge and a secure understanding of the assessment requirements of the major awarding and accrediting bodies.
2.2 Education Systems and Professional Responsibilities 2.2 Education Systems and Professional Responsibilities
2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice 2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice
2.2.1.1 I have developed an understanding of the principal influences on Scottish education and an awareness of international systems. 2.2.1.1 I have an understanding of the principal influences on Scottish education and international systems and understand the contribution and impact of these systems on teaching and learning.
2.2.1.2 I have developed an understanding of current, relevant legislation and guidance such as the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC. 2.2.1.2 I have an understanding of current, relevant legislation and guidance such the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.
2.2.1.3 I have developed an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners. 2.2.1.3 I have an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners and how these affect my daily responsibilities.
2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them 2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them
2.2.2.1 I have developed an understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice. 2.2.2.1 I have secure working knowledge and detailed understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice.
2.2.2.2 I have a working knowledge of the teacher's contractual, pastoral and legal responsibilities. 2.2.2.2 I have secure working knowledge and detailed understanding of my contractual, pastoral and legal responsibilities as a teacher.
2.2.2.3 I have an awareness of and respect for a school's distinctive ethos. 2.2.2.3 I understand the importance of making a commitment to the distinctive ethos in all areas of the learning community.
2.2.2.4 I have an understanding of the roles and responsibilities of all staff within the learning community. 2.2.2.4 I have secure knowledge and detailed understanding of my own role and responsibilities as a teacher in relation to all staff within the learning community, other partner agencies and parents' organisations.
2.3 Pedagogical Theories and Practice 2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices 2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.1 I have knowledge and understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take account of all learners' needs. 2.3.1.1 I have secure knowledge and detailed understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take an holistic account of all learners' needs.
2.3.1.2 I have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning. 2.3.1.2 I have secure knowledge and detailed understanding of learning theories and draw on these systematically in planning, teaching and learning.
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected. 2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.
2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry 2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry
2.3.2.1 I know how to access and apply relevant findings from educational research. 2.3.2.1 I know how to access and apply relevant findings from educational research.
2.3.2.2 I know how to engage appropriately in the systematic investigation of practice. 2.3.2.2 I know how to engage critically in enquiry, research and evaluation individually or collaboratively, and apply this in order to improve teaching and learning.
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.1 Teaching and Learning 3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities 3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities
3.1.1.1 I plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work. 3.1.1.1 I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.
3.1.2 I communicate effectively and interact productively with learners, individually and collectively 3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice. 3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.
3.1.2.2 I use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners. 3.1.2.2 I use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners.
3.1.2.3 I communicate appropriately with all learners, and promote competence and confidence in literacy. 3.1.2.3 I communicate appropriately with all learners, and promote competence and confidence in literacy.
3.1.2.4 I demonstrate effective questioning strategies. 3.1.2.4 I demonstrate effective questioning strategies varied to meet the needs of all learners, in order to enhance teaching and learning.
3.1.2.5 I communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners. 3.1.2.5 I communicate the purpose of the learning and give effective explanations at the appropriate level(s) for all learners.
3.1.2.6 I stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional. 3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.
3.1.2.7 I reflect on the impact of my personal method of communication on learners and others in the classroom. 3.1.2.7 I reflect on the impact of my personal method of communication on learners and others in the learning community.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners 3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I demonstrate that I can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes. 3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.
3.1.3.2 I demonstrate that I can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities. 3.1.3.2 I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.
3.1.3.3 I demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners. 3.1.3.3 I justify consistently and evaluate competently professional practice, and take action to improve the impact on all learners.
  No equivalent in side-by-side view. 3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.
3.1.4 I have high expectations of all learners 3.1.4 I have high expectations of all learners
3.1.4.1 I develop tasks and set pace of work to meet the needs of learners, provide effective support and challenge, and seek advice appropriately. 3.1.4.1 I ensure learning tasks are varied, differentiated and devised to build confidence and promote progress of all learners, and provide effective support and challenge.
3.1.4.2 I demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners' needs. 3.1.4.2 I identify effectively barriers to learning and respond appropriately, seeking advice in relation to all learners' needs as required.
  No equivalent in side-by-side view. 3.1.4.3 I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.
3.1.5 I work effectively in partnership in order to promote learning and wellbeing 3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I ensure learners contribute to the planning and enhancement of their own learning programmes. 3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.
3.1.5.2 I demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing. 3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
3.2 Classroom Organisation and Management 3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment 3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.1 I plan and provide a safe, well organised learning environment, including effective use of display. 3.2.1.1 I ensure my classroom or work area is safe, well-organised, well-managed and stimulating, with effective use of display regularly updated.
3.2.1.2 I make appropriate use of available space to accommodate whole-class lessons, group and individual work and promote independent learning. 3.2.1.2 I plan and organise effectively available space to facilitate whole-class lessons, group and individual work and promote independent learning.
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary. 3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.
3.2.1.4 I organise and manage classroom resources and digital technologies to support teaching and learning. 3.2.1.4 I enable learners to make full use of well-chosen resources, including digital technologies to support teaching and learning.
3.2.1.5 I know about and am able to apply health and safety regulations as appropriate to their role. 3.2.1.5 I know about and apply appropriately health and safety regulations as an integral part of professional practice.
3.2.2 I develop positive relationships and positive behaviour strategies 3.2.2 I develop positive relationships and positive behaviour strategies
3.2.2.1 I demonstrate care and commitment to working with all learners. 3.2.2.1 I demonstrate care and commitment to working with all learners.
3.2.2.2 I demonstrate knowledge and understanding of wellbeing indicators. 3.2.2.2 I demonstrate a secure knowledge and understanding of the wellbeing indicators.
3.2.2.3 I show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success. 3.2.2.3 I show in-depth awareness of educational research and local and national advice, and use in a consistent way, a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.
3.2.2.4 I apply the school's positive behaviour policy, including strategies for understanding and preventing bullying. 3.2.2.4 I implement consistently the school's positive behaviour policy including strategies for understanding and preventing bullying, and manage pupil behaviour in and around the school, in a fair, sensitive and informed manner.
3.2.2.5 I know how and when to seek the advice of colleagues in managing behaviour. 3.2.2.5 I seek and use advice from colleagues and promoted staff, as appropriate, in managing behaviour.
3.2.2.6 I demonstrate the ability to justify the approach taken in managing behaviour. 3.2.2.6 I evaluate and justify my approaches to managing behaviour and, when necessary, am open to new approaches to adapt them.
  No equivalent in side-by-side view. 3.2.2.7 I recognise when a learner's behaviour may signify distress requiring the need for further support, and take appropriate action.
3.3 Pupil Assessment 3.3 Pupil Assessment
3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning 3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning
3.3.1.1 I use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies. 3.3.1.1 I systematically develop and use an extensive range of strategies, approaches and associated materials for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies.
3.3.1.2 I enable all learners to engage in self-evaluation and peer assessment to benefit learning. 3.3.1.2 I enable all learners to engage in self evaluation and peer assessment to benefit learning.
3.3.1.3 I record assessment information to enhance teaching and learning. 3.3.1.3 I record assessment information in a systematic and meaningful way in order to enhance teaching and learning and fulfil the requirements of the curriculum and awarding bodies.
3.3.1.4 I use the results of assessment to identify strengths and development needs which lead to further learning opportunities. 3.3.1.4 I use the results of assessment to identify development needs at class, group and individual level and as a basis for dialogue with learners about their progress and targets.
  No equivalent in side-by-side view. 3.3.1.5 I produce clear and informed reports for parents and other agencies which discuss learners' progress and matters related to personal, social and emotional development in a sensitive and constructive way.
3.4 Professional Reflection and Communication 3.4 Professional Reflection and Communication
3.4.1 I read and critically engage with professional literature, educational research and policy 3.4.1 I read and critically engage with professional literature, educational research and policy
3.4.1.1 I read and analyse a range of appropriate educational and research literature. 3.4.1.1 I read, analyse and critically evaluate a range of appropriate educational and research literature.
3.4.1.2 I use what I have learned from reading and research to challenge and inform practice. 3.4.1.2 I systematically engage with research and literature to challenge and inform professional practice.
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise 3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard. 3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard.
3.4.2.2 I adopt an enquiring approach to my professional practice and engage in professional enquiry and professional dialogue. 3.4.2.2 I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.
3.4.2.3 I evaluate my classroom practice, taking account of feedback from others, in order to enhance teaching and learning. 3.4.2.3 I evaluate and adapt my classroom practice rigorously and systematically, taking account of feedback from others, to enhance teaching and learning.
3.4.2.4 I engage where possible in the processes of curriculum development, improvement planning and professional review and development. 3.4.2.4 I demonstrate constructive participation and engagement with curriculum development, improvement planning and professional review and development.
3.4.2.5 I work collaboratively to share my professional learning and development with colleagues. 3.4.2.5 I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.
3.4.2.6 I maintain a record of my own professional learning and development, culminating in an Initial Professional Development Action Plan. 3.4.2.6 I maintain an effective record and portfolio of my own professional learning and development and a professional development action plan, including analysis of impact on learners and on own professional practices.
  Self Evaluation Based on The Standard for Full Registration Self Evaluation Based on The Standard for Career-long Professional Learning
1 Professional Values and Personal Commitment Professional Values and Personal Commitment
1.1 Social Justice Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations. I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners. I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future. I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported. I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom. I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice. I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice. I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community. I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing. I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning. I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
1.4 Professional Commitment Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality. I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice. I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
2 Professional Knowledge and Understanding Professional Knowledge and Understanding
2.1 Curriculum Curriculum
2.1.1 I have knowledge and understanding of the nature of the curriculum and its development Section 2.2

I develop and apply my knowledge, skills and expertise through enquiry and sustained professional learning to deepen and develop subject, curricular, and pedagogic knowledge to be able to lead learners and the learning of colleagues.

Section 3

I demonstrate deep subject knowledge and pedagogical leadership.

I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.

I understand and develop the most appropriate contexts and environments for learning including outdoor learning, and am able to apply appropriate pedagogies for these environments.

I understand and apply the principles of curriculum and assessment design to address changing educational needs.

I lead and collaborate with others to plan innovative curricular programmes.

I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.
2.1.1.1 I have secure and detailed understanding of the principles of curriculum design and can apply them in any setting where learning takes place.
2.1.1.2 I have secure working knowledge and detailed understanding of the processes of change and development in the curriculum.
2.1.1.3 I know how to identify and highlight connections with other curricular areas, stages or sectors, promoting learning beyond subject boundaries.  
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.1 I have detailed knowledge and understanding of the theory and practical skills required in curricular areas, referring to local and national guidance.
2.1.2.2 I know how to match and apply the level of the curricular areas to the needs of all learners.
2.1.2.3 I know how to use, design and adapt materials for teaching and learning which stimulate, support and challenge all learners.
2.1.2.4 I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.
2.1.2.5 I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.  
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
2.1.3.1 I know how to plan systematically for effective teaching and learning across different contexts and experiences.
2.1.3.2 I have a secure working knowledge and detailed understanding to justify what is taught within the curricular areas, in relation to the curriculum and the relevance to the needs of all learners.
2.1.3.3 I understand my role as a leader of curriculum development.  
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners, and I demonstrate a commitment to raising all learners' expectations of themselves.
2.1.4.2 I have knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.
2.1.4.3 I have secure knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies competently to enhance teaching and learning.
2.1.4.4 I have appropriate and increasing knowledge and understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance.
2.1.4.5 I have secure knowledge and understanding of the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and effectively select the most appropriate methods to meet all learners' needs.
2.1.4.6 I have secure knowledge of current educational priorities such as learning for sustainability.  
2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting
2.1.5.1 I know and understand how to apply the principles of assessment, recording and reporting as an integral part of the teaching process.
2.1.5.2 I have extensive knowledge and a secure understanding of the principles of assessment, methods of recording assessment information, the use of assessment in reviewing progress, in improving teaching and learning, identifying next steps and the need to produce clear, informed and sensitive reports.
2.1.5.3 I have knowledge and understanding of the GIRFEC National Practice Model and how to apply this to support teaching and learning.
2.1.5.4 I have extensive knowledge and a secure understanding of the assessment requirements of the major awarding and accrediting bodies.
2.2 Education Systems and Professional Responsibilities Education Systems and Professional Responsibilities
2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice Section 2.2

I develop and apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically question and challenge educational assumptions, beliefs and values of self and system.

Section 3

I understand and explore the contexts and complexity in which teachers operate and the dynamic and complex role(s) of professionals within the educational community.

I actively consider and critically question the development of policy in education.

I develop and apply political literacy and political insight in relation to professional practice, educational change and policy development.
2.2.1.1 I have an understanding of the principal influences on Scottish education and international systems and understand the contribution and impact of these systems on teaching and learning.
2.2.1.2 I have an understanding of current, relevant legislation and guidance such the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.
2.2.1.3 I have an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners and how these affect my daily responsibilities.
2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them
2.2.2.1 I have secure working knowledge and detailed understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice.
2.2.2.2 I have secure working knowledge and detailed understanding of my contractual, pastoral and legal responsibilities as a teacher.
2.2.2.3 I understand the importance of making a commitment to the distinctive ethos in all areas of the learning community.
2.2.2.4 I have secure knowledge and detailed understanding of my own role and responsibilities as a teacher in relation to all staff within the learning community, other partner agencies and parents' organisations.
2.3 Pedagogical Theories and Practice Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices Section 2.2

I develop and apply my knowledge, skills and expertise through enquiry and sustained professional learning.

To question, develop and account for practice in critically informed ways and provide an informed rationale for professional actions.

To systematically investigate, analyse and evaluate the impact of practice.

To critically question and challenge educational assumptions, beliefs and values of self and system.

To critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.

Section 3

I develop and apply expertise, knowledge and understanding of research and impact on education.

I develop and apply expertise, knowledge, understanding and skills to engage in practitioner enquiry to inform pedagogy, learning and subject knowledge.

I lead and participate in collaborative practitioner enquiry.

I develop skills of rigorous and critical self-evaluation, reflection and enquiry including how to investigate and evidence impact on learners and professional practice.

I am committed to on-going career-long professional learning, including postgraduate study as appropriate.

I lead and contribute to the professional learning of all colleagues, including students and probationers.
2.3.1.1 I have secure knowledge and detailed understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take an holistic account of all learners' needs.
2.3.1.2 I have secure knowledge and detailed understanding of learning theories and draw on these systematically in planning, teaching and learning.
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.
2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry
2.3.2.1 I know how to access and apply relevant findings from educational research.
2.3.2.2 I know how to engage critically in enquiry, research and evaluation individually or collaboratively, and apply this in order to improve teaching and learning.
3 Professional Skills and Abilities Professional Skills and Abilities
3.1 Teaching and Learning and Classroom Organisation and Management Teaching and Learning and Classroom Organisation and Management
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities Section 2.2

I develop and apply my knowledge, skills and expertise through enquiry and sustained professional learning.

To deepen and develop subject, curricular, and pedagogic knowledge to be able to lead learners and the learning of colleagues.

To work to create, contribute to, and lead a collegiate culture, through collaborative enquiry, peer observation with constructive feedback, professional dialogue and debate.

To work collaboratively across disciplines, professions and communities, locally and globally.

Section 3

I demonstrate deep subject knowledge and pedagogical leadership.

I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.

I demonstrate a critical understanding of approaches to teaching and learning, pedagogy and practice.

I deploy an enhanced understanding of pedagogy and how constructive relationships with learners can be developed.

I demonstrate a critical understanding of digital technologies and how these can be used to support learning.

I understand and develop the most appropriate contexts and environments for learning including outdoor learning, and am able to apply appropriate pedagogies for these environments.

I understand and apply the principles of curriculum and assessment design to address changing educational needs.

I lead and collaborate with others to plan innovative curricular programmes.

I develop a culture where learners meaningfully participate in decisions related to their learning and school.

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
3.1.1.1 I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.
3.1.2.2 I use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners.
3.1.2.3 I communicate appropriately with all learners, and promote competence and confidence in literacy.
3.1.2.4 I demonstrate effective questioning strategies varied to meet the needs of all learners, in order to enhance teaching and learning.
3.1.2.5 I communicate the purpose of the learning and give effective explanations at the appropriate level(s) for all learners.
3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.
3.1.2.7 I reflect on the impact of my personal method of communication on learners and others in the learning community.  
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.
3.1.3.2 I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.
3.1.3.3 I justify consistently and evaluate competently professional practice, and take action to improve the impact on all learners.
3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  
3.1.4 I have high expectations of all learners
3.1.4.1 I ensure learning tasks are varied, differentiated and devised to build confidence and promote progress of all learners, and provide effective support and challenge.
3.1.4.2 I identify effectively barriers to learning and respond appropriately, seeking advice in relation to all learners' needs as required.
3.1.4.3 I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.
3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.  
3.2 Classroom Organisation and Management Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment No equivalent in side-by-side view.
3.2.1.1 I ensure my classroom or work area is safe, well-organised, well-managed and stimulating, with effective use of display regularly updated.
3.2.1.2 I plan and organise effectively available space to facilitate whole-class lessons, group and individual work and promote independent learning.
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.
3.2.1.4 I enable learners to make full use of well-chosen resources, including digital technologies to support teaching and learning.
3.2.1.5 I know about and apply appropriately health and safety regulations as an integral part of professional practice.
3.2.2 I develop positive relationships and positive behaviour strategies
3.2.2.1 I demonstrate care and commitment to working with all learners.
3.2.2.2 I demonstrate a secure knowledge and understanding of the wellbeing indicators.
3.2.2.3 I show in-depth awareness of educational research and local and national advice, and use in a consistent way, a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.
3.2.2.4 I implement consistently the school's positive behaviour policy including strategies for understanding and preventing bullying, and manage pupil behaviour in and around the school, in a fair, sensitive and informed manner.
3.2.2.5 I seek and use advice from colleagues and promoted staff, as appropriate, in managing behaviour.
3.2.2.6 I evaluate and justify my approaches to managing behaviour and, when necessary, am open to new approaches to adapt them.
3.2.2.7 I recognise when a learner's behaviour may signify distress requiring the need for further support, and take appropriate action.  
3.3 Pupil Assessment Pupil Assessment
3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning Section 3

I understand and apply the principles of curriculum and assessment design to address changing educational needs.

I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.
3.3.1.1 I systematically develop and use an extensive range of strategies, approaches and associated materials for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies.
3.3.1.2 I enable all learners to engage in self evaluation and peer assessment to benefit learning.
3.3.1.3 I record assessment information in a systematic and meaningful way in order to enhance teaching and learning and fulfil the requirements of the curriculum and awarding bodies.
3.3.1.4 I use the results of assessment to identify development needs at class, group and individual level and as a basis for dialogue with learners about their progress and targets.
3.3.1.5 I produce clear and informed reports for parents and other agencies which discuss learners' progress and matters related to personal, social and emotional development in a sensitive and constructive way.
3.4 Professional Reflection and Communication Professional Reflection and Communication
3.4.1 I read and critically engage with professional literature, educational research and policy Section 2.2

I develop and apply my knowledge, skills and expertise through enquiry and sustained professional learning.

To question, develop and account for practice in critically informed ways and provide an informed rationale for professional actions.

To systematically investigate, analyse and evaluate the impact of practice.

To critically question and challenge educational assumptions, beliefs and values of self and system.

To critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.

Section 3

I develop and apply expertise, knowledge and understanding of research and impact on education.

I develop and apply expertise, knowledge, understanding and skills to engage in practitioner enquiry to inform pedagogy, learning and subject knowledge.

I lead and participate in collaborative practitioner enquiry.

I develop skills of rigorous and critical self-evaluation, reflection and enquiry including how to investigate and evidence impact on learners and professional practice.

I am committed to on-going career-long professional learning, including postgraduate study as appropriate.

I lead and contribute to the professional learning of all colleagues, including students and probationers.
3.4.1.1 I read, analyse and critically evaluate a range of appropriate educational and research literature.
3.4.1.2 I systematically engage with research and literature to challenge and inform professional practice.
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard.
3.4.2.2 I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.
3.4.2.3 I evaluate and adapt my classroom practice rigorously and systematically, taking account of feedback from others, to enhance teaching and learning.
3.4.2.4 I demonstrate constructive participation and engagement with curriculum development, improvement planning and professional review and development.
3.4.2.5 I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.
3.4.2.6 I maintain an effective record and portfolio of my own professional learning and development and a professional development action plan, including analysis of impact on learners and on own professional practices.
  Self Evaluation Based on The Standard for Leadership and Management (Middle Leaders)   Self Evaluation Based on The Standard for Leadership and Management (Headteachers)
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.1 Social Justice 1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations. 1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. 1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners. 1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future. 1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported. 1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity 1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom. 1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice. 1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice. 1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect 1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community. 1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing. 1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, I acknowledge their social and economic context, individuality and specific learning needs, and I take into consideration barriers to learning. 1.3.3 I demonstrate a commitment to motivating and inspiring learners, I acknowledge their social and economic context, individuality and specific learning needs, and I take into consideration barriers to learning.
1.4 Professional Commitment 1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and I work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality. 1.4.1 I engage with all aspects of professional practice and I work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice. 1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities 2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.1 Strategic Vision 2.1 Strategic Vision
2.1.1 This element builds upon the professional values expected of all teachers. I exemplify in my personal and professional life, and in the way I lead the learning community, the vision and culture I seek to develop throughout my establishment. 2.1.1 This element builds upon the professional values expected of all teachers. I exemplify in my personal and professional life, and in the way I lead the learning community, the vision and culture I seek to develop throughout my establishment.
2.1.2 I steer the creation and the sharing of my strategic vision, ethos and aims for the establishment, which inspire and motivate learners, staff and all members of my learning community and its partners and I set high expectations for every learner. 2.1.2 I steer the creation and the sharing of my strategic vision, ethos and aims for the establishment, which inspire and motivate learners, staff and all members of my learning community and its partners and I set high expectations for every learner.
2.1.3 Central to the development and demonstration of this strategic vision, I commit to and model career-long learning as a 'leading learner'; and thus encourage others to engage in career-long learning to enhance their practice. 2.1.3 Central to the development and demonstration of this strategic vision, I commit to and model career-long learning as a 'leading learner'; and thus encourage others to engage in career-long learning to enhance their practice.
2.2 Professional Knowledge and Understanding 2.2 Professional Knowledge and Understanding
2.2.1 Teaching and Learning

I engage critically with knowledge and understanding of research and developments in teaching and learning and I work with others to ensure the application of relevant development to improving outcomes for learners.
2.2.1 Teaching and Learning

I engage critically with knowledge and understanding of research and developments in teaching and learning and I work with others to ensure the application of relevant development to improving outcomes for learners.
2.2.2 Education Policy

I apply my enhanced knowledge and critical understanding of research and developments in education policy to support school development.
2.2.2 Education Policy

I apply my enhanced knowledge and critical understanding of research and developments in education policy to support school development.
2.2.3 Social and environmental trends and developments

I keep abreast of, and apply my enhanced knowledge and understanding of, contemporary developments in society, digital technologies, the environment and the wider global community (including trends and changes in family patterns, work patterns, the media, leisure and politics) and I consider the implications for my leadership.
2.2.3 Social and environmental trends and developments

I keep abreast of, and apply my enhanced knowledge and understanding of, contemporary developments in society, digital technologies, the environment and the wider global community (including trends and changes in family patterns, work patterns, the media, leisure and politics) and I consider the implications for my leadership.
2.2.4 Leadership and management

I continuously widen my knowledge and understanding of leadership and management concepts and practices related to my context and I work with others to ensure this is embodied in practice.
2.2.4 Leadership and management

I continuously widen my knowledge and understanding of leadership and management concepts and practices related to my context and I work with others to ensure this is embodied in practice.
2.3 Interpersonal Skills and Abilities 2.3 Interpersonal Skills and Abilities
2.3.1 Demonstrating self-awareness and inspiring and motivating others

I continually develop self-awareness.

I regularly question my practice through processes of reflection and critical enquiry.

I manage myself and others effectively, with a commitment to collegiate practice.

I build and sustain personal credibility by modelling my commitment to career-long professional learning, integrity and ethical practice, and thus I develop a culture of trust and respect.

I display confidence and courage in the way I deal with criticism and conflict.

I encourage the development of leadership qualities in others and I cultivate trust and respect among colleagues by fostering leadership opportunities across and beyond the school.

I encourage positive relationship building with learners, colleagues, parents and other partners.
2.3.1 Demonstrating self-awareness and inspiring and motivating others

I continually develop self-awareness.

I regularly question my practice through processes of reflection and critical enquiry.

I manage myself and others effectively, with a commitment to collegiate practice.

I build and sustain personal credibility by modelling my commitment to career-long professional learning, integrity and ethical practice, and thus I develop a culture of trust and respect.

I display confidence and courage in the way I deal with criticism and conflict.

I encourage the development of leadership qualities in others and I cultivate trust and respect among colleagues by fostering leadership opportunities across and beyond the school.

I encourage positive relationship building with learners, colleagues, parents and other partners.
2.3.2 Judging wisely and deciding appropriately

I analyse and define situations clearly.

I take a positive solution-focused approach to my work.

I know how and when to make decisions and I use evidence and information to support and inform my judgements.

I display a readiness to engage in debate and dialogue and I promote constructive ways of achieving improvement, displaying an awareness of the ethical use of power and authority.
2.3.2 Judging wisely and deciding appropriately

I analyse and define situations clearly.

I take a positive solution-focused approach to my work.

I know how and when to make decisions and I use evidence and information to support and inform my judgements.

I display a readiness to engage in debate and dialogue and I promote constructive ways of achieving improvement, displaying an awareness of the ethical use of power and authority.
2.3.3 Communicating effectively

I show and communicate my deep commitment to the education and well-being of learners in my everyday practices.

I am an effective communicator within the school and the wider community and I build effective relationships across networks.

I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication.

I make use of a variety of appropriate media in doing so.

I demonstrate openness to, and honesty with, others.

I have a clear understanding of confidentiality and apply that knowledge to all of my engagements, practices and procedures.
2.3.3 Communicating effectively

I show and communicate my deep commitment to the education and well-being of learners in my everyday practices.

I am an effective communicator within the school and the wider community and I build effective relationships across networks.

I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication.

I make use of a variety of appropriate media in doing so.

I demonstrate openness to, and honesty with, others.

I have a clear understanding of confidentiality and apply that knowledge to all of my engagements, practices and procedures.
2.3.4 Demonstrating political insight

I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation.

I understand the political and social context and the ways in which this impacts on schools and those within schools, taking account of this in my leadership and management practices.
2.3.4 Demonstrating political insight

I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation.

I understand the political and social context and the ways in which this impacts on schools and those within schools, taking account of this in my leadership and management practices.
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
3.1 Develop a range of strategies for individual and collective self-evaluation which contribute to school improvement 4.1 Establish, sustain and enhance the culture of self-evaluation for school improvement
3.1.1 I foster an ethos to support self-evaluation and I plan specific opportunities for this to take place 4.1.1 I establish a range of relationships and practices to foster self-evaluation at every level in the school
3.1.1.1 3.1.1.2 3.1.1.3 I model good practice in personal self-evaluation against the relevant professional standard and appropriate benchmarks.

I promote an open, honest and critical stance in examining practice, within my area of responsibility.

I lead and influence others to critically analyse and evaluate their own practice in relation to relevant policies and procedures.
4.1.1.1 4.1.1.2 4.1.1.3 I model good practice in personal self evaluation against the relevant Professional Standard and appropriate benchmarks.

I promote an open, honest and critical stance in examining practice.

I encourage and support others to critically analyse and evaluate their own practice in relation to relevant policies and procedures.
3.1.2 I enable staff individually and collectively to engage in regular and rigorous self-evaluation 4.1.2 I establish and use systems to collect evidence with which to inform decision making
3.1.2.1 3.1.2.2 I systematically use established self-evaluation practices, gathering information from appropriate stakeholders, and I apply the information gathered to the planning of next steps and actions.

I develop colleagues' skills and confidence in using the established self-evaluation processes and deriving a range of processes.
4.1.2.1 4.1.2.2 4.1.2.3 4.1.2.4 I develop a culture of evidence-informed practice.

I ensure systematic evidence collection and analysis against national and international benchmarks.

I use collated evidence to inform decision-making.

I encourage and enable staff to use data to plan teaching, learning, reporting and assessment, with a focus on improving outcomes for all learners.
N/A No equivalent in side-by-side view. 4.1.3 I establish and use processes to gather valid information from stakeholders to inform improvement strategies
  - 4.1.3.1 4.1.3.2 4.1.3.3 I ensure that data is gathered systematically from a wide range of stakeholders.

I develop innovative approaches to engage all groups.

I share data to inform decision making and to identify priorities.  
N/A No equivalent in side-by-side view. 4.1.4 I collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities
  - 4.1.4.1 4.1.4.2 4.1.4.3 4.1.4.4 I create regular opportunities to engage with staff, learners and the wider school community to identify priorities.

I identify key areas for improvement using the evidence gathered.

I establish, sustain and enhance a culture where all learners are involved in meaningful decision-making about the planning and enhancement of learning and in wider school improvement.

I establish processes and facilitate opportunities for groups to work collaboratively to take forward improvement priorities.
3.1.3 I use established systems to monitor progress of the team's improvement agenda 4.1.5 I develop systems for ongoing monitoring and review of the school's improvement agenda
3.1.3.1 3.1.3.2 I undertake regular and systematic reviews of progress towards the team's priorities.

I adopt a range of approaches to sustain and improve the work of the team.
4.1.5.1 4.1.5.2 I undertake regular and systematic review of progress towards the school's priorities.

I establish a range of processes which enable staff to contribute to the overall monitoring and review of the school improvement plan.
3.1.4 I critically engage with literature, research and policy, in relation to all of the above 4.1.6 I critically engage with literature, research and policy, in relation to all of the above
3.1.4.1 I develop and use knowledge from literature, research and policy sources to support the process of self-evaluation for the enhancement of professional practice and decision making, within my areas of responsibility. 4.1.6.1 I develop and use knowledge from literature, research and policy sources to support the processes of self-evaluation for the enhancement of professional practice and decision-making.  
3.2 Develop coherent approaches to professional learning which build and sustain teachers' practice 4.2 Develop staff capability, capacity and leadership to support the culture and practice of learning
3.2.1 I work within school policies with regard to staffing and personnel issues 4.2.1 I work within the structure of employment legislation, national and local agreements and policies governing employment
3.2.1.1 I take due account of school policy and local authority guidelines in all aspects of human resource management. 4.2.1.1 4.2.1.2 I take due account of legislation and national and local agreements in all aspects of human resource management.

I take due account of the legislative framework related to equality and social inclusion to promote an inclusive community which values diversity and challenges discrimination.
3.2.2 I establish and use strategies to identify individual and team professional learning needs to support the school's improvement agenda 4.2.2 I establish and promote collaborative practice to support a culture of learning within and beyond the school
3.2.2.1 3.2.2.2 3.2.2.3 3.2.2.4 I take responsibility for, and engage actively in, ongoing professional learning to enhance my personal and professional skills and knowledge base.

I promote ambition and set high expectations of professional learning for the team and ensure opportunities which deliver this.

I use coaching and mentoring skills to support the PRD process.

I ensure that meaningful and rigorous PRD takes place regularly and that the outcomes of the process contribute to professional practice.
4.2.2.1 4.2.2.2 4.2.2.3 4.2.2.4 I take responsibility for, and engage actively in, ongoing professional learning to deepen my personal and professional skills and knowledge base.

I promote ambition and set high expectations of continuing professional learning for all staff and ensure opportunities which deliver this.

I create and utilise opportunities for staff to take on leadership roles across and beyond the school.

I build constructive relationships that engender commitment and collegiality.  
3.2.3 I create coherent opportunities for collaborative development activities 4.2.3 I establish and ensure the consistent use of PRD processes to identify strengths and development needs
3.2.3.1 3.2.3.2 3.2.3.3 3.2.3.4 I create opportunities for colleagues to take on leadership roles.

I lead team participation in professional learning community processes.

I build constructive relationships that foster commitment and collegiality.

I use coaching and mentoring to support colleagues and I build these skills to develop peer support.
4.2.3.1 4.2.3.2 4.2.3.3 I use and develop in colleagues, coaching and mentoring skills to support the PRD process.

I foster the personal commitment of staff to, and personal responsibility for, PRD using relevant professional standards to support self-evaluation and reflection.

I ensure that meaningful and rigorous PRD takes place regularly and that the outcomes of the process contribute to improvement of professional practice.
N/A No equivalent in side-by-side view. 4.2.4 I ensure a systematic approach to support the culture of professional learning
  - 4.2.4.1 4.2.4.2 4.2.4.3 4.2.4.4 I ensure staff use relevant professional standards to support self-evaluation as part of continuous professional learning.

I encourage an extended understanding of the nature and depth of professional learning and promote relevant systematic and progressive professional learning opportunities.

I ensure an appropriate balance between collaborative and personal professional learning.

I ensure an appropriate balance between personal and professional goals and school and local authority priorities.
3.2.4 I evaluate the impact of professional learning on teachers' practice and understanding, in relation to outcomes for learners 4.2.5 I build systems to monitor the impact of professional learning on the culture of learning
3.2.4.1 3.2.4.2 I work with the team to critically reflect on individual and collective professional learning.

I plan and evaluate professional learning provision directly on its intended impact on learning, within my areas of responsibility.
4.2.5.1 4.2.5.2 I build staff capability to self-evaluate individual and collegiate professional learning and reflect on their development.

I plan and evaluate professional learning in relation to both its direct and indirect impact on outcomes for learners.
N/A No equivalent in side-by-side view. 4.2.6 I contribute to systems level leadership of education in my context and beyond
  - 4.2.6.1 4.2.6.2 4.2.6.3 I contribute to the development of others, including peer Head Teachers, through coaching and mentoring, and networking opportunities.

I support cross-sector working at cluster, local authority and national levels.

I contribute to cluster, local and national developments and discussions to support and enhance the policy making process.
3.2.5 I critically engage with literature, research and policy in relation to all of the above 4.2.7 I critically engage with literature, research and policy in relation to all of the above
3.2.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of leading and developing staff and creating school cultures for the enhancement of practice and decision making, within my areas of responsibility. 4.2.7.1 I develop and use knowledge from literature, research and policy sources to support the processes of leading and developing staff and creating school cultures for the enhancement of professional practice and decision making.
3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences 4.3 Ensure consistent, high quality teaching and learning for all learners
3.3.1 I support the improvement of teaching and learning and I set consistently high expectations for all in the school community 4.3.1 I build a shared vision to support the improvement of teaching and learning and I set consistently high expectations for all in the school community
3.3.1.1 3.3.1.2 3.3.1.3 I work with the team to identify and articulate a shared vision, values, ethos and aims in relation to teaching and learning.

I set clear standards in my practice, in relation to the principles of inclusion, sustainability, equality and social justice.

I model and develop, within and beyond my area of responsibility, a culture of mutual respect and accountability.
4.3.1.1 4.3.1.2 4.3.1.3 I work with the whole school community to identify and articulate a shared vision, values and aims in relation to teaching and learning.

I set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice in the teaching and learning processes.

I model and develop a culture of mutual trust, respect and accountability.
3.3.2 I work with teams to design coherent and progressive programmes which address learning needs 4.3.2 I ensure appropriate curriculum design and planning are developed to meet the learning and pastoral needs of all learners
3.3.2.1 3.3.2.2 3.3.2.3 I develop and plan curricular, cross-curricular and pastoral programmes to ensure appropriate personalisation and choice.

I ensure that learners are included in decisions related to the development and planning of all learning programmes.

I ensure the principles of good curriculum design underpin all learning programmes.
4.3.2.1 4.3.2.2 4.3.2.3 I take a strategic overview of the planning, delivery and assessment of learning to ensure that school-based decisions are in accordance with the principles of good curriculum design and planning.

I agree and develop curricular frameworks to ensure appropriate personalisation and choice.

I collaborate with partners to facilitate access to appropriate learning opportunities and resources.
3.3.3 I establish and develop pedagogic practices to meet the learning and pastoral needs of all learners 4.3.3 I establish and sustain processes to develop pedagogic practices across the school
3.3.3.1 3.3.3.2 3.3.3.3 I model high quality teaching.

I set high expectations of the quality of teaching and learning across the team.

I provide systematic opportunities to enhance and refresh teachers' pedagogic practices, including assessment practices.
4.3.3.1 4.3.3.2 4.3.3.3 I set, and communicate clearly, high expectations of the quality of teaching and assessment.

I develop a culture which supports and ensures high quality teaching and assessment.

I provide systematic opportunities to enhance and refresh teachers' pedagogic practice.
3.3.4 I use collaborative processes to monitor and review pedagogic practice, working across the team 4.3.4 I build collaborative processes to review and enhance pedagogic practice
3.3.4.1 3.3.4.2 3.3.4.3 I implement a range of peer learning approaches which enable the team to work collaboratively.

I work regularly with individual teachers to review teaching and learning approaches in the classroom.

I draw upon self-evaluation activities to promote on-going review of pedagogy.
4.3.4.1 4.3.4.2 4.3.4.3 I promote a culture of critical reflection and self evaluation and establish approaches to review and teaching and learning which gathers the views and experience of learners, staff, parents and partners.

I establish and sustain teacher leadership and collaborative working to support the enhancement of teaching and learning.

I establish systems to validate the quality of teaching, learning and assessment.
3.3.5 I systematically gather and use assessment feedback and learners' progress data to evaluate and plan future learning N/A No equivalent in side-by-side view.
3.3.5.1 3.3.5.2 3.3.5.3 I establish processes for the systematic use of formative and summative assessment.

I establish processes for the tracking and monitoring of individual learning and pastoral needs.

I use assessment and progress data to inform and plan learning programmes.
  -
3.3.6 I critically engage with literature, research and policy in relation to all of the above 4.3.5 I critically engage with literature, research and policy in relation to all of the above
3.3.6.1 I engage with educational literature, research and policy sources in leading and developing the curriculum, pedagogy and assessment practices, including taking account of international benchmarking to support the enhancement of practice and decision making, within my areas of responsibility. 4.3.5.1 I engage with educational literature, research and policy sources in leading and developing the curriculum, including taking account of international benchmarking to inform my thinking and support the enhancement of professional practice and decision-making.
3.4 Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the identified needs of all learners 4.4 Build and sustain partnerships with learners, families and relevant partners to meet the identified needs of all learners
3.4.1 I establish and use processes for the regular review of learners in order to identify learners' needs 4.4.1 I build and communicate the vision, values, ethos and aims of the school with partners
3.4.1.1 3.4.1.2 3.4.1.3 I use appropriate diagnostic tools to review learners' progress.

I communicate outcomes with all relevant partners.

I ensure planning and provision for learning is underpinned by the principles of equality and social justice.
4.4.1.1 4.4.1.2 I co-create an aspirational vision, values, ethos and aims, agreed in partnership with all stakeholders.

I communicate and model the vision, values, ethos and aims regularly to all learners and the wider school community.
3.4.2 I establish and enhance the opportunities for learners to contribute to the planning and enhancement of their own learning programmes 4.4.2 I embed processes to ensure learners contribute to planning and enhancement of their own learning programmes
3.4.2.1 3.4.2.2 3.4.2.3 I ensure opportunities for personalisation and choice.

I provide opportunities for learners and teachers to plan and discuss learning strategies.

I provide opportunities for learners to evaluate their learning and progress.
4.4.2.1 4.4.2.2 I establish a culture where learners participate meaningfully in decisions related to their learning and their school.

I ensure all learners have genuine opportunities to participate in these decision-making processes.
3.4.3 I build partnerships with parents and carers to support the learner's needs 4.4.3 I develop strategies to foster parental involvement
3.4.3.1 3.4.3.2 I provide parents and carers with regular information about their child's progress.

I seek regular opportunities to keep parents and carers informed about developments in the curriculum and teaching and learning approaches.
4.4.3.1 4.4.3.2 I establish a culture to build and facilitate the partnership between parents and carers, learners and the school.

I ensure all parents and carers have genuine opportunities to participate in these partnership activities and processes.
3.4.4 I work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners 4.4.4 I build, maintain and review partnerships with other professions and agencies to support the learning, pastoral and emotional needs of learners
3.4.4.1 3.4.4.2 3.4.4.3 3.4.4.4 I adhere to and implement child protection policies and procedures to ensure the well-being of all learners.

I recognise and encourage the wide and diverse range of partnerships which contribute to the learning, pastoral and emotional needs of all learners.

I ensure appropriate information is shared with partners to inform decision making.

I draw upon knowledge and expertise from other professional partners to enhance programmes for learners.
4.4.4.1 4.4.4.2 4.4.4.3 4.4.4.4 I adhere to and implement child protection policies and procedures to ensure the care and welfare of all learners.

I understand the National Practice Model within GIRFEC, and develop this understanding in colleagues.

I recognise and encourage the wide and diverse range of partnerships which contribute to the well-being of all learners.

I ensure that systems are in place which enable all partners to contribute to, and support the diverse needs of all learners in line with local and national policy and legislation.
3.4.5 I critically engage with literature, research and policy in relation to all of the above 4.4.5 I critically engage with literature, research and policy in relation to all of the above
3.4.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of collaborative working for the enhancement of professional practice and decision making, within their areas of responsibility. 4.4.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of collaborative working for the enhancement of professional practice and decision making.
3.5 Manage allocated resources proactively and effectively to meet learning and development priorities 4.5 Allocate resources effectively in line with identified strategic and operational priorities
3.5.1 I identify priorities within my area and allocate resources to achieve these 4.5.1 I use the review and improvement planning processes to identify priorities and inform resourcing decisions
3.5.1.1 3.5.1.2 I work with teams to agree and deliver appropriate resourcing decisions.

I use data and evaluations of previous planning priorities and learning programmes to inform future resourcing decisions.
4.5.1.1 4.5.1.2 4.5.1.3 I consult with relevant stakeholders to inform appropriate resourcing decisions.

I use data and evaluations of previous planning priorities to inform future resourcing decisions.

I consider the sustainability implications of resourcing decisions.
3.5.2 I set expectations and ensure resources are allocated and used in fair and effective ways 4.5.2 I allocate resources in a fair and equitable manner in line with priorities to support learning
3.5.2.1 3.5.2.2 3.5.2.3 I make best operational use of available resources to create, maintain and enhance an appropriate learning environment for effective teaching and learning and to support improvement.

I demonstrate transparent and equitable allocation of resources which takes account of identified need, within my areas of responsibility.

I foster collective responsibility across the team for the sustainable, transparent, fair and effective use of resources.
4.5.2.1 4.5.2.2 4.5.2.3 4.5.2.4 I make best strategic and operational use of available resources to create, maintain and enhance an appropriate learning environment for effective teaching and learning and to support improvement.

I delegate appropriate tasks and responsibilities to other staff, including promoted staff.

I demonstrate transparent and equitable allocation of resources which takes account of identified need.

I foster collective responsibility for the sustainable, transparent, fair and effective use of resources.
3.5.3 I establish and use systems to monitor the use of resources within my areas of responsibility 4.5.3 I ensure systems are established and used to monitor, evaluate and review the use of resources
3.5.3.1 3.5.3.2 I ensure efficient and effective use of resources to support the learning needs of all learners.

I give due regard to health and safety legislation to ensure safety and welfare of all.
4.5.3.1 4.5.3.2 4.5.3.3 4.5.3.4 I ensure best value and appropriate devolved accountability to support effective teaching and learning.

I show a strategic awareness when engaging with resource management to ensure continuous improvement.

I give due regard to health and safety legislation to ensure safety and welfare of all.

I utilise all available support in budget and resource management.
3.5.4 I critically engage with literature, research and policy texts in relation to all of the above 4.5.4 I critically engage with literature, research and policy texts in relation to all of the above
3.5.4.1 I develop and use knowledge from literature, research and policy sources in the area of resource management to inform professional practice and decision making, within my areas of responsibility. 4.5.4.1 I develop and use knowledge from literature, research and policy sources in the area of resource management to inform professional practice and decision-making.  
  Self Evaluation Based on The Standard for Provisional Registration
  Theme 1: Professional Values and Personal Commitment
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.  
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.  
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.  
1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.  
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.  
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.  
1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.  
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  
1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
  Theme 2: Curriculum
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.1 I have knowledge and understanding of the nature of the curriculum and its development
2.1.1.1 I am developing an understanding of the principles of curriculum design and the contexts for learning.

I know about and understand the processes of change and development in the curriculum.

I am developing an awareness of connections with other curricular areas, stages and sectors.
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.1 I have acquired knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance.

I understand how to match the level of curricular areas to the needs of all learners.

I understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners.

I know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
2.1.3.1 I know how to plan for effective teaching and learning across different contexts and experiences.

I know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners.
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in my care, and I show commitment to raising learners' expectations of themselves.

I know how to apply knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.

I have knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies to enhance teaching and learning.

I know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance.

I know and understand the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and select the most appropriate methods to meet all learners needs.

I have knowledge and understanding of current educational priorities such as learning for sustainability.
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners needs and abilities
3.1.1.1 I plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.
  Theme 3: Assessment, Recording and Reporting
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting
2.1.5.1 I know and understand that the principles of assessment, recording and reporting are integral to the process of teaching and learning.

I know and understand how to use the principles of assessment, record assessments appropriately, use assessment information to review progress, inform teaching and learning, identify next steps and produce clear, informed and sensitive reports.
3 Professional Skills and Abilities
3.3 Pupil Assessment
3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning
3.3.1.1 I use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies.

I enable all learners to engage in self-evaluation and peer assessment to benefit learning.

I record assessment information to enhance teaching and learning.

I use the results of assessment to identify strengths and development needs which lead to further learning opportunities.
  Theme 4: Teacher Responsibilities and Education Systems
2 Professional Knowledge and Understanding
2.2 Education Systems and Professional Responsibilities
2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice
2.2.1.1 I am developing an understanding of the principal influences on Scottish education and an awareness of international systems.

I am developing an understanding of current, relevant legislation and guidance such as the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.

I am developing an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners.
2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them
2.2.2.1 I am developing an understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice.

I have a working knowledge of the teacher's contractual, pastoral and legal responsibilities.

I have an awareness of and respect for a school's distinctive ethos.

I have an understanding of the roles and responsibilities of all staff within the learning community.
  Theme 5: Principles, Theory and Practice in Education
2 Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.1 I have knowledge and understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take account of all learners' needs.

I have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning.

I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected.
  Theme 6: Educational Enquiry, Research, Literature and Reflection
2 Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice
2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry
2.3.2.1 I know how to access and apply relevant findings from educational research.

I know how to engage appropriately in the systematic investigation of practice.
3 Professional Skills and Abilities
3.4 Professional Reflection and Communication
3.4.1 I read and critically engage with professional literature, educational research and policy
3.4.1.1 I read and analyse a range of appropriate educational and research literature.

I use what I have learned from reading and research to challenge and inform practice.
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard.

I adopt an enquiring approach to my professional practice and engage in professional enquiry and professional dialogue.

I evaluate my classroom practice, taking account of feedback from others, in order to enhance teaching and learning.

I engage where possible in the processes of curriculum development, improvement planning and professional review and development.

I work collaboratively to share my professional learning and development with colleagues.

I maintain a record of my own professional learning and development, culminating in an Initial Professional Development Action Plan.
  Theme 7: Classroom Practice
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities
3.1.1.1 I plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.

I use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners.

I communicate appropriately with all learners, and promote competence and confidence in literacy.

I demonstrate effective questioning strategies.

I communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners.

I stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.

I reflect on the impact of my personal method of communication on learners and others in the classroom.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I demonstrate that I can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes.

I demonstrate that I can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities.

I demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners.
3.1.4 I have high expectations of all learners
3.1.4.1 I develop tasks and set pace of work to meet the needs of learners, provide effective support and challenge, and seek advice appropriately.

I demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners' needs.
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I ensure learners contribute to the planning and enhancement of their own learning programmes.

I demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing.
3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.1 I plan and provide a safe, well organised learning environment, including effective use of display.

I make appropriate use of available space to accommodate whole-class lessons, group and individual work and promote independent learning.

I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.

I organise and manage classroom resources and digital technologies to support teaching and learning.

I know about and am able to apply health and safety regulations as appropriate to their role.
3.2.2 I develop positive relationships and positive behaviour strategies
3.2.2.1 I demonstrate care and commitment to working with all learners.

I demonstrate knowledge and understanding of wellbeing indicators.

I show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.

I apply the school's positive behaviour policy, including strategies for understanding and preventing bullying.

I know how and when to seek the advice of colleagues in managing behaviour.

I demonstrate the ability to justify the approach taken in managing behaviour.
  Theme 8: Learning for Sustainability
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.  
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.  
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.  
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.4 I know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
2.1.4.6 I have knowledge and understanding of current educational priorities such as learning for sustainability.  
2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected.
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.6 I stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I demonstrate that I can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes.

I demonstrate that I can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities.
3.1.4 I have high expectations of all learners
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.2 I demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing.  
3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.
3.4 Professional Reflection and Communication
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.2 I adopt an enquiring approach to my professional practice and engage in professional enquiry and professional dialogue.  
  Theme 9: Leadership
1 Professional Values and Personal Commitment
1.2 Integrity
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
1.4 Professional Commitment
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
  Self Evaluation Based on The Standard for Full Registration
  Theme 1: Professional Values and Personal Commitment
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.  
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.  
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
  Theme 2: Curriculum
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.1 I have knowledge and understanding of the nature of the curriculum and its development
2.1.1.1 I have secure and detailed understanding of the principles of curriculum design and can apply them in any setting where learning takes place.

I have secure working knowledge and detailed understanding of the processes of change and development in the curriculum.

I know how to identify and highlight connections with other curricular areas, stages or sectors, promoting learning beyond subject boundaries.
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.1 I have detailed knowledge and understanding of the theory and practical skills required in curricular areas, referring to local and national guidance.

I know how to match and apply the level of the curricular areas to the needs of all learners.

I know how to use, design and adapt materials for teaching and learning which stimulate, support and challenge all learners.

I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.

I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
2.1.3.1 I know how to plan systematically for effective teaching and learning across different contexts and experiences.

I have a secure working knowledge and detailed understanding to justify what is taught within the curricular areas, in relation to the curriculum and the relevance to the needs of all learners.

I understand my role as a leader of curriculum development.
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning  
2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners, and I demonstrate a commitment to raising all learners' expectations of themselves.

I have knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.

I have secure knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies competently to enhance teaching and learning.

I have appropriate and increasing knowledge and understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance.

I have secure knowledge and understanding of the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and effectively select the most appropriate methods to meet all learners' needs.

I have secure knowledge of current educational priorities such as learning for sustainability.
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities
3.1.1.1 I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.  
  Theme 3: Assessment, Recording and Reporting
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting
2.1.5.1 I know and understand how to apply the principles of assessment, recording and reporting as an integral part of the teaching process.

I have extensive knowledge and a secure understanding of the principles of assessment, methods of recording assessment information, the use of assessment in reviewing progress, in improving teaching and learning, identifying next steps and the need to produce clear, informed and sensitive reports.

I have knowledge and understanding of the GIRFEC National Practice Model and how to apply this to support teaching and learning.

I have extensive knowledge and a secure understanding of the assessment requirements of the major awarding and accrediting bodies.
3 Professional Skills and Abilities
3.3 Pupil Assessment
3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning
3.3.1.1 I systematically develop and use an extensive range of strategies, approaches and associated materials for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies.

I enable all learners to engage in self evaluation and peer assessment to benefit learning.

I record assessment information in a systematic and meaningful way in order to enhance teaching and learning and fulfil the requirements of the curriculum and awarding bodies.

I use the results of assessment to identify development needs at class, group and individual level and as a basis for dialogue with learners about their progress and targets.

I produce clear and informed reports for parents and other agencies which discuss learners' progress and matters related to personal, social and emotional development in a sensitive and constructive way.
  Theme 4: Teacher Responsibilities and Education Systems
2 Professional Knowledge and Understanding
2.2 Education Systems and Professional Responsibilities
2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice
2.2.1.1 I have an understanding of the principal influences on Scottish education and international systems and understand the contribution and impact of these systems on teaching and learning.

I have an understanding of current, relevant legislation and guidance such the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.

I have an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners and how these affect my daily responsibilities.
2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them
2.2.2.1 I have secure working knowledge and detailed understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice.

I have secure working knowledge and detailed understanding of my contractual, pastoral and legal responsibilities as a teacher.

I understand the importance of making a commitment to the distinctive ethos in all areas of the learning community.

I have secure knowledge and detailed understanding of my own role and responsibilities as a teacher in relation to all staff within the learning community, other partner agencies and parents' organisations.  
  Theme 5: Principles, Theory and Practice in Education
2 Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.1 I have secure knowledge and detailed understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take an holistic account of all learners' needs.

I have secure knowledge and detailed understanding of learning theories and draw on these systematically in planning, teaching and learning.

I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.
  Theme 6: Educational Enquiry, Research, Literature and Reflection
2 Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice
2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry
2.3.2.1 I know how to access and apply relevant findings from educational research.

I know how to engage critically in enquiry, research and evaluation individually or collaboratively, and apply this in order to improve teaching and learning.
3 Professional Skills and Abilities
3.4 Professional Reflection and Communication
3.4.1 I read and critically engage with professional literature, educational research and policy
3.4.1.1 I read, analyse and critically evaluate a range of appropriate educational and research literature.

I systematically engage with research and literature to challenge and inform professional practice.
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard.

I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.

I evaluate and adapt my classroom practice rigorously and systematically, taking account of feedback from others, to enhance teaching and learning.

I demonstrate constructive participation and engagement with curriculum development, improvement planning and professional review and development.

I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.

I maintain an effective record and portfolio of my own professional learning and development and a professional development action plan, including analysis of impact on learners and on own professional practices.
  Theme 7: Classroom Practice
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities
3.1.1.1 I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.  
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.

I use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners.

I communicate appropriately with all learners, and promote competence and confidence in literacy.

I demonstrate effective questioning strategies varied to meet the needs of all learners, in order to enhance teaching and learning.

I communicate the purpose of the learning and give effective explanations at the appropriate level(s) for all learners.

I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.

I reflect on the impact of my personal method of communication on learners and others in the learning community.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.

I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.

I justify consistently and evaluate competently professional practice, and take action to improve the impact on all learners.

I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.
3.1.4 I have high expectations of all learners
3.1.4.1 I ensure learning tasks are varied, differentiated and devised to build confidence and promote progress of all learners, and provide effective support and challenge.

I identify effectively barriers to learning and respond appropriately, seeking advice in relation to all learners' needs as required.

I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.

I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.1 I ensure my classroom or work area is safe, well-organised, well-managed and stimulating, with effective use of display regularly updated.

I plan and organise effectively available space to facilitate whole-class lessons, group and individual work and promote independent learning.

I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.

I enable learners to make full use of well-chosen resources, including digital technologies to support teaching and learning.

I know about and apply appropriately health and safety regulations as an integral part of professional practice.
3.2.2 I develop positive relationships and positive behaviour strategies
3.2.2.1 I demonstrate care and commitment to working with all learners.

I demonstrate a secure knowledge and understanding of the wellbeing indicators.

I show in-depth awareness of educational research and local and national advice, and use in a consistent way, a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.

I implement consistently the school's positive behaviour policy including strategies for understanding and preventing bullying, and manage pupil behaviour in and around the school, in a fair, sensitive and informed manner.

I seek and use advice from colleagues and promoted staff, as appropriate, in managing behaviour.

I evaluate and justify my approaches to managing behaviour and, when necessary, am open to new approaches to adapt them.

I recognise when a learner's behaviour may signify distress requiring the need for further support, and take appropriate action.
  Theme 8: Learning for Sustainability
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.4 I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.

I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning  
2.1.4.6 I have secure knowledge of current educational priorities such as learning for sustainability.
2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.  
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.  
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.

I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.

I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.
3.1.4 I have high expectations of all learners
3.1.4.3 I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.  
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.

I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.  
3.4 Professional Reflection and Communication
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.2 I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.
  Theme 9: Leadership
1 Professional Values and Personal Commitment
1.2 Integrity
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  
1.4 Professional Commitment
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
2 Professional Knowledge and Understanding
2.1 Curriculum
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
2.1.3.3 I understand my role as a leader of curriculum development.  
3 Professional Skills and Abilities
3.1 Teaching and Learning
3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.

I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  
3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.  
3.4 Professional Reflection and Communication
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.5 I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.  
  Self Evaluation Based on The Standard for Career-long Professional Learning
Theme 1: Professional Values and Personal Commitment
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.  
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.  
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.  
1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.  
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.  
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.  
1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.  
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.  
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  
1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.  
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
Theme 2: Curriculum
2 Professional Knowledge and Understanding, Professional Skills and Abilities
2.1 Professional Knowledge and Understanding - Curriculum
2.1.1 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to pedagogy, learning and subject knowledge.  
2.1.2 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to curriculum and assessment.  
2.1.6 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to learning for sustainability.  
2.2 Professional Skills and Abilities - Curriculum
2.2.1 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to deepen and develop subject, curricular, and pedagogic knowledge to be able to lead learners and the learning of colleagues.  
3 The Professional Actions in Career-Long Professional Learning
3.1 Pedagogy, Learning and Subject Knowledge
3.1.1 I demonstrate deep subject knowledge and pedagogical leadership.  
3.1.2 I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.  
3.1.6 I understand and develop the most appropriate contexts and environments for learning including outdoor learning, and am able to apply appropriate pedagogies for these environments.  
3.2 Curriculum and Assessment
3.2.1 I understand and apply the principles of curriculum and assessment design to address changing educational needs.  
3.2.2 I lead and collaborate with others to plan innovative curricular programmes.  
Theme 3: Assessment, Recording and Reporting
2 Professional Knowledge and Understanding, Professional Skills and Abilities
2.1 Professional Knowledge and Understanding - Curriculum
2.1.2 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to curriculum and assessment.  
3 The Professional Actions in Career-Long Professional Learning
3.2 Curriculum and Assessment
3.2.1 I understand and apply the principles of curriculum and assessment design to address changing educational needs.  
3.2.3 I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.  
Theme 4: Teacher Responsibilities and Education Systems
2 Professional Knowledge and Understanding, Professional Skills and Abilities
2.2 Professional Skills and Abilities - Teacher Responsibilities
2.2.4 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically question and challenge educational assumptions, beliefs and values of self and system.  
3 The Professional Actions in Career-Long Professional Learning
3.4 Educational contexts and current debates in policy, education and practice
3.4.1 I understand and explore the contexts and complexity in which teachers operate and the dynamic and complex role(s) of professionals within the educational community.  
3.4.2 I actively consider and critically question the development of policy in education.  
3.4.4 I develop and apply political literacy and political insight in relation to professional practice, educational change and policy development.  
Theme 5: Principles, Theory and Practice in Education
2 Professional Knowledge and Understanding, Professional Skills and Abilities
2.1 Professional Knowledge and Understanding - Principles, Theory and Practice
2.1.4 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to educational contexts and current debates in policy, education and practice.
2.2 Professional Skills and Abilities - Principles, Theory and Practice
2.2.5 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.
3 The Professional Actions in Career-Long Professional Learning
3.6 Learning for Sustainability
3.6.1 I understand the environmental, social and economic conditions of learners to inform teaching and learning.
3.6.2 I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.
3.6.3 I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.
3.6.4 I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
Theme 6: Educational Enquiry, Research, Literature and Reflection
2 Professional Knowledge and Understanding, Professional Skills and Abilities
2.1 Professional Knowledge and Understanding - Enquiry, Research, Literature and Reflection
2.1.3 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to enquiry and research.
2.1.4 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to educational contexts and current debates in policy, education and practice.
2.1.5 I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to sustaining and developing professional learning.
2.2 Professional Skills and Abilities - Enquiry, Research, Literature and Reflection
2.2.2 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to question, develop and account for practice in critically informed ways and provide an informed rationale for professional actions.
2.2.3 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to systematically investigate, analyse and evaluate the impact of practice.
2.2.4 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically question and challenge educational assumptions, beliefs and values of self and system.
2.2.5 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.
3 The Professional Actions in Career-Long Professional Learning
3.3 Enquiry and Research
3.3.1 I develop and apply expertise, knowledge and understanding of research and impact on education.
3.3.2 I develop and apply expertise, knowledge, understanding and skills to engage in practitioner enquiry to inform pedagogy, learning and subject knowledge.
3.3.3 I lead and participate in collaborative practitioner enquiry.
3.5 Sustaining and Developing Professional Learning
3.5.1 I develop skills of rigorous and critical self-evaluation, reflection and enquiry including how to investigate and evidence impact on learners and professional practice.
3.5.2 I am committed to on-going career-long professional learning, including postgraduate study as appropriate.
3.5.3 I lead and contribute to the professional learning of all colleagues, including students and probationers.
Theme 7: Classroom Practice
2.2 Professional Skills and Abilities - Classroom Practice
2.2.6 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to work to create, contribute to, and lead a collegiate culture, through collaborative enquiry, peer observation with constructive feedback, professional dialogue and debate.
2.2.7 I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to work collaboratively across disciplines, professions and communities, locally and globally.
3 The Professional Actions in Career-Long Professional Learning
3.1 Pedagogy, Learning and Subject Knowledge
3.1.3 I demonstrate a critical understanding of approaches to teaching and learning, pedagogy and practice.
3.1.4 I deploy an enhanced understanding of pedagogy and how constructive relationships with learners can be developed.
3.1.5 I demonstrate a critical understanding of digital technologies and how these can be used to support learning.
3.4 Educational Contexts and Current Debates in Policy, Education and Practice
3.4.3 I develop a culture where learners meaningfully participate in decisions related to their learning and school.
Theme 8: Learning for Sustainability
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.  
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.  
3 The Professional Actions in Career-long Learning
3.6 Learning for Sustainability
3.6.1 I understand the environmental, social and economic conditions of learners to inform teaching and learning.  
3.6.2 I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.  
3.6.3 I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.  
3.6.4 I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.  
Theme 9: Leadership
1 Professional Values and Personal Commitment
1.2 Integrity
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.  
1.3 Trust and Respect
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  
1.4 Professional Commitment
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
3 The Professional Actions in Career-long Learning
3.1 Pedagogy, Learning and Subject Knowledge
3.1.2 I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.  
3.2 Curriculum and Assessment
3.2.2 I lead and collaborate with others to plan innovative curricular programmes.  
3.2.3 I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.  
3.3 Enquiry and Research
3.3.3 I lead and participate in collaborative practitioner enquiry.  
3.4 Educational Contexts and Current Debates in Policy, Education and Practice
3.4.3 I develop a culture where learners meaningfully participate in decisions related to their learning and school.  
3.5 Sustaining and Developing Professional Learning
3.5.3 I lead and contribute to the professional learning of all colleagues, including students and probationers.  
  Self Evaluation Based on The Standard for Leadership and Management (Middle Leaders)
  Theme 1: Professional Values and Personal Commitment
  Middle Leaders
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, I acknowledge their social and economic context, individuality and specific learning needs, and I take into consideration barriers to learning.
1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and I work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
  Theme 2: Strategic Vision
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.1 Strategic Vision
2.1.1 This element builds upon the professional values expected of all teachers. I exemplify in my personal and professional life, and in the way I lead the learning community, the vision and culture I seek to develop throughout my establishment.
2.1.2 I steer the creation and the sharing of my strategic vision, ethos and aims for the establishment, which inspire and motivate learners, staff and all members of my learning community and its partners and I set high expectations for every learner.
2.1.3 Central to the development and demonstration of this strategic vision, I commit to and model career-long learning as a 'leading learner'; and thus encourage others to engage in career-long learning to enhance their practice.
  Theme 3: Professional Knowledge and Understanding
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.2 Professional Knowledge and Understanding
2.2.1 Teaching and Learning - I engage critically with knowledge and understanding of research and developments in teaching and learning and I work with others to ensure the application of relevant development to improving outcomes for learners.
2.2.2 Education Policy - I apply my enhanced knowledge and critical understanding of research and developments in education policy to support school development.
2.2.3 Social and environmental trends and developments - I keep abreast of, and apply my enhanced knowledge and understanding of, contemporary developments in society, digital technologies, the environment and the wider global community (including trends and changes in family patterns, work patterns, the media, leisure and politics) and I consider the implications for my leadership.
2.2.4 Leadership and management - I continuously widen my knowledge and understanding of leadership and management concepts and practices related to my context and I work with others to ensure this is embodied in practice.
  Theme 4: Interpersonal Skills and Abilities
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.3 Interpersonal Skills and Abilities
2.3.1 Demonstrating self-awareness and inspiring and motivating others

I continually develop self-awareness.

I regularly question my practice through processes of reflection and critical enquiry.

I manage myself and others effectively, with a commitment to collegiate practice.

I build and sustain personal credibility by modelling my commitment to career-long professional learning, integrity and ethical practice, and thus I develop a culture of trust and respect.

I display confidence and courage in the way I deal with criticism and conflict.

I encourage the development of leadership qualities in others and I cultivate trust and respect among colleagues by fostering leadership opportunities across and beyond the school.

I encourage positive relationship building with learners, colleagues, parents and other partners.
2.3.2 Judging wisely and deciding appropriately

I analyse and define situations clearly.

I take a positive solution-focused approach to my work.

I know how and when to make decisions and I use evidence and information to support and inform my judgements.

I display a readiness to engage in debate and dialogue and I promote constructive ways of achieving improvement, displaying an awareness of the ethical use of power and authority.
2.3.3 Communicating effectively

I show and communicate my deep commitment to the education and well-being of learners in my everyday practices.

I am an effective communicator within the school and the wider community and I build effective relationships across networks.

I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication.

I make use of a variety of appropriate media in doing so.

I demonstrate openness to, and honesty with, others.

I have a clear understanding of confidentiality and apply that knowledge to all of my engagements, practices and procedures.
2.3.4 Demonstrating political insight

I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation.

I understand the political and social context and the ways in which this impacts on schools and those within schools, taking account of this in my leadership and management practices.
  Theme 5: Self Evaluation for School Improvement
3 The Professional Actions of Middle Leaders
3.1 Develop a range of strategies for individual and collective self-evaluation which contribute to school improvement
3.1.1 I foster an ethos to support self-evaluation and I plan specific opportunities for this to take place
3.1.1.1 3.1.1.2 3.1.1.3 I model good practice in personal self-evaluation against the relevant professional standard and appropriate benchmarks.

I promote an open, honest and critical stance in examining practice, within my area of responsibility.

I lead and influence others to critically analyse and evaluate their own practice in relation to relevant policies and procedures.
3.1.2 I enable staff individually and collectively to engage in regular and rigorous self-evaluation
3.1.2.1 3.1.2.2 I systematically use established self-evaluation practices, gathering information from appropriate stakeholders, and I apply the information gathered to the planning of next steps and actions.

I develop colleagues' skills and confidence in using the established self-evaluation processes and deriving a range of processes.
3.1.3 I use established systems to monitor progress of the team's improvement agenda
3.1.3.1 3.1.3.2 I undertake regular and systematic reviews of progress towards the team's priorities.

I adopt a range of approaches to sustain and improve the work of the team.
3.1.4 I critically engage with literature, research and policy, in relation to all of the above
3.1.4.1 I develop and use knowledge from literature, research and policy sources to support the process of self-evaluation for the enhancement of professional practice and decision making, within my areas of responsibility.
  Theme 6: Building Capacity Through Professional Learning
3 The Professional Actions of Middle Leaders
3.2 Develop coherent approaches to professional learning which build and sustain teachers' practice
3.2.1 I work within school policies with regard to staffing and personnel issues
3.2.1.1 I take due account of school policy and local authority guidelines in all aspects of human resource management.
3.2.2 I establish and use strategies to identify individual and team professional learning needs to support the school's improvement agenda
3.2.2.1 3.2.2.2 3.2.2.3 3.2.2.4 I take responsibility for, and engage actively in, ongoing professional learning to enhance my personal and professional skills and knowledge base.

I promote ambition and set high expectations of professional learning for the team and ensure opportunities which deliver this.

I use coaching and mentoring skills to support the PRD process.

I ensure that meaningful and rigorous PRD takes place regularly and that the outcomes of the process contribute to professional practice.
3.2.3 I create coherent opportunities for collaborative development activities
3.2.3.1 3.2.3.2 3.2.3.3 3.2.3.4 I create opportunities for colleagues to take on leadership roles.

I lead team participation in professional learning community processes.

I build constructive relationships that foster commitment and collegiality.

I use coaching and mentoring to support colleagues and I build these skills to develop peer support.
4.2.4.1 4.2.4.2 4.2.4.3 4.2.4.4 I ensure staff use relevant professional standards to support self-evaluation as part of continuous professional learning.

I encourage an extended understanding of the nature and depth of professional learning and promote relevant systematic and progressive professional learning opportunities.

I ensure an appropriate balance between collaborative and personal professional learning.

I ensure an appropriate balance between personal and professional goals and school and local authority priorities.  
3.2.4 I evaluate the impact of professional learning on teachers' practice and understanding, in relation to outcomes for learners
3.2.4.1 3.2.4.2 I work with the team to critically reflect on individual and collective professional learning.

I plan and evaluate professional learning provision directly on its intended impact on learning, within my areas of responsibility.
3.2.5 I critically engage with literature, research and policy in relation to all of the above
3.2.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of leading and developing staff and creating school cultures for the enhancement of practice and decision making, within my areas of responsibility.
  Theme 7: Ensuring High Quality Teaching and Learning
3 The Professional Actions of Middle Leaders
3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences
3.3.1 I support the improvement of teaching and learning and I set consistently high expectations for all in the school community
3.3.1.1 3.3.1.2 3.3.1.3 I work with the team to identify and articulate a shared vision, values, ethos and aims in relation to teaching and learning.

I set clear standards in my practice, in relation to the principles of inclusion, sustainability, equality and social justice.

I model and develop, within and beyond my area of responsibility, a culture of mutual respect and accountability.
3.3.2 I work with teams to design coherent and progressive programmes which address learning needs
3.3.2.1 3.3.2.2 3.3.2.3 I develop and plan curricular, cross-curricular and pastoral programmes to ensure appropriate personalisation and choice.

I ensure that learners are included in decisions related to the development and planning of all learning programmes.

I ensure the principles of good curriculum design underpin all learning programmes.
3.3.3 I establish and develop pedagogic practices to meet the learning and pastoral needs of all learners
3.3.3.1 3.3.3.2 3.3.3.3 I model high quality teaching.

I set high expectations of the quality of teaching and learning across the team.

I provide systematic opportunities to enhance and refresh teachers' pedagogic practices, including assessment practices.
3.3.4 I use collaborative processes to monitor and review pedagogic practice, working across the team
3.3.4.1 3.3.4.2 3.3.4.3 I implement a range of peer learning approaches which enable the team to work collaboratively.

I work regularly with individual teachers to review teaching and learning approaches in the classroom.

I draw upon self-evaluation activities to promote on-going review of pedagogy.
3.3.5 I systematically gather and use assessment feedback and learners' progress data to evaluate and plan future learning
3.3.5.1 3.3.5.2 3.3.5.3 I establish processes for the systematic use of formative and summative assessment.

I establish processes for the tracking and monitoring of individual learning and pastoral needs.

I use assessment and progress data to inform and plan learning programmes.
3.3.6 I critically engage with literature, research and policy in relation to all of the above
3.3.6.1 I engage with educational literature, research and policy sources in leading and developing the curriculum, pedagogy and assessment practices, including taking account of international benchmarking to support the enhancement of practice and decision making, within my areas of responsibility.
  Theme 8: Building Partnerships
3 The Professional Actions of Middle Leaders
3.4 Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the identified needs of all learners
3.4.1 I establish and use processes for the regular review of learners in order to identify learners' needs
3.4.1.1 3.4.1.2 3.4.1.3 I use appropriate diagnostic tools to review learners' progress.

I communicate outcomes with all relevant partners.

I ensure planning and provision for learning is underpinned by the principles of equality and social justice.
3.4.2 I establish and enhance the opportunities for learners to contribute to the planning and enhancement of their own learning programmes
3.4.2.1 3.4.2.2 3.4.2.3 I ensure opportunities for personalisation and choice.

I provide opportunities for learners and teachers to plan and discuss learning strategies.

I provide opportunities for learners to evaluate their learning and progress.
3.4.3 I build partnerships with parents and carers to support the learner's needs
3.4.3.1 3.4.3.2 I provide parents and carers with regular information about their child's progress.

I seek regular opportunities to keep parents and carers informed about developments in the curriculum and teaching and learning approaches.
3.4.4 I work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners
3.4.4.1 3.4.4.2 3.4.4.3 3.4.4.4 I adhere to and implement child protection policies and procedures to ensure the well-being of all learners.

I recognise and encourage the wide and diverse range of partnerships which contribute to the learning, pastoral and emotional needs of all learners.

I ensure appropriate information is shared with partners to inform decision making.

I draw upon knowledge and expertise from other professional partners to enhance programmes for learners.
3.4.5 I critically engage with literature, research and policy in relation to all of the above
3.4.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of collaborative working for the enhancement of professional practice and decision making, within their areas of responsibility.
  Theme 9: Managing and Allocating Resources
3 The Professional Actions of Middle Leaders
3.5 Manage allocated resources proactively and effectively to meet learning and development priorities
3.5.1 I identify priorities within my area and allocate resources to achieve these
3.5.1.1 3.5.1.2 I work with teams to agree and deliver appropriate resourcing decisions.

I use data and evaluations of previous planning priorities and learning programmes to inform future resourcing decisions.
3.5.2 I set expectations and ensure resources are allocated and used in fair and effective ways
3.5.2.1 3.5.2.2 3.5.2.3 I make best operational use of available resources to create, maintain and enhance an appropriate learning environment for effective teaching and learning and to support improvement.

I demonstrate transparent and equitable allocation of resources which takes account of identified need, within my areas of responsibility.

I foster collective responsibility across the team for the sustainable, transparent, fair and effective use of resources.
3.5.3 I establish and use systems to monitor the use of resources within my areas of responsibility
3.5.3.1 3.5.3.2 I ensure efficient and effective use of resources to support the learning needs of all learners.

I give due regard to health and safety legislation to ensure safety and welfare of all.
3.5.4 I critically engage with literature, research and policy texts in relation to all of the above
3.5.4.1 I develop and use knowledge from literature, research and policy sources in the area of resource management to inform professional practice and decision making, within my areas of responsibility.
  Theme 10: Learning for Sustainability
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
3 The Professional Actions of Middle Leaders
3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences
3.3.1 I support the improvement of teaching and learning and I set consistently high expectations for all in the school community
3.3.1.1 3.3.1.2 I work with the team to identify and articulate a shared vision, values, ethos and aims in relation to teaching and learning.

I set clear standards in my practice, in relation to the principles of inclusion, sustainability, equality and social justice.
3.4 Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the identified needs of all learners
3.4.1 I establish and use processes for the regular review of learners in order to identify learners' needs
3.4.1.3 I ensure planning and provision for learning is underpinned by the principles of equality and social justice.
3.4.4 I work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners
3.4.4.2 3.4.4.4 I recognise and encourage the wide and diverse range of partnerships which contribute to the learning, pastoral and emotional needs of all learners.

I draw upon knowledge and expertise from other professional partners to enhance programmes for learners.
3.5 Manage allocated resources proactively and effectively to meet learning and development priorities
3.5.2 I set expectations and ensure resources are allocated and used in fair and effective ways
3.5.2.3 I foster collective responsibility across the team for the sustainable, transparent, fair and effective use of resources.
  Self Evaluation Based on The Standard for Leadership and Management (Headteachers)
  Theme 1: Professional Values and Personal Commitment
  Head Teachers
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, I acknowledge their social and economic context, individuality and specific learning needs, and I take into consideration barriers to learning.
1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and I work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
  Theme 2: Strategic Vision
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.1 Strategic Vision
2.1.1 This element builds upon the professional values expected of all teachers. I exemplify in my personal and professional life, and in the way I lead the learning community, the vision and culture I seek to develop throughout my establishment.
2.1.2 I steer the creation and the sharing of my strategic vision, ethos and aims for the establishment, which inspire and motivate learners, staff and all members of my learning community and its partners and I set high expectations for every learner.
2.1.3 Central to the development and demonstration of this strategic vision, I commit to and model career-long learning as a 'leading learner'; and thus encourage others to engage in career-long learning to enhance their practice.
  Theme 3: Professional Knowledge and Understanding
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.2 Professional Knowledge and Understanding
2.2.1 Teaching and Learning - I engage critically with knowledge and understanding of research and developments in teaching and learning and I work with others to ensure the application of relevant development to improving outcomes for learners.
2.2.2 Education Policy - I apply my enhanced knowledge and critical understanding of research and developments in education policy to support school development.
2.2.3 Social and environmental trends and developments - I keep abreast of, and apply my enhanced knowledge and understanding of, contemporary developments in society, digital technologies, the environment and the wider global community (including trends and changes in family patterns, work patterns, the media, leisure and politics) and I consider the implications for my leadership.
2.2.4 Leadership and management - I continuously widen my knowledge and understanding of leadership and management concepts and practices related to my context and I work with others to ensure this is embodied in practice.
  Theme 4: Interpersonal Skills and Abilities
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.3 Interpersonal Skills and Abilities
2.3.1 Demonstrating self-awareness and inspiring and motivating others

I continually develop self-awareness.

I regularly question my practice through processes of reflection and critical enquiry.

I manage myself and others effectively, with a commitment to collegiate practice.

I build and sustain personal credibility by modelling my commitment to career-long professional learning, integrity and ethical practice, and thus I develop a culture of trust and respect.

I display confidence and courage in the way I deal with criticism and conflict.

I encourage the development of leadership qualities in others and I cultivate trust and respect among colleagues by fostering leadership opportunities across and beyond the school.

I encourage positive relationship building with learners, colleagues, parents and other partners.
2.3.2 Judging wisely and deciding appropriately

I analyse and define situations clearly.

I take a positive solution-focused approach to my work.

I know how and when to make decisions and I use evidence and information to support and inform my judgements.

I display a readiness to engage in debate and dialogue and I promote constructive ways of achieving improvement, displaying an awareness of the ethical use of power and authority.
2.3.3 Communicating effectively

I show and communicate my deep commitment to the education and well-being of learners in my everyday practices.

I am an effective communicator within the school and the wider community and I build effective relationships across networks.

I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication.

I make use of a variety of appropriate media in doing so.

I demonstrate openness to, and honesty with, others.

I have a clear understanding of confidentiality and apply that knowledge to all of my engagements, practices and procedures.
2.3.4 Demonstrating political insight

I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation.

I understand the political and social context and the ways in which this impacts on schools and those within schools, taking account of this in my leadership and management practices.
  Theme 5: Self Evaluation for School Improvement
4 The Professional Actions of Head Teachers
4.1 Establish, sustain and enhance the culture of self-evaluation for school improvement
4.1.1 I establish a range of relationships and practices to foster self-evaluation at every level in the school
4.1.1.1 4.1.1.2 4.1.1.3 I model good practice in personal self evaluation against the relevant Professional Standard and appropriate benchmarks.

I promote an open, honest and critical stance in examining practice.

I encourage and support others to critically analyse and evaluate their own practice in relation to relevant policies and procedures.  
4.1.2 I establish and use systems to collect evidence with which to inform decision making
4.1.2.1 4.1.2.2 4.1.2.3 4.1.2.4 I develop a culture of evidence-informed practice.

I ensure systematic evidence collection and analysis against national and international benchmarks.

I use collated evidence to inform decision-making.

I encourage and enable staff to use data to plan teaching, learning, reporting and assessment, with a focus on improving outcomes for all learners.
4.1.3 I establish and use processes to gather valid information from stakeholders to inform improvement strategies
4.1.3.1 4.1.3.2 4.1.3.3 I ensure that data is gathered systematically from a wide range of stakeholders.

I develop innovative approaches to engage all groups.

I share data to inform decision making and to identify priorities.  
4.1.4 I collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities
4.1.4.1 4.1.4.2 4.1.4.3 4.1.4.4 I create regular opportunities to engage with staff, learners and the wider school community to identify priorities.

I identify key areas for improvement using the evidence gathered.

I establish, sustain and enhance a culture where all learners are involved in meaningful decision-making about the planning and enhancement of learning and in wider school improvement.

I establish processes and facilitate opportunities for groups to work collaboratively to take forward improvement priorities.  
4.1.5 I develop systems for ongoing monitoring and review of the school's improvement agenda
4.1.5.1 4.1.5.2 I undertake regular and systematic review of progress towards the school's priorities.

I establish a range of processes which enable staff to contribute to the overall monitoring and review of the school improvement plan.
4.1.6 I critically engage with literature, research and policy, in relation to all of the above
4.1.6.1 I develop and use knowledge from literature, research and policy sources to support the processes of self-evaluation for the enhancement of professional practice and decision-making.  
  Theme 6: Building Capacity Through Professional Learning
4 The Professional Actions of Head Teachers
4.2 Develop staff capability, capacity and leadership to support the culture and practice of learning
4.2.1 I work within the structure of employment legislation, national and local agreements and policies governing employment
4.2.1.1 4.2.1.2 I take due account of legislation and national and local agreements in all aspects of human resource management.

I take due account of the legislative framework related to equality and social inclusion to promote an inclusive community which values diversity and challenges discrimination.  
4.2.2 I establish and promote collaborative practice to support a culture of learning within and beyond the school
4.2.2.1 4.2.2.2 4.2.2.3 4.2.2.4 I take responsibility for, and engage actively in, ongoing professional learning to deepen my personal and professional skills and knowledge base.

I promote ambition and set high expectations of continuing professional learning for all staff and ensure opportunities which deliver this.

I create and utilise opportunities for staff to take on leadership roles across and beyond the school.

I build constructive relationships that engender commitment and collegiality.  
4.2.3 I establish and ensure the consistent use of PRD processes to identify strengths and development needs
4.2.3.1 4.2.3.2 4.2.3.3 I use and develop in colleagues, coaching and mentoring skills to support the PRD process.

I foster the personal commitment of staff to, and personal responsibility for, PRD using relevant professional standards to support self-evaluation and reflection.

I ensure that meaningful and rigorous PRD takes place regularly and that the outcomes of the process contribute to improvement of professional practice.
4.2.4 I ensure a systematic approach to support the culture of professional learning
4.2.5 I build systems to monitor the impact of professional learning on the culture of learning
4.2.5.1 4.2.5.2 I build staff capability to self-evaluate individual and collegiate professional learning and reflect on their development.

I plan and evaluate professional learning in relation to both its direct and indirect impact on outcomes for learners.  
4.2.6 I contribute to systems level leadership of education in my context and beyond
4.2.6.1 4.2.6.2 4.2.6.3 I contribute to the development of others, including peer Head Teachers, through coaching and mentoring, and networking opportunities.

I support cross-sector working at cluster, local authority and national levels.

I contribute to cluster, local and national developments and discussions to support and enhance the policy making process.  
4.2.7 I critically engage with literature, research and policy in relation to all of the above
4.2.7.1 I develop and use knowledge from literature, research and policy sources to support the processes of leading and developing staff and creating school cultures for the enhancement of professional practice and decision making.  
  Theme 7: Ensuring High Quality Teaching and Learning
4 The Professional Actions of Head Teachers
4.3 Ensure consistent, high quality teaching and learning for all learners
4.3.1 I build a shared vision to support the improvement of teaching and learning and I set consistently high expectations for all in the school community
4.3.1.1 4.3.1.2 4.3.1.3 I work with the whole school community to identify and articulate a shared vision, values and aims in relation to teaching and learning.

I set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice in the teaching and learning processes.

I model and develop a culture of mutual trust, respect and accountability.  
4.3.2 I ensure appropriate curriculum design and planning are developed to meet the learning and pastoral needs of all learners
4.3.2.1 4.3.2.2 4.3.2.3 I take a strategic overview of the planning, delivery and assessment of learning to ensure that school-based decisions are in accordance with the principles of good curriculum design and planning.

I agree and develop curricular frameworks to ensure appropriate personalisation and choice.

I collaborate with partners to facilitate access to appropriate learning opportunities and resources.  
4.3.3 I establish and sustain processes to develop pedagogic practices across the school
4.3.3.1 4.3.3.2 4.3.3.3 I set, and communicate clearly, high expectations of the quality of teaching and assessment.

I develop a culture which supports and ensures high quality teaching and assessment.

I provide systematic opportunities to enhance and refresh teachers' pedagogic practice.
4.3.4 I build collaborative processes to review and enhance pedagogic practice
4.3.4.1 4.3.4.2 4.3.4.3 I promote a culture of critical reflection and self evaluation and establish approaches to review and teaching and learning which gathers the views and experience of learners, staff, parents and partners.

I establish and sustain teacher leadership and collaborative working to support the enhancement of teaching and learning.

I establish systems to validate the quality of teaching, learning and assessment.  
4.3.5 I critically engage with literature, research and policy in relation to all of the above
4.3.5.1 I engage with educational literature, research and policy sources in leading and developing the curriculum, including taking account of international benchmarking to inform my thinking and support the enhancement of professional practice and decision-making.  
  Theme 8: Building Partnerships
4 The Professional Actions of Head Teachers
4.4 Build and sustain partnerships with learners, families and relevant partners to meet the identified needs of all learners
4.4.1 I build and communicate the vision, values, ethos and aims of the school with partners
4.4.1.1 4.4.1.2 I co-create an aspirational vision, values, ethos and aims, agreed in partnership with all stakeholders.

I communicate and model the vision, values, ethos and aims regularly to all learners and the wider school community.  
4.4.2 I embed processes to ensure learners contribute to planning and enhancement of their own learning programmes
4.4.2.1 4.4.2.2 I establish a culture where learners participate meaningfully in decisions related to their learning and their school.

I ensure all learners have genuine opportunities to participate in these decision-making processes.  
4.4.3 I develop strategies to foster parental involvement
4.4.3.1 4.4.3.2 I establish a culture to build and facilitate the partnership between parents and carers, learners and the school.

I ensure all parents and carers have genuine opportunities to participate in these partnership activities and processes.
4.4.4 I build, maintain and review partnerships with other professions and agencies to support the learning, pastoral and emotional needs of learners
4.4.4.1 4.4.4.2 4.4.4.3 4.4.4.4 I adhere to and implement child protection policies and procedures to ensure the care and welfare of all learners.

I understand the National Practice Model within GIRFEC, and develop this understanding in colleagues.

I recognise and encourage the wide and diverse range of partnerships which contribute to the well-being of all learners.

I ensure that systems are in place which enable all partners to contribute to, and support the diverse needs of all learners in line with local and national policy and legislation.  
4.4.5 I critically engage with literature, research and policy in relation to all of the above
4.4.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of collaborative working for the enhancement of professional practice and decision making.  
  Theme 9: Managing and Allocating Resources
4 The Professional Actions of Head Teachers
4.5 Allocate resources effectively in line with identified strategic and operational priorities
4.5.1 I use the review and improvement planning processes to identify priorities and inform resourcing decisions
4.5.1.1 4.5.1.2 4.5.1.3 I consult with relevant stakeholders to inform appropriate resourcing decisions.

I use data and evaluations of previous planning priorities to inform future resourcing decisions.

I consider the sustainability implications of resourcing decisions.  
4.5.2 I allocate resources in a fair and equitable manner in line with priorities to support learning
4.5.2.1 4.5.2.2 4.5.2.3 4.5.2.4 I make best strategic and operational use of available resources to create, maintain and enhance an appropriate learning environment for effective teaching and learning and to support improvement.

I delegate appropriate tasks and responsibilities to other staff, including promoted staff.

I demonstrate transparent and equitable allocation of resources which takes account of identified need.

I foster collective responsibility for the sustainable, transparent, fair and effective use of resources.  
4.5.3 I ensure systems are established and used to monitor, evaluate and review the use of resources
4.5.3.1 4.5.3.2 4.5.3.3 4.5.3.4 I ensure best value and appropriate devolved accountability to support effective teaching and learning.

I show a strategic awareness when engaging with resource management to ensure continuous improvement.

I give due regard to health and safety legislation to ensure safety and welfare of all.

I utilise all available support in budget and resource management.
4.5.4 I critically engage with literature, research and policy texts in relation to all of the above
4.5.4.1 I develop and use knowledge from literature, research and policy sources in the area of resource management to inform professional practice and decision-making.  
  Theme 10: Learning for Sustainability
1 Professional Values and Personal Commitment
1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
4 The Professional Actions of Head Teachers
4.1 Establish, sustain and enhance the culture of self-evaluation for school improvement
4.1.4 I collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities
4.1.4.1 4.1.4.3 I create regular opportunities to engage with staff, learners and the wider school community to identify priorities.

I establish, sustain and enhance a culture where all learners are involved in meaningful decision-making about the planning and enhancement of learning and in wider school improvement.
4.3 Ensure consistent, high quality teaching and learning for all learners
4.3.1 I build a shared vision to support the improvement of teaching and learning and I set consistently high expectations for all in the school community
4.3.1.1 4.3.1.2 I work with the whole school community to identify and articulate a shared vision, values and aims in relation to teaching and learning.

I set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice in the teaching and learning processes.
4.4 Build and sustain partnerships with learners, families and relevant partners to meet the identified needs of all learners
4.4.1 I build and communicate the vision, values, ethos and aims of the school with partners
4.4.1.1 4.4.1.2 I co-create an aspirational vision, values, ethos and aims, agreed in partnership with all stakeholders.

I communicate and model the vision, values, ethos and aims regularly to all learners and the wider school community.
4.5 Allocate resources effectively in line with identified strategic and operational priorities
4.5.1 I use the review and improvement planning processes to identify priorities and inform resourcing decisions
4.5.1.3 I consider the sustainability implications of resourcing decisions.  
  Self Evaluation Based on The Standard for Provisional Registration   Self Evaluation Based on The Standard for Full Registration
  Theme 1: Professional Values and Personal Commitment   Theme 1: Professional Values and Personal Commitment
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.1 Social Justice 1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.   1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.  
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.   1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.   1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.   1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.   1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity 1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom.   1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.   1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.   1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect 1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.   1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing. 1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.  
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.   1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.
1.4 Professional Commitment 1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality. 1.4.1 I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice. 1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
  Theme 2: Curriculum   Theme 2: Curriculum
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.1 Curriculum 2.1 Curriculum
2.1.1 I have knowledge and understanding of the nature of the curriculum and its development 2.1.1 I have knowledge and understanding of the nature of the curriculum and its development
2.1.1.1 I am developing an understanding of the principles of curriculum design and the contexts for learning. 2.1.1.1 I have secure and detailed understanding of the principles of curriculum design and can apply them in any setting where learning takes place.  
2.1.1.2 I know about and understand the processes of change and development in the curriculum. 2.1.1.2 I have secure working knowledge and detailed understanding of the processes of change and development in the curriculum.  
2.1.1.3 I am developing an awareness of connections with other curricular areas, stages and sectors. 2.1.1.3 I know how to identify and highlight connections with other curricular areas, stages or sectors, promoting learning beyond subject boundaries.  
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
2.1.2.1 I have acquired knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance. 2.1.2.1 I have detailed knowledge and understanding of the theory and practical skills required in curricular areas, referring to local and national guidance.  
2.1.2.2 I understand how to match the level of curricular areas to the needs of all learners.   2.1.2.2 I know how to match and apply the level of the curricular areas to the needs of all learners.
2.1.2.3 I understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners.   2.1.2.3 I know how to use, design and adapt materials for teaching and learning which stimulate, support and challenge all learners.
  No equivalent. 2.1.2.4 I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.  
2.1.2.4 I know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability. 2.1.2.5 I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.  
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes 2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
2.1.3.1 I know how to plan for effective teaching and learning across different contexts and experiences.   2.1.3.1 I know how to plan systematically for effective teaching and learning across different contexts and experiences.
2.1.3.2 I know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners. 2.1.3.2 I have a secure working knowledge and detailed understanding to justify what is taught within the curricular areas, in relation to the curriculum and the relevance to the needs of all learners.  
  No equivalent. 2.1.3.3 I understand my role as a leader of curriculum development.  
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning 2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning  
2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in my care, and I show commitment to raising learners' expectations of themselves. 2.1.4.1 I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners, and I demonstrate a commitment to raising all learners' expectations of themselves.  
2.1.4.2 I know how to apply knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.   2.1.4.2 I have knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.
2.1.4.3 I have knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies to enhance teaching and learning. 2.1.4.3 I have secure knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies competently to enhance teaching and learning.  
2.1.4.4 I know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance. 2.1.4.4 I have appropriate and increasing knowledge and understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance.  
2.1.4.5 I know and understand the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and select the most appropriate methods to meet all learners' needs. 2.1.4.5 I have secure knowledge and understanding of the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and effectively select the most appropriate methods to meet all learners' needs.  
2.1.4.6 I have knowledge and understanding of current educational priorities such as learning for sustainability.   2.1.4.6 I have secure knowledge of current educational priorities such as learning for sustainability.
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.1 Teaching and Learning 3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities 3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities
3.1.1.1 I plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work. 3.1.1.1 I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.  
  Theme 3: Assessment, Recording and Reporting   Theme 3: Assessment, Recording and Reporting
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.1 Curriculum 2.1 Curriculum
2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting 2.1.5 I have knowledge and understanding of the principles of assessment, recording and reporting
2.1.5.1 I know and understand that the principles of assessment, recording and reporting are integral to the process of teaching and learning.   2.1.5.1 I know and understand how to apply the principles of assessment, recording and reporting as an integral part of the teaching process.
2.1.5.2 I know and understand how to use the principles of assessment, record assessments appropriately, use assessment information to review progress, inform teaching and learning, identify next steps and produce clear, informed and sensitive reports. 2.1.5.2 I have extensive knowledge and a secure understanding of the principles of assessment, methods of recording assessment information, the use of assessment in reviewing progress, in improving teaching and learning, identifying next steps and the need to produce clear, informed and sensitive reports.  
  No equivalent. 2.1.5.3 I have knowledge and understanding of the GIRFEC National Practice Model and how to apply this to support teaching and learning.  
  No equivalent. 2.1.5.4 I have extensive knowledge and a secure understanding of the assessment requirements of the major awarding and accrediting bodies.  
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.3 Pupil Assessment 3.3 Pupil Assessment
3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning 3.3.1 I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning
3.3.1.1 I use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies. 3.3.1.1 I systematically develop and use an extensive range of strategies, approaches and associated materials for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies.  
3.3.1.2 I enable all learners to engage in self-evaluation and peer assessment to benefit learning.   3.3.1.2 I enable all learners to engage in self evaluation and peer assessment to benefit learning.
3.3.1.3 I record assessment information to enhance teaching and learning. 3.3.1.3 I record assessment information in a systematic and meaningful way in order to enhance teaching and learning and fulfil the requirements of the curriculum and awarding bodies.  
3.3.1.4 I use the results of assessment to identify strengths and development needs which lead to further learning opportunities. 3.3.1.4 I use the results of assessment to identify development needs at class, group and individual level and as a basis for dialogue with learners about their progress and targets.  
  No equivalent. 3.3.1.5 I produce clear and informed reports for parents and other agencies which discuss learners' progress and matters related to personal, social and emotional development in a sensitive and constructive way.  
  Theme 4: Teacher Responsibilities and Education Systems   Theme 4: Teacher Responsibilities and Education Systems
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.2 Education Systems and Professional Responsibilities 2.2 Education Systems and Professional Responsibilities
2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice 2.2.1 I have knowledge and understanding of the principal features of the education system, educational policy and practice
2.2.1.1 I am developing an understanding of the principal influences on Scottish education and an awareness of international systems. 2.2.1.1 I have an understanding of the principal influences on Scottish education and international systems and understand the contribution and impact of these systems on teaching and learning.  
2.2.1.2 I am developing an understanding of current, relevant legislation and guidance such as the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.   2.2.1.2 I have an understanding of current, relevant legislation and guidance such the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.
2.2.1.3 I am developing an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners. 2.2.1.3 I have an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners and how these affect my daily responsibilities.  
2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them 2.2.2 I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them
2.2.2.1 I am developing an understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice. 2.2.2.1 I have secure working knowledge and detailed understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice.  
2.2.2.2 I have a working knowledge of the teacher's contractual, pastoral and legal responsibilities. 2.2.2.2 I have secure working knowledge and detailed understanding of my contractual, pastoral and legal responsibilities as a teacher.  
2.2.2.3 I have an awareness of and respect for a school's distinctive ethos. 2.2.2.3 I understand the importance of making a commitment to the distinctive ethos in all areas of the learning community.  
2.2.2.4 I have an understanding of the roles and responsibilities of all staff within the learning community. 2.2.2.4 I have secure knowledge and detailed understanding of my own role and responsibilities as a teacher in relation to all staff within the learning community, other partner agencies and parents' organisations.  
  Theme 5: Principles, Theory and Practice in Education   Theme 5: Principles, Theory and Practice in Education
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice 2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices 2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.1 I have knowledge and understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take account of all learners' needs. 2.3.1.1 I have secure knowledge and detailed understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take an holistic account of all learners' needs.  
2.3.1.2 I have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning. 2.3.1.2 I have secure knowledge and detailed understanding of learning theories and draw on these systematically in planning, teaching and learning.  
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected. 2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.  
  Theme 6: Educational Enquiry, Research, Literature and Reflection   Theme 6: Educational Enquiry, Research, Literature and Reflection
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice 2.3 Pedagogical Theories and Practice
2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry 2.3.2 I have knowledge and understanding of the importance of research and engagement in professional enquiry
2.3.2.1 I know how to access and apply relevant findings from educational research. 2.3.2.1 I know how to access and apply relevant findings from educational research.  
2.3.2.2 I know how to engage appropriately in the systematic investigation of practice. 2.3.2.2 I know how to engage critically in enquiry, research and evaluation individually or collaboratively, and apply this in order to improve teaching and learning.  
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.4 Professional Reflection and Communication 3.4 Professional Reflection and Communication
3.4.1 I read and critically engage with professional literature, educational research and policy 3.4.1 I read and critically engage with professional literature, educational research and policy
3.4.1.1 I read and analyse a range of appropriate educational and research literature.   3.4.1.1 I read, analyse and critically evaluate a range of appropriate educational and research literature.
3.4.1.2 I use what I have learned from reading and research to challenge and inform practice.   3.4.1.2 I systematically engage with research and literature to challenge and inform professional practice.
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise 3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard. 3.4.2.1 I reflect and engage in self evaluation using the relevant professional standard.  
3.4.2.2 I adopt an enquiring approach to my professional practice and engage in professional enquiry and professional dialogue.   3.4.2.2 I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.
3.4.2.3 I evaluate my classroom practice, taking account of feedback from others, in order to enhance teaching and learning. 3.4.2.3 I evaluate and adapt my classroom practice rigorously and systematically, taking account of feedback from others, to enhance teaching and learning.  
3.4.2.4 I engage where possible in the processes of curriculum development, improvement planning and professional review and development. 3.4.2.4 I demonstrate constructive participation and engagement with curriculum development, improvement planning and professional review and development.  
3.4.2.5 I work collaboratively to share my professional learning and development with colleagues. 3.4.2.5 I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.  
3.4.2.6 I maintain a record of my own professional learning and development, culminating in an Initial Professional Development Action Plan. 3.4.2.6 I maintain an effective record and portfolio of my own professional learning and development and a professional development action plan, including analysis of impact on learners and on own professional practices.  
  Theme 7: Classroom Practice   Theme 7: Classroom Practice
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.1 Teaching and Learning 3.1 Teaching and Learning
3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities 3.1.1 I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities
3.1.1.1 I plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work. 3.1.1.1 I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.  
3.1.2 I communicate effectively and interact productively with learners, individually and collectively 3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.   3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.
3.1.2.2 I use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners. 3.1.2.2 I use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners.  
3.1.2.3 I communicate appropriately with all learners, and promote competence and confidence in literacy.   3.1.2.3 I communicate appropriately with all learners, and promote competence and confidence in literacy.
3.1.2.4 I demonstrate effective questioning strategies. 3.1.2.4 I demonstrate effective questioning strategies varied to meet the needs of all learners, in order to enhance teaching and learning.  
3.1.2.5 I communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners. 3.1.2.5 I communicate the purpose of the learning and give effective explanations at the appropriate level(s) for all learners.  
3.1.2.6 I stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional. 3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.  
3.1.2.7 I reflect on the impact of my personal method of communication on learners and others in the classroom.   3.1.2.7 I reflect on the impact of my personal method of communication on learners and others in the learning community.
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners 3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I demonstrate that I can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes. 3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.  
3.1.3.2 I demonstrate that I can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities. 3.1.3.2 I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.  
3.1.3.3 I demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners.   3.1.3.3 I justify consistently and evaluate competently professional practice, and take action to improve the impact on all learners.
  No equivalent. 3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  
3.1.4 I have high expectations of all learners 3.1.4 I have high expectations of all learners
3.1.4.1 I develop tasks and set pace of work to meet the needs of learners, provide effective support and challenge, and seek advice appropriately. 3.1.4.1 I ensure learning tasks are varied, differentiated and devised to build confidence and promote progress of all learners, and provide effective support and challenge.  
3.1.4.2 I demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners' needs. 3.1.4.2 I identify effectively barriers to learning and respond appropriately, seeking advice in relation to all learners' needs as required.  
  No equivalent. 3.1.4.3 I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.  
3.1.5 I work effectively in partnership in order to promote learning and wellbeing 3.1.5 I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I ensure learners contribute to the planning and enhancement of their own learning programmes. 3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.  
3.1.5.2 I demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing.   3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
3.2 Classroom Organisation and Management 3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment 3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.1 I plan and provide a safe, well organised learning environment, including effective use of display. 3.2.1.1 I ensure my classroom or work area is safe, well-organised, well-managed and stimulating, with effective use of display regularly updated.  
3.2.1.2 I make appropriate use of available space to accommodate whole-class lessons, group and individual work and promote independent learning. 3.2.1.2 I plan and organise effectively available space to facilitate whole-class lessons, group and individual work and promote independent learning.  
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary. 3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.  
3.2.1.4 I organise and manage classroom resources and digital technologies to support teaching and learning. 3.2.1.4 I enable learners to make full use of well-chosen resources, including digital technologies to support teaching and learning.  
3.2.1.5 I know about and am able to apply health and safety regulations as appropriate to their role. 3.2.1.5 I know about and apply appropriately health and safety regulations as an integral part of professional practice.  
3.2.2 I develop positive relationships and positive behaviour strategies 3.2.2 I develop positive relationships and positive behaviour strategies
3.2.2.1 I demonstrate care and commitment to working with all learners.   3.2.2.1 I demonstrate care and commitment to working with all learners.
3.2.2.2 I demonstrate knowledge and understanding of wellbeing indicators. 3.2.2.2 I demonstrate a secure knowledge and understanding of the wellbeing indicators.  
3.2.2.3 I show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success. 3.2.2.3 I show in-depth awareness of educational research and local and national advice, and use in a consistent way, a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.  
3.2.2.4 I apply the school's positive behaviour policy, including strategies for understanding and preventing bullying. 3.2.2.4 I implement consistently the school's positive behaviour policy including strategies for understanding and preventing bullying, and manage pupil behaviour in and around the school, in a fair, sensitive and informed manner.  
3.2.2.5 I know how and when to seek the advice of colleagues in managing behaviour. 3.2.2.5 I seek and use advice from colleagues and promoted staff, as appropriate, in managing behaviour.  
3.2.2.6 I demonstrate the ability to justify the approach taken in managing behaviour. 3.2.2.6 I evaluate and justify my approaches to managing behaviour and, when necessary, am open to new approaches to adapt them.  
  No equivalent. 3.2.2.7 I recognise when a learner's behaviour may signify distress requiring the need for further support, and take appropriate action.  
  Theme 8: Learning for Sustainability   Theme 8: Learning for Sustainability
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.1 Social Justice 1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.   1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.   1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.  
1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.   1.1.3 I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.  
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.   1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.   1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.1 Curriculum 2.1 Curriculum
2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum 2.1.2 I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum
  No equivalent. 2.1.2.4 I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.  
2.1.2.4 I know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability. 2.1.2.5 I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.  
2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning 2.1.4 I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning  
2.1.4.6 I have knowledge and understanding of current educational priorities such as learning for sustainability.   2.1.4.6 I have secure knowledge of current educational priorities such as learning for sustainability.
2.3 Pedagogical Theories and Practice 2.3 Pedagogical Theories and Practice
2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices 2.3.1 I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected. 2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.  
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.1 Teaching and Learning 3.1 Teaching and Learning
3.1.2 I communicate effectively and interact productively with learners, individually and collectively 3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.6 I stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional. 3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.  
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners 3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I demonstrate that I can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes. 3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.  
3.1.3.2 I demonstrate that I can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities. 3.1.3.2 I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.  
  No equivalent. 3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  
3.1.4 I have high expectations of all learners 3.1.4 I have high expectations of all learners
  No equivalent. 3.1.4.3 I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.  
3.1.5 I work effectively in partnership in order to promote learning and wellbeing 3.1.5 I work effectively in partnership in order to promote learning and wellbeing
  No equivalent. 3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.  
3.1.5.2 I demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing.   3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
3.2 Classroom Organisation and Management 3.2 Classroom Organisation and Management
3.2.1 I create a safe, caring and purposeful learning environment 3.2.1 I create a safe, caring and purposeful learning environment
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary. 3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.  
3.4 Professional Reflection and Communication 3.4 Professional Reflection and Communication
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise 3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
3.4.2.2 I adopt an enquiring approach to my professional practice and engage in professional enquiry and professional dialogue.   3.4.2.2 I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.
  Theme 9: Leadership   Theme 9: Leadership
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.2 Integrity 1.2 Integrity
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice. 1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect 1.3 Trust and Respect
1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning. 1.3.3 I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  
1.4 Professional Commitment 1.4 Professional Commitment
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice. 1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
2 Professional Knowledge and Understanding 2 Professional Knowledge and Understanding
2.1 Curriculum 2.1 Curriculum
2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes 2.1.3 I have knowledge and understanding of planning coherent and progressive teaching programmes
  No equivalent. 2.1.3.3 I understand my role as a leader of curriculum development.  
3 Professional Skills and Abilities 3 Professional Skills and Abilities
3.1 Teaching and Learning 3.1 Teaching and Learning
3.1.2 I communicate effectively and interact productively with learners, individually and collectively 3.1.2 I communicate effectively and interact productively with learners, individually and collectively
3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice. 3.1.2.1 I model appropriate levels of literacy and numeracy in my own professional practice.  
  No equivalent. 3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.  
3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners 3.1.3 I employ a range of teaching strategies and resources to meet the needs and abilities of learners
  No equivalent. 3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  
3.1.5 I work effectively in partnership in order to promote learning and wellbeing 3.1.5 I work effectively in partnership in order to promote learning and wellbeing
  No equivalent. 3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.  
3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise 3.4.2 I engage in reflective practice to develop and advance career-long professional learning and expertise
  No equivalent. 3.4.2.5 I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.  
  Self Evaluation Based on The Standard for Full Registration   Self Evaluation Based on The Standard for Career-long Professional Learning
  Theme 1: Professional Values and Personal Commitment   Theme 1: Professional Values and Personal Commitment

1

Professional Values and Personal Commitment

1

Professional Values and Personal Commitment

1.1

Social Justice

1.1

Social Justice

1.1.1

I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.

 

1.1.1

I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.

 

1.1.2

I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.

 

1.1.2

I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.

 

1.1.3

I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.

 

1.1.3

I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.

 

1.1.4

I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.

1.1.4

I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.  

1.1.5

I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.

1.1.5

I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.  

1.2

Integrity

1.2

Integrity

1.2.1

I demonstrate openness, honesty, courage and wisdom.

1.2.1

I demonstrate openness, honesty, courage and wisdom.  

1.2.2

I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.

1.2.2

I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.  

1.2.3

I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.

1.2.3

I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.  

1.3

Trust and Respect

1.3

Trust and Respect

1.3.1

I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.

1.3.1

I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.  

1.3.2

I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.  

1.3.2

I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.  

1.3.3

I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.

1.3.3

I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  

1.4

Professional Commitment

1.4

Professional Commitment

1.4.1

I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.

1.4.1

I engage with all aspects of professional practice and work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.  

1.4.2

I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  

1.4.2

I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  
 

Theme 2: Curriculum

 

Theme 2: Curriculum

2

Professional Knowledge and Understanding    

2.1

Curriculum    

2.1.1

I have knowledge and understanding of the nature of the curriculum and its development

2.1.1

2.1.2

2.1.6

2.2.1

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to pedagogy, learning and subject knowledge.

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to curriculum and assessment.

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to learning for sustainability.

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to deepen and develop subject, curricular, and pedagogic knowledge to be able to lead learners and the learning of colleagues.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.1 Professional Knowledge and Understanding)

 

2.1.1.1

2.1.1.2

2.1.1.3

I have secure and detailed understanding of the principles of curriculum design and can apply them in any setting where learning takes place.

I have secure working knowledge and detailed understanding of the processes of change and development in the curriculum.

I know how to identify and highlight connections with other curricular areas, stages or sectors, promoting learning beyond subject boundaries.  

2.1.2

I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

2.1.2.1

2.1.2.2

2.1.2.3

2.1.2.4

2.1.2.5

I have detailed knowledge and understanding of the theory and practical skills required in curricular areas, referring to local and national guidance.

I know how to match and apply the level of the curricular areas to the needs of all learners.

I know how to use, design and adapt materials for teaching and learning which stimulate, support and challenge all learners.

I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.

I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.  

2.1.3

I have knowledge and understanding of planning coherent and progressive teaching programmes

2.1.3.1

2.1.3.2

2.1.3.3

I know how to plan systematically for effective teaching and learning across different contexts and experiences.

I have a secure working knowledge and detailed understanding to justify what is taught within the curricular areas, in relation to the curriculum and the relevance to the needs of all learners.

I understand my role as a leader of curriculum development.  

2.1.4

I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning  

2.1.4.1

2.1.4.2

2.1.4.3

2.1.4.4

2.1.4.5

2.1.4.6

I know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners, and I demonstrate a commitment to raising all learners' expectations of themselves.

I have knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing.

I have secure knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies competently to enhance teaching and learning.

I have appropriate and increasing knowledge and understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance.

I have secure knowledge and understanding of the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and effectively select the most appropriate methods to meet all learners' needs.

I have secure knowledge of current educational priorities such as learning for sustainability.  

3

Professional Skills and Abilities    

3.1

Teaching and Learning    

3.1.1

I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities    

3.1.1.1

I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.  

3.1.1

3.1.2

3.1.6

3.2.1

3.2.2

I demonstrate deep subject knowledge and pedagogical leadership.

I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.

I understand and develop the most appropriate contexts and environments for learning including outdoor learning, and am able to apply appropriate pedagogies for these environments.

I understand and apply the principles of curriculum and assessment design to address changing educational needs.

I lead and collaborate with others to plan innovative curricular programmes.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.1 Pedagogy, Learning and Subject Knowledge and 3.2 Curriculum and Assessment)  
 

Theme 3: Assessment, Recording and Reporting

 

Theme 3: Assessment, Recording and Reporting

2.1

Curriculum    

2.1.5

I have knowledge and understanding of the principles of assessment, recording and reporting    

2.1.5.1

2.1.5.2

2.1.5.3

2.1.5.4

I know and understand how to apply the principles of assessment, recording and reporting as an integral part of the teaching process.

I have extensive knowledge and a secure understanding of the principles of assessment, methods of recording assessment information, the use of assessment in reviewing progress, in improving teaching and learning, identifying next steps and the need to produce clear, informed and sensitive reports.

I have knowledge and understanding of the GIRFEC National Practice Model and how to apply this to support teaching and learning.

I have extensive knowledge and a secure understanding of the assessment requirements of the major awarding and accrediting bodies.  

2.1.2

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to curriculum and assessment.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.1 Professional Knowledge and Understanding)

 

3

Professional Skills and Abilities    

3.1

Teaching and Learning    

3.3.1

I use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning    

3.3.1.1

3.3.1.2

3.3.1.3

3.3.1.4

3.3.1.5

I systematically develop and use an extensive range of strategies, approaches and associated materials for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies.

I enable all learners to engage in self evaluation and peer assessment to benefit learning.

I record assessment information in a systematic and meaningful way in order to enhance teaching and learning and fulfil the requirements of the curriculum and awarding bodies.

I use the results of assessment to identify development needs at class, group and individual level and as a basis for dialogue with learners about their progress and targets.

I produce clear and informed reports for parents and other agencies which discuss learners' progress and matters related to personal, social and emotional development in a sensitive and constructive way.  

3.2.1

3.2.3

I understand and apply the principles of curriculum and assessment design to address changing educational needs.

I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.2 Curriculum and Assessment)    
  Theme 4: Teacher Responsibilities and Education Systems   Theme 4: Teacher Responsibilities and Education Systems

2

Professional Knowledge and Understanding    

2.2

Education Systems and Professional Responsibilities    

2.2.1

I have knowledge and understanding of the principal features of the education system, educational policy and practice    

2.2.1.1

2.2.1.2

2.2.1.3

I have an understanding of the principal influences on Scottish education and international systems and understand the contribution and impact of these systems on teaching and learning.

I have an understanding of current, relevant legislation and guidance such the Standards in Scotland's Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC.

I have an understanding of the legal and professional aspects of a teacher's position of trust in relation to learners and how these affect my daily responsibilities.

2.2.4

3.4.1

3.4.2

3.4.4

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically question and challenge educational assumptions, beliefs and values of self and system.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.2 Professional Skills and Abilities)

I understand and explore the contexts and complexity in which teachers operate and the dynamic and complex role(s) of professionals within the educational community.

I actively consider and critically question the development of policy in education.

I develop and apply political literacy and political insight in relation to professional practice, educational change and policy development.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.4 Educational contexts and current debates in policy, education and practice)

2.2.2

I have knowledge and understanding of the schools and learning communities in which I teach and my own professional responsibilities within them

2.2.2.1

2.2.2.2

2.2.2.3

2.2.2.4

I have secure working knowledge and detailed understanding of the sector and schools in which I am working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers' professional practice.

I have secure working knowledge and detailed understanding of my contractual, pastoral and legal responsibilities as a teacher.

I understand the importance of making a commitment to the distinctive ethos in all areas of the learning community.

I have secure knowledge and detailed understanding of my own role and responsibilities as a teacher in relation to all staff within the learning community, other partner agencies and parents' organisations.  
  Theme 5: Principles, Theory and Practice in Education   Theme 5: Principles, Theory and Practice in Education

2

Professional Knowledge and Understanding    

2.3

Pedagogical Theories and Practice    

2.3.1

I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices    

2.3.1.1

2.3.1.2

2.3.1.3

I have secure knowledge and detailed understanding of the stages of learners' cognitive, social and emotional development which I am able to use to take an holistic account of all learners' needs.

I have secure knowledge and detailed understanding of learning theories and draw on these systematically in planning, teaching and learning.

I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.  

2.1.4

2.2.5

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to educational contexts and current debates in policy, education and practice.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.1 Professional Knowledge and Understanding)

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.2 Professional Skills and Abilities)

3.6.1

3.6.2

3.6.3

3.6.4

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.6 Learning for Sustainability)  
  Theme 6: Educational Enquiry, Research, Literature and Reflection   Theme 6: Educational Enquiry, Research, Literature and Reflection

2

Professional Knowledge and Understanding    

2.3

Pedagogical Theories and Practice    

2.3.2

I have knowledge and understanding of the importance of research and engagement in professional enquiry    

2.3.2.1

2.3.2.2

I know how to access and apply relevant findings from educational research.

I know how to engage critically in enquiry, research and evaluation individually or collaboratively, and apply this in order to improve teaching and learning.  

2.1.3

2.1.4

2.1.5

2.2.2

2.2.3

2.2.4

2.2.5

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to enquiry and research.

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to educational contexts and current debates in policy, education and practice.

I am developing deep, critically informed knowledge and understanding to enhance skills and abilities in relation to sustaining and developing professional learning.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.1 Professional Knowledge and Understanding)

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to question, develop and account for practice in critically informed ways and provide an informed rationale for professional actions.

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to systematically investigate, analyse and evaluate the impact of practice.

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically question and challenge educational assumptions, beliefs and values of self and system.

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to critically engage with a range of educational literature, research and policy to make meaningful links to inform and change practice, where appropriate.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.2 Professional Skills and Abilities)

3

Professional Skills and Abilities    

3.4

Professional Reflection and Communication    

3.4.1

I read and critically engage with professional literature, educational research and policy    

3.4.1.1

3.4.1.2

 
I read, analyse and critically evaluate a range of appropriate educational and research literature.

I systematically engage with research and literature to challenge and inform professional practice.  

3.3.1

3.3.2

3.3.3

3.5.1

3.5.2

3.5.3

I develop and apply expertise, knowledge and understanding of research and impact on education.

I develop and apply expertise, knowledge, understanding and skills to engage in practitioner enquiry to inform pedagogy, learning and subject knowledge.

I lead and participate in collaborative practitioner enquiry.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.3 Enquiry and Research)

I develop skills of rigorous and critical self-evaluation, reflection and enquiry including how to investigate and evidence impact on learners and professional practice.

I am committed to on-going career-long professional learning, including postgraduate study as appropriate.

I lead and contribute to the professional learning of all colleagues, including students and probationers.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.5 Sustaining and Developing Professional Learning)  

3.4.2

I engage in reflective practice to develop and advance career-long professional learning and expertise

3.4.2.1

3.4.2.2

3.4.2.3

3.4.2.4

3.4.2.5

3.4.2.6

I reflect and engage in self evaluation using the relevant professional standard.

I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.

I evaluate and adapt my classroom practice rigorously and systematically, taking account of feedback from others, to enhance teaching and learning.

I demonstrate constructive participation and engagement with curriculum development, improvement planning and professional review and development.

I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.

I maintain an effective record and portfolio of my own professional learning and development and a professional development action plan, including analysis of impact on learners and on own professional practices.
  Theme 7: Classroom Practice   Theme 7: Classroom Practice

3

Professional Skills and Abilities    

3.1

Teaching and Learning    

3.1.1

I plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities    

3.1.1.1

 
I plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.    

2.2.6

2.2.7

3.1.3

3.1.4

3.1.5

3.4.3

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to work to create, contribute to, and lead a collegiate culture, through collaborative enquiry, peer observation with constructive feedback, professional dialogue and debate.

I am developing and can apply my knowledge, skills and expertise through enquiry and sustained professional learning to work collaboratively across disciplines, professions and communities, locally and globally.

(From Section 2 Professional Knowledge and Understanding, Professional Skills and Abilities, 2.2 Professional Skills and Abilities)

I demonstrate a critical understanding of approaches to teaching and learning, pedagogy and practice.

I deploy an enhanced understanding of pedagogy and how constructive relationships with learners can be developed.

I demonstrate a critical understanding of digital technologies and how these can be used to support learning.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.1 Pedagogy, Learning and Subject Knowledge)

I develop a culture where learners meaningfully participate in decisions related to their learning and school.

(From Section 3 The Professional Actions in Career-Long Professional Learning, 3.1 Educational contexts and current debates in policy, education and practice)

3.1.2

I communicate effectively and interact productively with learners, individually and collectively  

3.1.2.1

3.1.2.2

3.1.2.3

3.1.2.4

3.1.2.5

3.1.2.6

3.1.2.7

I model appropriate levels of literacy and numeracy in my own professional practice.

I use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners.

I communicate appropriately with all learners, and promote competence and confidence in literacy.

I demonstrate effective questioning strategies varied to meet the needs of all learners, in order to enhance teaching and learning.

I communicate the purpose of the learning and give effective explanations at the appropriate level(s) for all learners.

I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.

I reflect on the impact of my personal method of communication on learners and others in the learning community.
 

3.1.3

I employ a range of teaching strategies and resources to meet the needs and abilities of learners  

3.1.3.1

3.1.3.2

3.1.3.3

3.1.3.4

I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.

I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.

I justify consistently and evaluate competently professional practice, and take action to improve the impact on all learners.

I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  
 

3.1.4

I have high expectations of all learners  

3.1.4.1

3.1.4.2

3.1.4.3

I ensure learning tasks are varied, differentiated and devised to build confidence and promote progress of all learners, and provide effective support and challenge.

I identify effectively barriers to learning and respond appropriately, seeking advice in relation to all learners' needs as required.

I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.  
 

3.1.5

I work effectively in partnership in order to promote learning and wellbeing  

3.1.5.1

3.1.5.2

I establish a culture where learners meaningfully participate in decisions related to their learning and their school.

I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
 

3.2

Classroom Organisation and Management  

3.2.1

I create a safe, caring and purposeful learning environment  

3.2.1.1

3.2.1.2

3.2.1.3

3.2.1.4

3.2.1.5

I ensure my classroom or work area is safe, well-organised, well-managed and stimulating, with effective use of display regularly updated.

I plan and organise effectively available space to facilitate whole-class lessons, group and individual work and promote independent learning.

I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.

I enable learners to make full use of well-chosen resources, including digital technologies to support teaching and learning.

I know about and apply appropriately health and safety regulations as an integral part of professional practice.  
 

3.2.2

I develop positive relationships and positive behaviour strategies  

3.2.2.1

3.2.2.2

3.2.2.3

3.2.2.4

3.2.2.5

3.2.2.6

3.2.2.7

I demonstrate care and commitment to working with all learners.

I demonstrate a secure knowledge and understanding of the wellbeing indicators.

I show in-depth awareness of educational research and local and national advice, and use in a consistent way, a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success.

I implement consistently the school's positive behaviour policy including strategies for understanding and preventing bullying, and manage pupil behaviour in and around the school, in a fair, sensitive and informed manner.

I seek and use advice from colleagues and promoted staff, as appropriate, in managing behaviour.

I evaluate and justify my approaches to managing behaviour and, when necessary, am open to new approaches to adapt them.

I recognise when a learner's behaviour may signify distress requiring the need for further support, and take appropriate action.  
 
  Theme 8: Learning for Sustainability   Theme 8: Learning for Sustainability

1

Professional Values and Personal Commitment

1

Professional Values and Personal Commitment

1.1

Social Justice

1.1

Social Justice

1.1.1

I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.

 

1.1.1

I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.

1.1.2

I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.

 

1.1.2

I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.

 

1.1.3

I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.

 

1.1.3

I value as well as respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.

 

1.1.4

I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.  

1.1.4

I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.

1.1.5

I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.  

1.1.5

I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.

2

Professional Knowledge and Understanding    

2.1

Curriculum    

2.1.2

I have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

3.6.1

3.6.2

3.6.3

3.6.4

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
2.1.2.4 I know how to work collaboratively with colleagues to facilitate interdisciplinary learning.
2.1.2.5 I know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability.

2.1.4

I have knowledge and understanding of contexts for learning to fulfil my responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
2.1.4.6 I have secure knowledge of current educational priorities such as learning for sustainability.

2.3

Pedagogical Theories and Practice    

2.3.1

I have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices

3.6.1

3.6.2

3.6.3

3.6.4

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
2.3.1.3 I have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.  

3

Professional Skills and Abilities    

3.1

Teaching and Learning    

3.1.2

I communicate effectively and interact productively with learners, individually and collectively

3.6.1

3.6.2

3.6.3

3.6.4

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
3.1.2.6 I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.  

3.1.3

I employ a range of teaching strategies and resources to meet the needs and abilities of learners
3.1.3.1 I consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes.  
3.1.3.2 I skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor learning opportunities.  
3.1.3.4 I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  

3.1.4

I have high expectations of all learners
3.1.4.3 I show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world.  

3.1.5

I work effectively in partnership in order to promote learning and wellbeing
3.1.5.1 I establish a culture where learners meaningfully participate in decisions related to their learning and their school.  
3.1.5.2 I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.

3.2

Classroom Organisation and Management    

3.2.1

I create a safe, caring and purposeful learning environment

3.6.1

3.6.2

3.6.3

3.6.4

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
3.2.1.3 I use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary.  

3.4

Professional Reflection and Communication    

3.4.2

I engage in reflective practice to develop and advance career-long professional learning and expertise

3.6.1

3.6.2

3.6.3

3.6.4

I understand the environmental, social and economic conditions of learners to inform teaching and learning.

I have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected.

I develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world.

I connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community.
3.4.2.2 I demonstrate an enquiring and critical approach to my professional practice and development and engage in systematic professional dialogue.
  Theme 9: Leadership   Theme 9: Leadership

1

Professional Values and Personal Commitment

1

Professional Values and Personal Commitment

1.2

Integrity

1.2

Integrity

1.2.3

I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.  

1.2.3

I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.  

1.3

Trust and Respect

1.3

Trust and Respect

1.3.3

I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  

1.3.3

I demonstrate a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.  

1.4

Professional Commitment

1.4

Professional Commitment

1.4.2

I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  

1.4.2

I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.  

2

Professional Knowledge and Understanding    

2.1

Curriculum    

2.1.3

I have knowledge and understanding of planning coherent and progressive teaching programmes 3.1.2 3.2.2 3.2.3 3.3.3 3.4.3 3.5.3 (From Section 3 The Professional Actions in Career-Long Professional Learning)   I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.

(From 3.1 Pedagogy, Learning and Subject Knowledge)

I lead and collaborate with others to plan innovative curricular programmes.

(From 3.2 Curriculum and Assessment)

I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.

(From 3.2 Curriculum and Assessment)

I lead and participate in collaborative practitioner enquiry.

(From 3.3 Enquiry and Research)

I develop a culture where learners meaningfully participate in decisions related to their learning and school.

(From 3.4 Educational contexts and current debates in policy, education and practice)

I lead and contribute to the professional learning of all colleagues, including students and probationers.

(From 3.5 Sustaining and Developing Professional Learning)  

2.1.3.3

 
I understand my role as a leader of curriculum development.

3

Professional Skills and Abilities    

3.1

Teaching and Learning    

3.1.2

I communicate effectively and interact productively with learners, individually and collectively 3.1.2 3.2.2 3.2.3 3.3.3 3.4.3 3.5.3 (From Section 3 The Professional Actions in Career-Long Professional Learning)
 
I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.

(From 3.1 Pedagogy, Learning and Subject Knowledge)

I lead and collaborate with others to plan innovative curricular programmes.

(From 3.2 Curriculum and Assessment)

I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.

(From 3.2 Curriculum and Assessment)

I lead and participate in collaborative practitioner enquiry.

(From 3.3 Enquiry and Research)

I develop a culture where learners meaningfully participate in decisions related to their learning and school.

(From 3.4 Educational contexts and current debates in policy, education and practice)

I lead and contribute to the professional learning of all colleagues, including students and probationers.

(From 3.5 Sustaining and Developing Professional Learning)  

3.1.2.1

 
I model appropriate levels of literacy and numeracy in my own professional practice.  

3.1.2.6

 
I create opportunities to stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional.  

3.1.3

I employ a range of teaching strategies and resources to meet the needs and abilities of learners

3.1.3.4

 
I create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.  

3.1.5

I work effectively in partnership in order to promote learning and wellbeing

3.1.5.2

I create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.  

3.4

Professional Reflection and Communication    

3.4.2

I engage in reflective practice to develop and advance career-long professional learning and expertise 3.1.2 3.2.2 3.2.3 3.3.3 3.4.3 3.5.3 (From Section 3 The Professional Actions in Career-Long Professional Learning)
 
I lead curriculum development with a deep understanding of the place of subject knowledge and the wider purposes of education.

(From 3.1 Pedagogy, Learning and Subject Knowledge)

I lead and collaborate with others to plan innovative curricular programmes.

(From 3.2 Curriculum and Assessment)

I lead and work with others to ensure effective practice in the assessment of learning, including a deep knowledge and understanding of the policies and practices of assessment as required by awarding bodies.

(From 3.2 Curriculum and Assessment)

I lead and participate in collaborative practitioner enquiry.

(From 3.3 Enquiry and Research)

I develop a culture where learners meaningfully participate in decisions related to their learning and school.

(From 3.4 Educational contexts and current debates in policy, education and practice)

I lead and contribute to the professional learning of all colleagues, including students and probationers.

(From 3.5 Sustaining and Developing Professional Learning)  

3.4.2.5

 
I work collaboratively to contribute to the professional learning and development of colleagues, including students, through offering support and constructive advice and through disseminating experience and expertise, seeking opportunities to lead learning.
  Self Evaluation Based on The Standard for Leadership and Management (Middle Leaders)   Self Evaluation Based on The Standard for Leadership and Management (Headteachers)
  Theme 1: Professional Values and Personal Commitment   Theme 1: Professional Values and Personal Commitment
  Middle Leaders   Head Teachers
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.1 Social Justice 1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations. 1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. 1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners. 1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future. 1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported. 1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
1.2 Integrity 1.2 Integrity
1.2.1 I demonstrate openness, honesty, courage and wisdom. 1.2.1 I demonstrate openness, honesty, courage and wisdom.
1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice. 1.2.2 I critically examine personal and professional attitudes and beliefs and I challenge assumptions and professional practice.
1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice. 1.2.3 I critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice.
1.3 Trust and Respect 1.3 Trust and Respect
1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community. 1.3.1 I act and behave in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community.
1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing. 1.3.2 I provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing.
1.3.3 I demonstrate a commitment to motivating and inspiring learners, I acknowledge their social and economic context, individuality and specific learning needs, and I take into consideration barriers to learning. 1.3.3 I demonstrate a commitment to motivating and inspiring learners, I acknowledge their social and economic context, individuality and specific learning needs, and I take into consideration barriers to learning.
1.4 Professional Commitment 1.4 Professional Commitment
1.4.1 I engage with all aspects of professional practice and I work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality. 1.4.1 I engage with all aspects of professional practice and I work collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice. 1.4.2 I am committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
  Theme 2: Strategic Vision   Theme 2: Strategic Vision
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities 2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.1 Strategic Vision 2.1 Strategic Vision
2.1.1 This element builds upon the professional values expected of all teachers. I exemplify in my personal and professional life, and in the way I lead the learning community, the vision and culture I seek to develop throughout my establishment. 2.1.1 This element builds upon the professional values expected of all teachers. I exemplify in my personal and professional life, and in the way I lead the learning community, the vision and culture I seek to develop throughout my establishment.
2.1.2 I steer the creation and the sharing of my strategic vision, ethos and aims for the establishment, which inspire and motivate learners, staff and all members of my learning community and its partners and I set high expectations for every learner. 2.1.2 I steer the creation and the sharing of my strategic vision, ethos and aims for the establishment, which inspire and motivate learners, staff and all members of my learning community and its partners and I set high expectations for every learner.
2.1.3 Central to the development and demonstration of this strategic vision, I commit to and model career-long learning as a 'leading learner'; and thus encourage others to engage in career-long learning to enhance their practice. 2.1.3 Central to the development and demonstration of this strategic vision, I commit to and model career-long learning as a 'leading learner'; and thus encourage others to engage in career-long learning to enhance their practice.
  Theme 3: Professional Knowledge and Understanding   Theme 3: Professional Knowledge and Understanding
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities 2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.2 Professional Knowledge and Understanding 2.2 Professional Knowledge and Understanding
2.2.1 Teaching and Learning

I engage critically with knowledge and understanding of research and developments in teaching and learning and I work with others to ensure the application of relevant development to improving outcomes for learners.
2.2.1 Teaching and Learning

I engage critically with knowledge and understanding of research and developments in teaching and learning and I work with others to ensure the application of relevant development to improving outcomes for learners.
2.2.2 Education Policy

I apply my enhanced knowledge and critical understanding of research and developments in education policy to support school development.
2.2.2 Education Policy

I apply my enhanced knowledge and critical understanding of research and developments in education policy to support school development.
2.2.3 Social and environmental trends and developments

I keep abreast of, and apply my enhanced knowledge and understanding of, contemporary developments in society, digital technologies, the environment and the wider global community (including trends and changes in family patterns, work patterns, the media, leisure and politics) and I consider the implications for my leadership.
2.2.3 Social and environmental trends and developments

I keep abreast of, and apply my enhanced knowledge and understanding of, contemporary developments in society, digital technologies, the environment and the wider global community (including trends and changes in family patterns, work patterns, the media, leisure and politics) and I consider the implications for my leadership.
2.2.4 Leadership and management

I continuously widen my knowledge and understanding of leadership and management concepts and practices related to my context and I work with others to ensure this is embodied in practice.
2.2.4 Leadership and management

I continuously widen my knowledge and understanding of leadership and management concepts and practices related to my context and I work with others to ensure this is embodied in practice.
  Theme 4: Interpersonal Skills and Abilities   Theme 4: Interpersonal Skills and Abilities
2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities 2 Strategic Vision, Professional Knowledge and Understanding and Interpersonal Skills and Abilities
2.3 Interpersonal Skills and Abilities 2.3 Interpersonal Skills and Abilities
2.3.1 Demonstrating self-awareness and inspiring and motivating others

I continually develop self-awareness; I regularly question my practice through processes of reflection and critical enquiry.

I manage myself and others effectively, with a commitment to collegiate practice.

I build and sustain personal credibility by modelling my commitment to career-long professional learning, integrity and ethical practice, and thus I develop a culture of trust and respect.

I display confidence and courage in the way I deal with criticism and conflict.

I encourage the development of leadership qualities in others and I cultivate trust and respect among colleagues by fostering leadership opportunities across and beyond the school.

I encourage positive relationship building with learners, colleagues, parents and other partners.
2.3.1 Demonstrating self-awareness and inspiring and motivating others

I continually develop self-awareness; I regularly question my practice through processes of reflection and critical enquiry.

I manage myself and others effectively, with a commitment to collegiate practice.

I build and sustain personal credibility by modelling my commitment to career-long professional learning, integrity and ethical practice, and thus I develop a culture of trust and respect.

I display confidence and courage in the way I deal with criticism and conflict.

I encourage the development of leadership qualities in others and I cultivate trust and respect among colleagues by fostering leadership opportunities across and beyond the school.

I encourage positive relationship building with learners, colleagues, parents and other partners.
2.3.2 Judging wisely and deciding appropriately

I analyse and define situations clearly.

I take a positive solution-focused approach to my work.

I know how and when to make decisions and I use evidence and information to support and inform my judgements.

I display a readiness to engage in debate and dialogue and I promote constructive ways of achieving improvement, displaying an awareness of the ethical use of power and authority.
2.3.2 Judging wisely and deciding appropriately

I analyse and define situations clearly.

I take a positive solution-focused approach to my work.

I know how and when to make decisions and I use evidence and information to support and inform my judgements.

I display a readiness to engage in debate and dialogue and I promote constructive ways of achieving improvement, displaying an awareness of the ethical use of power and authority.
2.3.3 Communicating effectively

I show and communicate my deep commitment to the education and well-being of learners in my everyday practices.

I am an effective communicator within the school and the wider community and I build effective relationships across networks.

I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication.

I make use of a variety of appropriate media in doing so.

I demonstrate openness to, and honesty with, others.

I have a clear understanding of confidentiality and apply that knowledge to all of my engagements, practices and procedures.
2.3.3 Communicating effectively

I show and communicate my deep commitment to the education and well-being of learners in my everyday practices.

I am an effective communicator within the school and the wider community and I build effective relationships across networks.

I listen, express my ideas and feelings clearly, engage in professional dialogue and constructive feedback and establish effective organisational communication.

I make use of a variety of appropriate media in doing so.

I demonstrate openness to, and honesty with, others.

I have a clear understanding of confidentiality and apply that knowledge to all of my engagements, practices and procedures.
2.3.4 Demonstrating political insight

I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation.

I understand the political and social context and the ways in which this impacts on schools and those within schools, taking account of this in my leadership and management practices.
2.3.4 Demonstrating political insight

I have an enhanced understanding of the dynamics of political power and influence in the relationship between schools and society, and the consequent implications for the work of my organisation.

I understand the political and social context and the ways in which this impacts on schools and those within schools, taking account of this in my leadership and management practices.
  Theme 5: Self Evaluation for School Improvement   Theme 5: Self Evaluation for School Improvement
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
3.1 Develop a range of strategies for individual and collective self-evaluation which contribute to school improvement 4.1 Establish, sustain and enhance the culture of self-evaluation for school improvement
3.1.1 I foster an ethos to support self-evaluation and I plan specific opportunities for this to take place 4.1.1 I establish a range of relationships and practices to foster self-evaluation at every level in the school
3.1.1.1 3.1.1.2 3.1.1.3 I model good practice in personal self-evaluation against the relevant professional standard and appropriate benchmarks.

I promote an open, honest and critical stance in examining practice, within my area of responsibility.

I lead and influence others to critically analyse and evaluate their own practice in relation to relevant policies and procedures.
4.1.1.1 4.1.1.2 4.1.1.3 I model good practice in personal self evaluation against the relevant Professional Standard and appropriate benchmarks.

I promote an open, honest and critical stance in examining practice.

I encourage and support others to critically analyse and evaluate their own practice in relation to relevant policies and procedures.  
3.1.2 I enable staff individually and collectively to engage in regular and rigorous self-evaluation 4.1.2 I establish and use systems to collect evidence with which to inform decision making
3.1.2.1 3.1.2.2 I systematically use established self-evaluation practices, gathering information from appropriate stakeholders, and I apply the information gathered to the planning of next steps and actions.

I develop colleagues' skills and confidence in using the established self-evaluation processes and deriving a range of processes.
4.1.2.1 4.1.2.2 4.1.2.3 4.1.2.4 I develop a culture of evidence-informed practice.

I ensure systematic evidence collection and analysis against national and international benchmarks.

I use collated evidence to inform decision-making.

I encourage and enable staff to use data to plan teaching, learning, reporting and assessment, with a focus on improving outcomes for all learners.
N/A No equivalent 4.1.3 I establish and use processes to gather valid information from stakeholders to inform improvement strategies
  - 4.1.3.1 4.1.3.2 4.1.3.3 I ensure that data is gathered systematically from a wide range of stakeholders.

I develop innovative approaches to engage all groups.

I share data to inform decision making and to identify priorities.  
N/A No equivalent 4.1.4 I collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities
  - 4.1.4.1 4.1.4.2 4.1.4.3 4.1.4.4 I create regular opportunities to engage with staff, learners and the wider school community to identify priorities.

I identify key areas for improvement using the evidence gathered.

I establish, sustain and enhance a culture where all learners are involved in meaningful decision-making about the planning and enhancement of learning and in wider school improvement.

I establish processes and facilitate opportunities for groups to work collaboratively to take forward improvement priorities.  
3.1.3 I use established systems to monitor progress of the team's improvement agenda 4.1.5 I develop systems for ongoing monitoring and review of the school's improvement agenda
3.1.3.1 3.1.3.2 I undertake regular and systematic reviews of progress towards the team's priorities.

I adopt a range of approaches to sustain and improve the work of the team.
4.1.5.1 4.1.5.2 I undertake regular and systematic review of progress towards the school's priorities.

I establish a range of processes which enable staff to contribute to the overall monitoring and review of the school improvement plan.
3.1.4 I critically engage with literature, research and policy, in relation to all of the above 4.1.6 I critically engage with literature, research and policy, in relation to all of the above
3.1.4.1 I develop and use knowledge from literature, research and policy sources to support the process of self-evaluation for the enhancement of professional practice and decision making, within my areas of responsibility. 4.1.6.1 I develop and use knowledge from literature, research and policy sources to support the processes of self-evaluation for the enhancement of professional practice and decision-making.  
  Theme 6: Building Capacity Through Professional Learning   Theme 6: Building Capacity Through Professional Learning
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
3.2 Develop coherent approaches to professional learning which build and sustain teachers' practice 4.2 Develop staff capability, capacity and leadership to support the culture and practice of learning
3.2.1 I work within school policies with regard to staffing and personnel issues 4.2.1 I work within the structure of employment legislation, national and local agreements and policies governing employment
3.2.1.1 I take due account of school policy and local authority guidelines in all aspects of human resource management. 4.2.1.1 4.2.1.2 I take due account of legislation and national and local agreements in all aspects of human resource management.

I take due account of the legislative framework related to equality and social inclusion to promote an inclusive community which values diversity and challenges discrimination.  
3.2.2 I establish and use strategies to identify individual and team professional learning needs to support the school's improvement agenda 4.2.2 I establish and promote collaborative practice to support a culture of learning within and beyond the school
3.2.2.1 3.2.2.2 3.2.2.3 3.2.2.4 I take responsibility for, and engage actively in, ongoing professional learning to enhance my personal and professional skills and knowledge base.

I promote ambition and set high expectations of professional learning for the team and ensure opportunities which deliver this.

I use coaching and mentoring skills to support the PRD process.

I ensure that meaningful and rigorous PRD takes place regularly and that the outcomes of the process contribute to professional practice.
4.2.2.1 4.2.2.2 4.2.2.3 4.2.2.4 I take responsibility for, and engage actively in, ongoing professional learning to deepen my personal and professional skills and knowledge base.

I promote ambition and set high expectations of continuing professional learning for all staff and ensure opportunities which deliver this.

I create and utilise opportunities for staff to take on leadership roles across and beyond the school.

I build constructive relationships that engender commitment and collegiality.  
3.2.3 I create coherent opportunities for collaborative development activities 4.2.3 I establish and ensure the consistent use of PRD processes to identify strengths and development needs
3.2.3.1 3.2.3.2 3.2.3.3 3.2.3.4 I create opportunities for colleagues to take on leadership roles.

I lead team participation in professional learning community processes.

I build constructive relationships that foster commitment and collegiality.

I use coaching and mentoring to support colleagues and I build these skills to develop peer support.
4.2.3.1 4.2.3.2 4.2.3.3 I use and develop in colleagues, coaching and mentoring skills to support the PRD process.

I foster the personal commitment of staff to, and personal responsibility for, PRD using relevant professional standards to support self-evaluation and reflection.

I ensure that meaningful and rigorous PRD takes place regularly and that the outcomes of the process contribute to improvement of professional practice.
N/A No equivalent 4.2.4 I ensure a systematic approach to support the culture of professional learning
  - 4.2.4.1 4.2.4.2 4.2.4.3 4.2.4.4 I ensure staff use relevant professional standards to support self-evaluation as part of continuous professional learning.

I encourage an extended understanding of the nature and depth of professional learning and promote relevant systematic and progressive professional learning opportunities.

I ensure an appropriate balance between collaborative and personal professional learning.

I ensure an appropriate balance between personal and professional goals and school and local authority priorities.  
3.2.4 I evaluate the impact of professional learning on teachers' practice and understanding, in relation to outcomes for learners 4.2.5 I build systems to monitor the impact of professional learning on the culture of learning
3.2.4.1 3.2.4.2 I work with the team to critically reflect on individual and collective professional learning.

I plan and evaluate professional learning provision directly on its intended impact on learning, within my areas of responsibility.
4.2.5.1 4.2.5.2 I build staff capability to self-evaluate individual and collegiate professional learning and reflect on their development.

I plan and evaluate professional learning in relation to both its direct and indirect impact on outcomes for learners.  
N/A No equivalent 4.2.6 I contribute to systems level leadership of education in my context and beyond
  - 4.2.6.1 4.2.6.2 4.2.6.3 I contribute to the development of others, including peer Head Teachers, through coaching and mentoring, and networking opportunities.

I support cross-sector working at cluster, local authority and national levels.

I contribute to cluster, local and national developments and discussions to support and enhance the policy making process.  
3.2.5 I critically engage with literature, research and policy in relation to all of the above 4.2.7 I critically engage with literature, research and policy in relation to all of the above
3.2.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of leading and developing staff and creating school cultures for the enhancement of practice and decision making, within my areas of responsibility. 4.2.7.1 I develop and use knowledge from literature, research and policy sources to support the processes of leading and developing staff and creating school cultures for the enhancement of professional practice and decision making.  
  Theme 7: Ensuring High Quality Teaching and Learning   Theme 7: Ensuring High Quality Teaching and Learning
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences 4.3 Ensure consistent, high quality teaching and learning for all learners
3.3.1 I support the improvement of teaching and learning and I set consistently high expectations for all in the school community 4.3.1 I build a shared vision to support the improvement of teaching and learning and I set consistently high expectations for all in the school community
3.3.1.1 3.3.1.2 3.3.1.3 I work with the team to identify and articulate a shared vision, values, ethos and aims in relation to teaching and learning.

I set clear standards in my practice, in relation to the principles of inclusion, sustainability, equality and social justice.

I model and develop, within and beyond my area of responsibility, a culture of mutual respect and accountability.
4.3.1.1 4.3.1.2 4.3.1.3 I work with the whole school community to identify and articulate a shared vision, values and aims in relation to teaching and learning.

I set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice in the teaching and learning processes.

I model and develop a culture of mutual trust, respect and accountability.  
3.3.2 I work with teams to design coherent and progressive programmes which address learning needs 4.3.2 I ensure appropriate curriculum design and planning are developed to meet the learning and pastoral needs of all learners
3.3.2.1 3.3.2.2 3.3.2.3 I develop and plan curricular, cross-curricular and pastoral programmes to ensure appropriate personalisation and choice.

I ensure that learners are included in decisions related to the development and planning of all learning programmes.

I ensure the principles of good curriculum design underpin all learning programmes.
4.3.2.1 4.3.2.2 4.3.2.3 I take a strategic overview of the planning, delivery and assessment of learning to ensure that school-based decisions are in accordance with the principles of good curriculum design and planning.

I agree and develop curricular frameworks to ensure appropriate personalisation and choice.

I collaborate with partners to facilitate access to appropriate learning opportunities and resources.  
3.3.3 I establish and develop pedagogic practices to meet the learning and pastoral needs of all learners 4.3.3 I establish and sustain processes to develop pedagogic practices across the school
3.3.3.1 3.3.3.2 3.3.3.3 I model high quality teaching.

I set high expectations of the quality of teaching and learning across the team.

I provide systematic opportunities to enhance and refresh teachers' pedagogic practices, including assessment practices.
4.3.3.1 4.3.3.2 4.3.3.3 I set, and communicate clearly, high expectations of the quality of teaching and assessment.

I develop a culture which supports and ensures high quality teaching and assessment.

I provide systematic opportunities to enhance and refresh teachers' pedagogic practice.  
3.3.4 I use collaborative processes to monitor and review pedagogic practice, working across the team 4.3.4 I build collaborative processes to review and enhance pedagogic practice
3.3.4.1 3.3.4.2 3.3.4.3 I implement a range of peer learning approaches which enable the team to work collaboratively.

I work regularly with individual teachers to review teaching and learning approaches in the classroom.

I draw upon self-evaluation activities to promote on-going review of pedagogy.
4.3.4.1 4.3.4.2 4.3.4.3 I promote a culture of critical reflection and self evaluation and establish approaches to review and teaching and learning which gathers the views and experience of learners, staff, parents and partners.

I establish and sustain teacher leadership and collaborative working to support the enhancement of teaching and learning.

I establish systems to validate the quality of teaching, learning and assessment.  
3.3.5 I systematically gather and use assessment feedback and learners' progress data to evaluate and plan future learning N/A No equivalent
3.3.5.1 3.3.5.2 3.3.5.3 I establish processes for the systematic use of formative and summative assessment.

I establish processes for the tracking and monitoring of individual learning and pastoral needs.

I use assessment and progress data to inform and plan learning programmes.
  -
3.3.6 I critically engage with literature, research and policy in relation to all of the above 4.3.5 I critically engage with literature, research and policy in relation to all of the above
3.3.6.1 I engage with educational literature, research and policy sources in leading and developing the curriculum, pedagogy and assessment practices, including taking account of international benchmarking to support the enhancement of practice and decision making, within my areas of responsibility. 4.3.5.1 I engage with educational literature, research and policy sources in leading and developing the curriculum, including taking account of international benchmarking to inform my thinking and support the enhancement of professional practice and decision-making.  
  Theme 8: Building Partnerships   Theme 8: Building Partnerships
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
3.4 Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the identified needs of all learners 4.4 Build and sustain partnerships with learners, families and relevant partners to meet the identified needs of all learners
3.4.1 I establish and use processes for the regular review of learners in order to identify learners' needs 4.4.1 I build and communicate the vision, values, ethos and aims of the school with partners
3.4.1.1 3.4.1.2 3.4.1.3 I use appropriate diagnostic tools to review learners' progress.

I communicate outcomes with all relevant partners.

I ensure planning and provision for learning is underpinned by the principles of equality and social justice.
4.4.1.1 4.4.1.2 I co-create an aspirational vision, values, ethos and aims, agreed in partnership with all stakeholders.

I communicate and model the vision, values, ethos and aims regularly to all learners and the wider school community.  
3.4.2 I establish and enhance the opportunities for learners to contribute to the planning and enhancement of their own learning programmes 4.4.2 I embed processes to ensure learners contribute to planning and enhancement of their own learning programmes
3.4.2.1 3.4.2.2 3.4.2.3 I ensure opportunities for personalisation and choice.

I provide opportunities for learners and teachers to plan and discuss learning strategies.

I provide opportunities for learners to evaluate their learning and progress.
4.4.2.1 4.4.2.2 I establish a culture where learners participate meaningfully in decisions related to their learning and their school.

I ensure all learners have genuine opportunities to participate in these decision-making processes.  
3.4.3 I build partnerships with parents and carers to support the learner's needs 4.4.3 I develop strategies to foster parental involvement
3.4.3.1 3.4.3.2 I provide parents and carers with regular information about their child's progress.

I seek regular opportunities to keep parents and carers informed about developments in the curriculum and teaching and learning approaches.
4.4.3.1 4.4.3.2 I establish a culture to build and facilitate the partnership between parents and carers, learners and the school.

I ensure all parents and carers have genuine opportunities to participate in these partnership activities and processes.  
3.4.4 I work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners 4.4.4 I build, maintain and review partnerships with other professions and agencies to support the learning, pastoral and emotional needs of learners
3.4.4.1 3.4.4.2 3.4.4.3 3.4.4.4 I adhere to and implement child protection policies and procedures to ensure the well-being of all learners.

I recognise and encourage the wide and diverse range of partnerships which contribute to the learning, pastoral and emotional needs of all learners.

I ensure appropriate information is shared with partners to inform decision making.

I draw upon knowledge and expertise from other professional partners to enhance programmes for learners.
4.4.4.1 4.4.4.2 4.4.4.3 4.4.4.4 I adhere to and implement child protection policies and procedures to ensure the care and welfare of all learners.

I understand the National Practice Model within GIRFEC, and develop this understanding in colleagues.

I recognise and encourage the wide and diverse range of partnerships which contribute to the well-being of all learners.

I ensure that systems are in place which enable all partners to contribute to, and support the diverse needs of all learners in line with local and national policy and legislation.  
3.4.5 I critically engage with literature, research and policy in relation to all of the above 4.4.5 I critically engage with literature, research and policy in relation to all of the above
3.4.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of collaborative working for the enhancement of professional practice and decision making, within their areas of responsibility. 4.4.5.1 I develop and use knowledge from literature, research and policy sources to support the processes of collaborative working for the enhancement of professional practice and decision making.  
  Theme 9: Managing and Allocating Resources   Theme 9: Managing and Allocating Resources
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
3.5 Manage allocated resources proactively and effectively to meet learning and development priorities 4.5 Allocate resources effectively in line with identified strategic and operational priorities
3.5.1 I identify priorities within my area and allocate resources to achieve these 4.5.1 I use the review and improvement planning processes to identify priorities and inform resourcing decisions
3.5.1.1 3.5.1.2 I work with teams to agree and deliver appropriate resourcing decisions.

I use data and evaluations of previous planning priorities and learning programmes to inform future resourcing decisions.
4.5.1.1 4.5.1.2 4.5.1.3 I consult with relevant stakeholders to inform appropriate resourcing decisions.

I use data and evaluations of previous planning priorities to inform future resourcing decisions.

I consider the sustainability implications of resourcing decisions.  
3.5.2 I set expectations and ensure resources are allocated and used in fair and effective ways 4.5.2 I allocate resources in a fair and equitable manner in line with priorities to support learning
3.5.2.1 3.5.2.2 3.5.2.3 I make best operational use of available resources to create, maintain and enhance an appropriate learning environment for effective teaching and learning and to support improvement.

I demonstrate transparent and equitable allocation of resources which takes account of identified need, within my areas of responsibility.

I foster collective responsibility across the team for the sustainable, transparent, fair and effective use of resources.
4.5.2.1 4.5.2.2 4.5.2.3 4.5.2.4 I make best strategic and operational use of available resources to create, maintain and enhance an appropriate learning environment for effective teaching and learning and to support improvement.

I delegate appropriate tasks and responsibilities to other staff, including promoted staff.

I demonstrate transparent and equitable allocation of resources which takes account of identified need.

I foster collective responsibility for the sustainable, transparent, fair and effective use of resources.  
3.5.3 I establish and use systems to monitor the use of resources within my areas of responsibility 4.5.3 I ensure systems are established and used to monitor, evaluate and review the use of resources
3.5.3.1 3.5.3.2 I ensure efficient and effective use of resources to support the learning needs of all learners. I give due regard to health and safety legislation to ensure safety and welfare of all. 4.5.3.1 4.5.3.2 4.5.3.3 4.5.3.4 I ensure best value and appropriate devolved accountability to support effective teaching and learning.

I show a strategic awareness when engaging with resource management to ensure continuous improvement.

I give due regard to health and safety legislation to ensure safety and welfare of all.

I utilise all available support in budget and resource management.
3.5.4 I critically engage with literature, research and policy texts in relation to all of the above 4.5.4 I critically engage with literature, research and policy texts in relation to all of the above
3.5.4.1 I develop and use knowledge from literature, research and policy sources in the area of resource management to inform professional practice and decision making, within my areas of responsibility. 4.5.4.1 I develop and use knowledge from literature, research and policy sources in the area of resource management to inform professional practice and decision-making.  
  Theme 10: Learning for Sustainability   Theme 10: Learning for Sustainability
1 Professional Values and Personal Commitment 1 Professional Values and Personal Commitment
1.1 Social Justice 1.1 Social Justice
1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations. 1.1.1 I embrace locally and globally the educational and social values of sustainability, equality and justice and I recognise the rights and responsibilities of future as well as current generations.
1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. 1.1.2 I am committed to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.
1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners. 1.1.3 I value and respect social, cultural and ecological diversity and I promote the principles and practices of local and global citizenship for all learners.
1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future. 1.1.4 I demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported. 1.1.5 I respect the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.
3 The Professional Actions of Middle Leaders 4 The Professional Actions of Head Teachers
N/A No equivalent 4.1 Establish, sustain and enhance the culture of self-evaluation for school improvement
N/A No equivalent 4.1.4 I collaborate with staff, learners, parents and the wider school community and networks in identifying, agreeing and implementing improvement priorities
  - 4.1.4.1 4.1.4.3 I create regular opportunities to engage with staff, learners and the wider school community to identify priorities.

I establish, sustain and enhance a culture where all learners are involved in meaningful decision-making about the planning and enhancement of learning and in wider school improvement.
3.3 Lead and work collaboratively to enhance teaching which leads to high quality learning experiences 4.3 Ensure consistent, high quality teaching and learning for all learners
3.3.1 I support the improvement of teaching and learning and I set consistently high expectations for all in the school community 4.3.1 I build a shared vision to support the improvement of teaching and learning and I set consistently high expectations for all in the school community
3.3.1.1 3.3.1.2 I work with the team to identify and articulate a shared vision, values, ethos and aims in relation to teaching and learning.

I set clear standards in my practice, in relation to the principles of inclusion, sustainability, equality and social justice.
4.3.1.1 4.3.1.2 I work with the whole school community to identify and articulate a shared vision, values and aims in relation to teaching and learning.

I set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice in the teaching and learning processes.
3.4 Build and sustain partnerships with colleagues, learners, parents and other stakeholders to meet the identified needs of all learners 4.4 Build and sustain partnerships with learners, families and relevant partners to meet the identified needs of all learners
3.4.1 I establish and use processes for the regular review of learners in order to identify learners' needs 4.4.1 I build and communicate the vision, values, ethos and aims of the school with partners
3.4.1.3 I ensure planning and provision for learning is underpinned by the principles of equality and social justice. 4.4.1.1 4.4.1.2 I co-create an aspirational vision, values, ethos and aims, agreed in partnership with all stakeholders.

I communicate and model the vision, values, ethos and aims regularly to all learners and the wider school community.
3.4.4 I work collaboratively with other professions and agencies to support the learning, pastoral and emotional needs of learners N/A No equivalent
3.4.4.2 3.4.4.4 I recognise and encourage the wide and diverse range of partnerships which contribute to the learning, pastoral and emotional needs of all learners.

I draw upon knowledge and expertise from other professional partners to enhance programmes for learners.
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3.5 Manage allocated resources proactively and effectively to meet learning and development priorities 4.5 Allocate resources effectively in line with identified strategic and operational priorities
3.5.2 I set expectations and ensure resources are allocated and used in fair and effective ways 4.5.1 I use the review and improvement planning processes to identify priorities and inform resourcing decisions
3.5.2.3 I foster collective responsibility across the team for the sustainable, transparent, fair and effective use of resources. 4.5.1.3 I consider the sustainability implications of resourcing decisions.