1. Professional Standards for Teaching and Leadership in Wales
Mick Waters January 2017

2. Teaching Tomorrow’s Teachers OECD Academy for Leadership
Drivers for change
Qualified for Life
Successful Futures
Teaching Tomorrow’s Teachers
OECD
Academy for Leadership
Professional learning Passport
Changing constructs
Curriculum
Qualifications
Well being
Accountability
Standards
Training
CPD
Leadership
ALN

3. expansive rather than reductive address the new agenda for Wales
Professional standards that are…
expansive rather than reductive
address the new agenda for Wales
aimed at professional growth and career development
dealing with professional complexity
engaging, motivating and challenging
a vehicle for growing effective professional practice
web based with examples

4. Purposes of the curriculum

5. My schooling… My learning… was rooted in the real world
gave me knowledge and skills to manage my own life
allowed me to look back years later and reflect it was all worth it
made me ready for tests and examinations
protected my joyous childhood
gave me a voice
My learning…
introduced me to my local, national and global world
was an entitlement to experiences
My curriculum
showed me the world of work
Taught me about Welsh culture and language

6. Implementation or exploration..?
Too often, the significant thinking and planning are done at headquarters and the franchise holders are expected to adhere to corporate policies. Relative successful implementation is then measured as a reflection of effectiveness of the implementation rather than the policy.
‘Why should any effort at innovation be expected to be other than a first approximation of what needs to be done?
Education reform has so often been totally unaware that its initial models are …just that….first approximations….that would lead to better ones.
Strategic exploration
Faithful implementation
After Saranson:1996

7. address the new agenda for Wales
Professional standards … the consultation message
address the new agenda for Wales
ambitious and expansive standards
intended to enable professionalism
to enable the 95% rather than set minimums for the 5%
part of a continuing professional conversation
rather than an annual administrative demand
supporting career long growth
linking teaching and leadership

10. 10

11. Values & Dispositions

12. Overarching values and dispositions
Teachers exhibit high professional standards in values, dispositions and the practice of teaching
Values & Dispositions

13. Values & Dispositions Welsh language & culture
Every teacher consistently emphasises the central importance of the promotion of Welsh culture and language. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence.
The teacher has a professional right to be part of a school that sees itself as a learning organisation. The teacher has the autonomy to be a contributing part of a local, national and global profession and has the right to instigate and support improvements to the school to the benefit of learners.
Welsh language & culture
Professional entitlement
Rights of learners
Values & Dispositions
The teacher is committed to learners everywhere and is an influential part of a developing and coherent education culture in Wales.
The needs of and rights of learners will be central and take priority in the teacher’s approach to their job. The teacher exhibits high expectations and commitment to the achievement of all learners.
System role
Literacy, Numeracy, & Digital
Professional learner
Every teacher consistently emphasises the central importance of literacy, numeracy and digital competence. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence.
Teachers see themselves as professional learners and commit to continuous engagement in career long development, collaboration and innovation.

14. Values & Dispositions Welsh language & culture
Every teacher consistently emphasises the central importance of the promotion of Welsh culture and language. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence.
The teacher has a professional right to be part of a school that sees itself as a learning organisation. The teacher has the autonomy to be a contributing part of a local, national and global profession and has the right to instigate and support improvements to the school to the benefit of learners.
Welsh language & culture
Professional entitlement
Rights of learners
Values & Dispositions
The teacher is committed to learners everywhere and is an influential part of a developing and coherent education culture in Wales.
The needs of and rights of learners will be central and take priority in the teacher’s approach to their job. The teacher exhibits high expectations and commitment to the achievement of all learners.
System role
Literacy, Numeracy, & Digital
Professional learner
Every teacher consistently emphasises the central importance of literacy, numeracy and digital competence. Learners will be supported in gaining skills across all areas of learning and every opportunity will be taken to extend pupils’ skills and competence.
Teachers see themselves as professional learners and commit to continuous engagement in career long development, collaboration and innovation.

15. 5 Dimensions of the Professional Teaching and Leadership Standards
Pedagogy
…. is paramount
Collaboration
Leadership
…. allows it to spread
…. helps it grow
Professional
Learning
Innovation
…. moves it forward
…. takes it deeper

16. Working as one…to secure effective pedagogy
Collaboration
Leadership
Professional
Learning
Innovation
Working as one…to secure effective pedagogy

17. Teaching Expectations of professional teaching By the end of ITE
Pedagogy
Collaboration
Leadership
Professional
Learning
Innovation
By the end of induction
Sustained highly
effective practice
Teaching

18. Formal leadership roles
Expectations of formal leadership practice
Pedagogy
Collaboration
Leadership
Professional
Learning
Innovation
New formal leadership role
Sustained highly effective formal leadership
Formal leadership roles

19. Teaching Unpacking Pedagogy…fitting with ‘Successful Futures’ Refining
Advancing
LEARNING
Influencing
LEARNERS
Teaching

20. Advancing learning… through effective application of subject knowledge and discipline
QTS / Induction
Sustained highly effective practice
Four purposes for learners
Exploiting areas of learning
Blended learning experiences
Real life, authentic contexts
Progression in learning
Cross curricular themes
Formal
leadership
Teaching

21. Refining teaching…towards sustained highly effective practice
QTS / Induction
Sustained highly effective practice
Managing the learning environment
Assessment
Differentiation
Recording and reporting
Involving partners in learning
Formal
leadership
Teaching

22. Influencing learners…building positive learner disposition
QTS / Induction
Sustained highly effective practice
Challenge and expectations
Listening to learners
Learners leading learning
Sustained effort and resilience in learners
Reflection
Learning outcomes and well-being
Formal
leadership
Teaching

23. Collaboration Teaching Seeking advice and support
QTS / Induction
Sustained highly effective practice
Seeking advice and support
Working with in-school colleagues
Supporting and developing others
Enabling improvement
Formal
leadership
Teaching

24. Professional Learning
QTS / Induction
Sustained highly effective practice
Wider reading and research findings
Professional networks and communities
Continuing professional learning
Welsh language skills
Formal
leadership
Teaching

25. Innovation Teaching Offering expertise Developing new techniques
QTS Induction
Sustained highly effective practice
Offering expertise
Developing new techniques
Evaluating the impact of changes in practice
Formal
leadership
Teaching

26. Leadership Teaching Taking responsibility for self
QTS / Induction
Sustained highly effective practice
Taking responsibility for self
Exercising corporate responsibility
Leading colleagues, projects and programmes
Leading departments and phases 
Formal
leadership
Teaching

27. Descriptors for teaching

28. Advancing learning… through effective application of subject knowledge and discipline
QTS / Induction
Sustained highly effective practice
Four purposes for learners
Exploiting areas of learning
Blended learning experiences
Real life, authentic contexts
Progression in learning
Cross curricular themes
Formal
leadership
Teaching

29. Real life, authentic contexts
PEDAGOGY: Advancing learning… through effective application of subject knowledge and discipline
Real life, authentic contexts
32. Learners initiate, drive and reflect upon authentic experience which reinforces prior learning and provides context for further development across all four purposes.
31. There is evidence of real life, authentic contexts for learning being provided as a natural part of the learning experience.
Teaching

30. Real life, authentic contexts
Descriptor to be met by the end of induction:
31. There is evidence of real life, authentic contexts for learning being provided as a natural part of the learning experience.
Evidence for award of QTS:
As descriptor.
Additional evidence for induction:
Records of ongoing use of real life, extended contexts in the routine of teaching.
Qualified Teacher Status and statutory induction – required evidence

31. Refining teaching…towards sustained highly effective practice
QTS / Induction
Sustained highly effective practice
Managing the learning environment
Assessment
Differentiation
Recording and reporting
Involving partners in learning
Formal
leadership
Teaching

32. Managing the learning environment
PEDAGOGY: Refining teaching… towards sustained highly effective practice
Managing the learning environment
48. Learners articulate the way that their own organisational skills are developing to ensure they take growing responsibility for their own learning.
47. Organisation of learners and colleagues, routines and resources is focussed on learning habits and behaviours that meet the four purposes and are understood by learners in that context.
Teaching

33. Managing the learning environment
Descriptor to be met by the end of induction:
47. Organisation of learners and colleagues, routines and resources is focussed on learning habits and behaviours that meet the four purposes and are understood by learners in that context.
Evidence for award of QTS:
Learning experiences promote positive behaviour to maintain a purposeful, productive and safe learning environment.
Additional evidence for induction:
Longer term successful classroom organisation; good resource management, effective use of colleagues to enhance learning and learners with ALN included.
Four purposes are at the heart of learning experiences.
Qualified Teacher Status and statutory induction – required evidence

34. Involving partners in learning
PEDAGOGY: Refining teaching… towards sustained highly effective practice
Involving partners in learning
42. Parents and carers are given strong support in helping their child develop in terms of the four purposes. Employers and other stakeholders are actively encouraged to support the four purposes and, in particular, the drive to build authentic experience as a natural part of learning.
41. Effort is consistently made to involve parents, carers, other partners and stakeholders in learner development in terms of the four purposes.
Teaching

35. Involving partners in learning
Descriptor to be met by the end of induction:
41. Effort is consistently made to involve parents, carers, other partners and stakeholders in learner development in terms of the four purposes.
Evidence for award of QTS:
The importance of positive parent involvement and use opportunities to observe and evaluate processes are understood.
Additional evidence for induction:
Engagement with some parents and carers is productive with examples of tangible benefit the learner’s progress. The skills needed to communicate effectively with a range of parent and carer concerns are evident.
Qualified Teacher Status and statutory induction – required evidence

36. Influencing learners…building positive learner disposition
QTS / Induction
Sustained highly effective practice
Challenge and expectations
Listening to learners
Learners leading learning
Sustained effort and resilience in learners
Reflection
Learning outcomes and well-being
Formal
leadership
Teaching

37. Challenge and expectations
PEDAGOGY: Influencing learners… building positive pupil disposition
Challenge and expectations
22. Learners relish the opportunity to extend themselves and exploit previous skills whilst developing new ones.
21. The teacher communicates appropriate levels of challenge and expectations of their learners which are reflected in the quality and achievement in their learning.
Teaching

38. Listening to learners Teaching
PEDAGOGY: Influencing learners… building positive pupil disposition
Listening to learners
40. Processes are in place which expect learners to offer their views to inform all stages of learning.
39. Learners’ views are sought, understood and acted upon.
Teaching

39. Learners leading learning
PEDAGOGY: Influencing learners… building positive pupil disposition
Learners leading learning
38. Learners take an active role in managing their own learning agenda with self-initiated and determined activity helping them to set their own high expectations.
37. Learners are encouraged to suggest ways in which learning can be further developed or interpreted.
Teaching

40. Collaboration Teaching Seeking advice and support
QTS / Induction
Sustained highly effective practice
Seeking advice and support
Working with in-school colleagues
Supporting and developing others
Enabling improvement
Formal
leadership
Teaching

41. Seeking advice and support
COLLABORATION
Seeking advice and support
68. Proposed new approaches are clearly articulated to colleagues at all levels to elicit critical advice and support.
67. The active seeking of support from colleagues when meeting a new challenge is a natural part of teaching.
Teaching

42. Seeking advice and support
Descriptor to be met by the end of induction:
67. The active seeking of support from colleagues when meeting a new challenge is a natural part of teaching.
Evidence for award of QTS:
As descriptor.
Additional evidence for induction:
Examples of new challenges and dimensions to work being supported by other colleagues.
Qualified Teacher Status and statutory induction – required evidence

43. Supporting and developing others
COLLABORATION
Supporting and developing others
82. High levels of sustained professional practice embody support for emerging skills and qualities in others and benefit learners through active, purposeful and structured contributions to the development of teachers and other staff.
81. The teacher supports the development of others as a natural part of their role including contributing to whole school initiatives and involvement in programmes which extend expertise and have impact on learning outcomes.
Teaching

44. Supporting and developing others
Descriptor to be met by the end of induction:
81. The teacher supports the development of others as a natural part of their role including contributing to whole school initiatives and involvement in programmes which extend expertise and have impact on learning outcomes.
Evidence for award of QTS:
A commitment to working with others and taking a lead is evident with positive impact on learners is evident.
Additional evidence for induction:
Examples of positive contribution to taking a lead on learning developments within school.
Qualified Teacher Status and statutory induction – required evidence

45. Professional Learning
QTS / Induction
Sustained highly effective practice
Wider reading and research findings
Professional networks and communities
Continuing professional learning
Welsh language skills
Formal
leadership
Teaching

46. Wider reading and research findings
PROFESSIONAL LEARNING
Wider reading and research findings
50. There is structured engagement in an action research community and evidence of practice informed by wider reading and research findings on a national and international scale.
49. The teacher makes reasoned decisions in terms of their pedagogy based upon relevant reading and research findings.
Teaching

47. Wider reading and research findings
Descriptor to be met by the end of induction:
49. The teacher makes reasoned decisions in terms of their pedagogy based upon relevant reading and research findings.
Evidence for award of QTS:
Knowledge, skills and understanding are effective in planning and practice of pedagogy with links between theory and practice made explicit.
Additional evidence for induction:
The Professional Learning Passport records the range of learning experiences and their outcomes related to the teaching standards.
Qualified Teacher Status and statutory induction – required evidence

48. Continuing professional learning
56. Continuous professional learning is driven by the teacher carefully framing professional growth within the context of the four purposes and a commitment to lead development for colleagues within and beyond the school.
55. The professional learning passport is used to support reflective practice and record an active commitment to continuous professional learning leading to the controlled implementation of new or revised techniques and approaches.
Teaching

49. Continuing professional learning
Descriptor to be met by the end of induction:
55. The professional learning passport is used to support reflective practice and record an active commitment to continuous professional learning leading to the controlled implementation of new or revised techniques and approaches.
Evidence for award of QTS:
The Professional Learning Passport is an influence upon the ongoing learning of the teacher and its use is developmental in outlook prompting further professional growth.
Additional evidence for induction:
The consistent use of the Professional Learning Passport as a vehicle for growth and extended expertise.
Qualified Teacher Status and statutory induction – required evidence

50. Welsh language skills Teaching PROFESSIONAL LEARNING
ZZ. The teacher actively seeks opportunities to apply and extend their understanding and skills in the use of the Welsh language.
XX. There is a commitment to incremental development of personal skills in the use of the Welsh language.
Teaching

51. Welsh language skills
Descriptor to be met by the end of induction:
XX. There is a commitment to incremental development of personal skills in the use of the Welsh language.
Evidence for award of QTS:
As descriptor.
Additional evidence for induction:
As descriptor.
Qualified Teacher Status and statutory induction – required evidence

52. Innovation Teaching Offering expertise Developing new techniques
QTS Induction
Sustained highly effective practice
Offering expertise
Developing new techniques
Evaluating the impact of changes in practice
Formal
leadership
Teaching

53. Offering expertise Teaching INNOVATION
70. Expertise and experience is brought to bear by contributing professional skills to help other colleagues address new challenges.
69. The teacher’s emerging expertise and support is made available to colleagues who are trying something new in their repertoire of teaching techniques.
Teaching

54. Developing new techniques
INNOVATION
Developing new techniques
72. Evidence-based, disciplined techniques are used effectively to meet challenges and take learning forward.
71. There is a willingness to develop and apply new techniques to suit the purposes of intended learning in a structured and considered approach and to learn from the experience.
Teaching

55. Leadership Teaching Taking responsibility for self
QTS / Induction
Sustained highly effective practice
Taking responsibility for self
Exercising corporate responsibility
Leading colleagues, projects and programmes
Leading departments and phases 
Formal
leadership
Teaching

56. Taking responsibility for self
LEADERSHIP
Taking responsibility for self
78. Personal professional responsibility includes the sustained development of excellent practices across the professional standards.
77. The teacher accepts responsibility and demonstrates the commitment to learners through professional organisation and management.
Teaching

57. Taking responsibility for self
Descriptor to be met by the end of induction:
77. The teacher accepts responsibility and demonstrates the commitment to learners through professional organisation and management.
Evidence for award of QTS:
Professional attitudes and behaviours demonstrate a personal commitment to learners and to the teaching profession.
Additional evidence for induction:
Sustained professional outlooks are apparent in all aspects of work.
Qualified Teacher Status and statutory induction – required evidence

58. Leading departments and phases
LEADERSHIP
Leading departments and phases
88. Perceptive and positive contributions are made where necessary to support the work of the school wherever it is needed using expertise and experience to fulfil the aims of the school.
87. The teacher actively supports the work of the phase or department and begins to demonstrate an awareness of the range of processes and skills involved.
Teaching

59. Descriptors for formal leadership roles

60. Formal leadership roles
Expectations of formal leadership practice
Pedagogy
Collaboration
Leadership
Professional
Learning
Innovation
New formal leadership role
Sustained highly effective formal leadership
Formal leadership roles

61. Formal leadership roles
Leading Pedagogy
Refining
TEACHING
Securing standards, well-being and progress
Advancing
LEARNING
Influencing
LEARNERS
From vision to provision to impact
Policy into
practice
Formal leadership roles

62. Influencing learners … securing standards, well-being and progress
New formal leadership role
Sustained highly effective leadership
Accepting accountability for outcomes in learning and well-being.
Ensuring and protecting learner entitlement
Monitoring and evaluating impact
Reporting on school effectiveness
Teaching descriptors
Formal leadership roles

63. Accepting accountability for outcomes and learner well-being
PEDAGOGY: Influencing learners… securing standards, well-being and progress
Accepting accountability for outcomes and learner well-being
EC 3 Leadership promotes collaboration with less succeeding schools and accepts professional responsibility for supporting and enabling the success of others.
1126 Leadership promotes, demands and ensures that the learning success, achievement and well-being of all learners is evident throughout the school.
Formal leadership roles

64. Monitoring and evaluating impact
PEDAGOGY: Influencing learners… securing standards, well-being and progress
Monitoring and evaluating impact
EP 3 Effective pedagogy is at the heart of the school and is the driving focus of leadership.
1134 Effective systems are used consistently to monitor and evaluate the impact of all learning experiences for pupils and to bring about improvement.
Formal leadership roles

65. Advancing learning…policy into practice
Promoting Welsh language and culture
New formal leadership role
Sustained highly effective leadership
Ensuring the four purposes for learners
Exploiting areas of learning
Driving real life, authentic contexts
Using cross curricula themes
Teaching descriptors
Formal leadership roles

66. Promoting Welsh language and culture
PEDAGOGY: Advancing learners… policy into practice
Promoting Welsh language and culture
136 Leadership seeks out and uses every opportunity to value and promote Welsh culture and extend the use of the Welsh language in formal and informal situations.
Leadership sets example to learners, colleagues and community with a positive commitment to enjoy learning the Welsh language.
Formal leadership roles

67. Driving real life, authentic contexts
PEDAGOGY: Advancing learners…policy into practice
Driving real life, authentic contexts
1351 Effective leadership expects and enables learners to initiate, drive and reflect upon authentic experience across the four purposes.
Leadership supports colleagues in structuring authentic experiences within and across subject boundaries.
Formal leadership roles

68. Using cross curricular themes
PEDAGOGY: Advancing learners…policy into practice
Using cross curricular themes
1324 Leadership plans for and ensures that the use of cross-curricular themes is routinely employed. The range exploits complex learning which is made explicit through effective reflection on learning.
Leadership supports colleagues in building links between subjects and areas of learning to develop coherent experiences for learners.
Formal leadership roles

69. PEDAGOGY: Refining teaching…from vision to provision to impact
New formal leadership role
Sustained highly effective leadership
Promoting the pedagogic vision for 2025
Sustaining highly effective teaching
Ensuring that strategy and infrastructure are fit for purpose
Creating the effective and inclusive
learning environment
Advancing pedagogic approaches
Listening to learners
Teaching descriptors
Formal leadership roles

70. Promoting the pedagogic vision for 2025
PEDAGOGY: Refining teaching… from vision to provision to impact
Promoting the pedagogic vision for 2025
EP 2 Future generations of teachers and leaders are given the best possible start through the involvement of leadership in ensuring that Initial Teacher Education reforms are successful locally.
29. Leadership develops strategies, structures and systems to ensure that the school is working effectively towards the achievement of its vision.
Formal leadership roles

71. Sustaining highly effective teaching
PEDAGOGY: Refining teaching… from vision to provision to impact
Sustaining highly effective teaching
EP 4 Building enthusiasm in all staff for the fascination with learning is a key leadership endeavour to encourage all to better themselves to the benefit of learners.
1114 Leadership ensures that pupils experience highly effective teaching in all contexts.
Formal leadership roles

72. Collaboration Formal leadership roles
New formal leadership role
Sustained highly effective leadership
Seeking advice and support
Sustaining a collaborative culture
Working productively with external agencies
Engaging with the widest school community
Enabling continuous improvement
Teaching descriptors
Formal leadership roles

73. Sustaining a collaborative culture
COLLABORATION
Sustaining a collaborative culture
EC 1 Partner schools and departments within schools benefit mutually from an imaginative range of sustained high quality and flexible support.
217 High levels of sustained professional practice embody support for emerging skills and qualities in others and benefit learners.
Formal leadership roles

74. Professional Learning
New formal leadership role
Sustained highly effective leadership
Wider reading and research outlooks
Professional networks and communities
Supporting growth and system wide leadership
Supporting growth in others
Continuing professional learning for all staff
Teaching descriptors
Formal leadership roles

75. Wider reading and research outlooks
PROFESSIONAL LEARNING
Wider reading and research outlooks
EPL 1 Leadership is a reservoir of knowledge and understanding about pedagogic reading and research and able to make connections for the teaching community linked to their working context.
Leadership maintains and develops a constructive and relevant attitude to study in colleagues.
Formal leadership roles

76. Supporting growth in others
PROFESSIONAL LEARNING
Supporting growth in others
EL 8 Leadership enables all staff to become the best they can be, recognising and realising potential.
EPL 4 Leadership acts as a role model. professional learning is connected and facilitated on an international scale to enable digital competence and the adoption of new technologies. Ever effort is made to embrace the learning of the Welsh language as an example to others.
Formal leadership roles

77. Innovation Formal leadership roles Seeking and extending best practice
New formal leadership role
Sustained highly effective leadership
Towards 2025
Developing new techniques
Seeking and extending best practice
Evaluating the impact of changes in practice
Teaching descriptors
Formal leadership roles

78. Formal leadership roles
INNOVATION
Towards 2025
EC 6 Leadership ensures that the school develops and refines 21st Century systems to develop professional learning within and beyond the school community.
44 Leadership directs attention to the long-term vision for Wales and co- ordinates innovation to ensure the school embraces and benefits from controlled approaches to innovation.
Formal leadership roles

79. Seeking and extending best practice
INNOVATION
Seeking and extending best practice
EI 2 Leadership sets out to identify schools with better practice, interrogates that practice and implements approaches and techniques that will ensure sustained improvement.
45 Leadership ensures that the expertise and experience of the school is continually developed and shared across the school and beyond
Formal leadership roles

80. Formal leadership roles
New formal leadership role
Sustained highly effective leadership
Promoting teaching and leadership in Wales 
Exercising corporate responsibility in all colleagues
Empowering others
Delegation and empowerment
Supporting other settings
Teaching descriptors
Formal leadership roles

81. Promoting teaching and Leadership in Wales
EL3 Optimism prevails and is reinforced with the resolve to ensure the achievement of the four purposes is a reality for all schools.
EL 7 Leadership promotes teaching in Wales as a professional commitment of stature, integrity and respect.
Formal leadership roles

82. Formal leadership roles
Empowering others
EL2 The approach to leadership generates an image in teachers and others of what it feels like to work in a well led school. Aspects of leadership are made explicit to inspire future leaders.
521 Leadership identifies and promotes highly effective practice based on the four purposes at school, local and national level. Leadership is evident as an integral part of teaching involving the example, support, guidance and demand necessary to achieve required outcomes. It takes account of the experience of other colleagues, the challenges they face and encourages them to flourish
Formal leadership roles

83. was rooted in exploring practice
My schooling…
was rooted in exploring practice
gave me knowledge and skills to try new approaches
allowed me to look back years later and reflect it was worth it
made me look for further qualification
protected my joyous professionalism
gave me a voice
my career…
introduced me to my local, national and global profession
showed me how to work with others
My curriculum
was an entitlement to experiences
Helped me to teach about and enjoy Welsh culture and language