iQTS

appreciation and understanding of the local education structure and cultural context; wider international perspective; ability to communicate across cultures and value diversity of beliefs and experiences; honesty and integrity; strong subject knowledge; keep knowledge and skills up-to-date and be self-critical; forge positive professional relationships; work with parents and carers in the best interests of pupils; sensitivity to cultural beliefs and norms within local contexts; promote the safety and wellbeing of pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect; set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

be accountable for pupils’ attainment, progress and outcomes; be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these; guide pupils to reflect on the progress they have made and their emerging needs; demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching; encourage pupils to take a responsible and conscientious attitude to their own work and study

have a secure knowledge of the relevant subjects and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings; demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship; demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject; if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics; if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

impart knowledge and develop understanding through effective use of lesson time; promote a love of learning and children’s intellectual curiosity; set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; reflect systematically on the effectiveness of lessons and approaches to teaching; contribute to the design and provision of an engaging curriculum within the relevant subject areas

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively; have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these; demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development; have a clear understanding of the needs of all pupils, including those with special educational needs, those of high ability, those with English as an additional language, those with disabilities, and be able to use and evaluate distinctive teaching approaches to engage and support them

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements; make use of formative and summative assessment to secure pupils’ progress; use relevant data to monitor progress, set targets, and plan subsequent lessons; give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy; have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly; manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them; maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

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

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions; showing tolerance of and respect for the rights of others; not undermining fundamental values, including democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs; ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

maintain high standards in own attendance and punctuality

local statutory frameworks include safeguarding processes and assessment; understanding of the cultural context and legal frameworks within the host country

school policy on rules, sanctions and rewards (school, school group or school company policies and policies set at local, state and regional level)

seek support from relevant expert colleagues to promote good pupil progress

school’s curriculum is not limited to the English national curriculum; different approaches to curriculum choices; the teaching of systematic synthetic phonics; pupils with English, or another language, as their second language

homework can include independent or self-study and additional supported study

special educational needs and disability (SEND); SEND code of practice: 0 to 25 years and local equivalent; role of SENCO and equivalent roles; designated safeguarding leads; support roles; grouping pupils; English as an additional language

strong assessment materials based on the best available evidence; externally validated materials; efficient approaches to feedback

varied strategies and underlying beliefs related to managing behaviour; fostering resilience and motivation in the specific cultural setting; engaging with parents, carers and colleagues; local requirements and appropriate levels of engagement

information on participation in wider networks; who to contact with safeguarding concerns in the local context; evidence-based models of engaging parents and carers