Adapt teaching to respond to the strengths and needs of all pupils:
Our short podcasts offer advice and tips from our Quality Assurance Officers and expert guest speakers, who look at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, how they can build evidence and work with their mentor to pass their assessment , as well as insights into what assessors are looking for in the assessment of the Teachers’ Standards.
Isabel Instone, the Secondary Curriculum Lead at Ark Teacher Training explores what ECTs need to know about prior knowledge and how they can apply it to their practice for their assessment.
Ryan Kendall, the Primary Curriculum Lead at Ark Teacher Training talks about The Assessment, Evaluation and Adaptation Cycle. He discusses why it is important and how ECTs can develop and evidence this area of practice for their assessment.
Jacky Glancey, a Quality Assurance Officer for NTA, shares her insights into what Early Careers Teachers need to do to meet Teachers’ Standard 5 and what assessors are looking for.
Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.
Where do I get evidence from to show that the NQT is meeting TS5?
Evidence needs to demonstrate that the Early Career Teacher (ECT) is able to adapt their teaching to respond to the strengths and needs of all pupils. Examples of where this evidence can be found include:
For more advice on how to get evidence for ECT assessments, watch NTA's short presentation below.
Points to consider when writing evaluative statements for Teachers’ Standard 5:
Does the ECT demonstrate a clear understanding that:
Does the ECT:
Example evaluative statements
‘X habitually uses formative assessment tasks after the input of new knowledge, in her KS3 Maths lessons, in order to quickly and efficiently assess how well the group and individuals have understood the new content. X then makes a decision to reteach aspects, identify and deal with common misconceptions, probe incorrect answers, and / or set some students off whilst regrouping other students to re-explain (often with the use of dual coding), this ensures that students make good progress in their lessons. Examples of this were observed in learning walks on 11th February, 15th May and 19th June’.
‘Y has made effective use of information from an EAL specialist in order to plan strategies to support a Year 9 students who has recently arrived in the country with very little English. X regularly sends the EAL specialist key vocabulary for the lesson, which is then used in 1:1 support sessions and uses images as often as possible when talking to the student and has made sure that the student is sitting next to another students who shares the same home language. X reviews her plan monthly and has adapted it in light of new information about the student’.
How to write an evaluative statement
An evaluative statement should include a qualitative statement along with something that is being judged, the extent to which it occurs and an example that helps to demonstrate the circumstances in which this was perceived or observed. This could be described as an ESEE statement where:
E = Evaluation
S = Subject
Ext = Extent
Exa = Example
Areas to consider when setting targets for teachers’ standard 5
It is not realistic for ECTs to develop expert and fully comprehensive knowledge of every potential barrier that can be faced by students. It might be wise to work with the ECT to select one area at a time that will positively impact some of the students taught by the ECT this year, for example dyslexia, low literacy levels, slow processing. Choose areas for development that will allow the ECT to develop their practice by making choices that are practical, developmental, achievable and measurable.
‘Create and regularly review an action plan for student Y in order to identify barriers to learning and plan strategies to remove these barriers. Create the plan with student X’s input, as well as input from her tutor and Head of Year (and family if this is appropriate). Identify and read / watch / take part in relevant CDP books / articles / podcasts / sessions. Share the plan with those concerned and review every two weeks. Adapt the plan when necessary’.
‘Regularly plan in formative assessment activities that will allow you to quickly and efficiently identify who is struggling with new content. Identify what additional support may be required for these students and plan activities to support them with this. Observe teacher X and teacher Y using strategies designed for this purpose (e.g. whiteboard feedback and hinge questions)’.
How to write an area for development
When designing areas for development there should be a clear line of sight with the evaluative statement.
|Focussed||Is the afd focussed on the specific standard?|
|Practical||Does the afd provide a practical action?|
|Developmental||Is the afd likely to develop knowledge, skill, understanding?|
|Achievable||Is the afd realistic?|
|Measurable||Will the afd be able to measure this quantitatively or qualitatively?|
For more detailed guidance on writing a good assessment, read the following guide.
Recently qualified teacher Anna talks about what helped her pass her induction.
1. What advice would you give to an ECT trying to differentiate appropriately?
2. What tips would you give to ensure that when trying to meet the needs of all your learners you don’t create an unnecessary workload?
3. How did you develop your knowledge of adapting your teaching to meet the needs of your pupils?
4. Is there anything you think is a must read to develop your practice of differentiation?
5. What challenges did you face when trying to meet the needs of all pupils and how did you overcome them?
At first, I found it challenging to provide appropriate work for higher attainers and I had to overcome this by asking more experienced teachers for some strategies. Never be scared to ask your colleagues for advice.
6. What did you find useful that your mentor did to help you develop in this area?
My mentor always looked at my planning ahead of my lessons, giving me tips on how to improve differentiation. After a while, I felt confident in designing appropriate tasks for all abilities in the class.
7. How did you evidence this for your assessment?
8. If you won the lottery, what would you buy first?
Another lottery ticket.
9. Would you rather swim in the sea or in the pool?
Sea, in any weather!
Never be scared to ask your colleagues for advice.
The Early Career Framework outlines what early career teachers should learn about, as well as what they need to learn how to do. It is based on expert guidance and research evidence. The framework should be central to all ECTs’ development.
Click below to see the “Learn that…” and “Learn how to…” statements.
Develop an understanding of different pupil needs, by:
Provide opportunity for all pupils to experience success, by:
Meet individual needs without creating unnecessary workload, by:
Group pupils effectively, by: