• The Standards
• Chartered Teacher
• Code of Professionalism and Conduct
• Full Registration
• Headship
• Initial Teacher Education

Standard for Initial Teacher Education (SITE)

The Standard for Initial Teacher Education (SITE) outlines what is expected of a student teacher at the end of Initial Teacher Education, seeking provisional registration with us.

The elements of the Standard provide a comprehensive set of benchmark statements which are the requirements for each programme of Initial Teacher Education in Scotland.

Programmes of Initial Teacher Education need to promote three main aspects of professional development:

• Professional knowledge and understanding
• Professional skills and abilities
• Professional values and personal commitment

Elements of the Standard

The Elements of the Standard specify what is expected of a student teacher at the end of Initial Teacher Education and also the design requirements for programmes of Initial Teacher Education.

1. Professional knowledge and understanding

Aspect of Professional Development	Element of the Standard
1.1 Curriculum	1.1.1 Acquire knowledge and understanding of the relevant area(s) of pre-school, primary or secondary school curriculum.
	1.1.2 Acquire the knowledge and understanding to fulfil their responsibilities in respect of cross-curricular themes including citizenship, creativity, enterprising attitudes, literacy and numeracy; personal, social and health education; and ICT, as appropriate to the sector and stage of education.
	1.1.3 Acquire the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach.
	1.1.4 Acquire an understanding of the nature of the curriculum and its development.
1.2 Education systems and professional responsibilities.	1.2.1 Acquire a broad and critical understanding of the principal features of the education system, educational policy and practice.
	1.2.2 Acquire a good working knowledge of the sector in which they teach and their professional responsibilities within it.
1.3 Principles and perspectives.	1.3.1 Draw on relevant principles, perspectives and theories to inform professional values and practices.
	1.3.2 Acquire an understanding of research and its contribution to education.

2. Professional skills and abilities

Aspect of Professional Development	Element of the Standard
2.1 Teaching and learning	2.1.1 Plan coherent, progressive teaching programmes which match their pupils' needs and abilities, and justify what they teach.
	2.1.2 Communicate effectively, using a variety of media, to stimulate pupils and achieve the objectives of lessons.
	2.1.3 Employ a range of teaching strategies and justify their approach.
	2.1.4 Set expectations and a pace of work which make appropriate demands on all pupils.
	2.1.5 Work effectively in co-operation with other professionals, staff and parents in order to promote learning.
2.2 Classroom organisation and management.	2.2.1 Organise classes and lessons to ensure that all pupils are safe and productively employed when working individually, in groups or as a class.
	2.2.2 Manage pupil behaviour fairly, sensitively and consistently by the use of appropriate rewards and sanctions and know when it is necessary to seek advice.
2.3 Pupil assessment	2.3.1 Understand and apply the principles of assessment, recording and reporting.
	2.3.2 Use the results of assessment to evaluate and improve teaching and to improve standards of attainment.
2.4 Professional reflection and communication.	2.4.1 Access and evaluate professionally relevant literature.
	2.4.2 Construct and sustain reasoned and coherent arguments about educational matters and professional practices.
	2.4.3 Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development and school development planning.

3. Professional values and personal commitment

Aspect of Professional Development	Element of the Standard
3.0 Professional Values and Personal Commitment	3.1 Value and demonstrate a commitment to social justice, inclusion and protecting and caring for children.
	3.2 Value themselves as growing professionals by taking responsibility for their professional learning and development.
	3.3 Value, respect and show commitment to the communities in which they work.