8: Wider and responsibilities
This section contains resources and links relating to Teacher Standard 8, around wider professional responsibilities, and ECF Section 8, around professional behaviours. You can read the detail of the teacher standard and ECF section by expanding the sections below.
Fulfil wider professional responsibilities
- make a positive contribution to the wider life and ethos of the school
- develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
- deploy support staff effectively
- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
- communicate effectively with parents with regard to pupils’ achievements and well-being.
From the Department for Education’s Teachers’ Standards
- Effective professional development is likely to be sustained over time, involve expert support or coaching and opportunities for collaboration.
- Reflective practice, supported by feedback from and observation of experienced colleagues, professional debate, and learning from educational research, is also likely to support improvement.
- Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues.
- Building effective relationships with parents, carers and families can improve pupils’ motivation, behaviour and academic success.
- Teaching assistants (TAs) can support pupils more effectively when they are prepared for lessons by teachers, and when TAs supplement rather than replace support from teachers.
- SENCOs, pastoral leaders, careers advisors and other specialist colleagues also have valuable expertise and can ensure that appropriate support is in place for pupils.
- Engaging in high-quality professional development can help teachers improve.
Learn how to:
Develop as a professional, by:
- Engaging in professional development focused on developing an area of practice with clear intentions for impact on pupil outcomes, sustained over time with built-in opportunities for practice.
- Strengthening pedagogical and subject knowledge by participating in wider networks.
- Seeking challenge, feedback and critique from mentors and other colleagues in an open and trusting working environment.
- Engaging critically with research and discussing evidence with colleagues.
- Reflecting on progress made, recognising strengths and weaknesses and identifying next steps for further improvement.
Build effective working relationships, by:
- Contributing positively to the wider school culture and developing a feeling of shared responsibility for improving the lives of all pupils within the school.
- Seeking ways to support individual colleagues and working as part of a team.
- Communicating with parents and carers proactively and making effective use of parents’ evenings to engage parents and carers in their children’s schooling.
- Working closely with the A special educational needs coordinator – a teacher who is responsible for special educational needs at school More and other professionals supporting pupils with additional needs, making explicit links between interventions delivered outside of lessons with classroom teaching.
- Sharing the intended lesson outcomes with teaching assistants ahead of lessons.
- Ensuring that support provided by teaching assistants in lessons is additional to, rather than a replacement for, support from the teacher.
- Knowing who to contact with any safeguarding concerns.
Manage workload and wellbeing, by:
- Using and personalising systems and routines to support efficient time and task management.
- Understanding the right to support (e.g. to deal with misbehaviour).
- Collaborating with colleagues to share the load of planning and preparation and making use of shared resources (e.g. textbooks).
- Protecting time for rest and recovery.
From the Department for Education’s Early Career Framework
Early Career Hub resources about professional behaviours
Other Chartered College resources about professional behaviours
External links related to professional behaviours
DfE references list for Early Career Framework Section 8
Resource completion: 8 - Professional Behaviours
- Making marking manageable in Secondary English
- Providing pastoral support
- Top tips for resilience: Knowing and using your strengths
- Webinar: Continuing your professional learning as a new teacher
- Owning your professional identity
- Reflecting on my first year in the classroom
- Workload and wellbeing tips
- Developing your practice as an NQT
- Developing as a newly qualified teacher
- A virtuous circle: Making the most of mentoring
- Evidence-informed practice: The importance of professional judgement
- Engaging with research and debunking myths
- Stop, collaborate and listen: How collaboration, both in and out of school, has scope to make you a better teacher
- Supporting your workload as an early career teacher
- Teacher wellbeing and workload: Why a work–life balance is essential for the teaching profession
- Surviving and thriving – how to make the best use of your time