King James's School

Quality First Teaching



At King James’s school we expect every teacher to be the best that they can be. To that end, we have set out a series of standards of practice and personal attributes towards which we expect all teachers to aim.

The eight aspirational standards of practice are:

  i. Know your subject and KJS SoL

  ii. Understand individual students’ needs and use them to inform all aspects of planning

  iii. Deliver planned content in ways that will engage children and help them progress

  iv. Have high expectations of all – behaviour and progress

  v. Build relationships built that will encourage student progress

  vi. Devise and deploy assessment opportunities

  vii. Analyse progress of students and adapt future planning accordingly

  viii. Review and evaluate practice


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In addition to these standards, there are a number of personal attributes of teachers that are connected to effective teaching. While, of course, all teachers have their own unique personality and identity, certain types of communication style, beliefs, attitudes, and personality are common among high quality teachers.

They include:

   1. Self-efficacy

High self-efficacy (belief in your own ability to succeed) is associated with a positive classroom climate, greater student participation and motivation and higher student achievement.

   2. Self-Reflection

How teachers reflect on their own strengths and weaknesses in their teaching style and practice, and whether they adapt accordingly, are an important aspect of teacher quality.

   3. Purpose

A strong sense of purpose and sharply focussed objectives, combined with an expectation to succeed, are strongly aligned with successful practice.

   4. Cognitive Capability

Ability to think creativity and critically, to try new things, explore new ideas and never stop learning will facilitate enhanced practice.

   5. Communication

Certain styles and models of communication motivate students, promote a positive classroom climate and support effective teaching. Welcoming parents as allies, not enemies, will also reap dividends.

   6. Motivation

Ability to motivate individuals and whole groups is linked closely with student outcomes.

   7. Cultural Competence

Viewing each child as an individual, adapting practice to their needs and teaching holistically will move each child forwards in their personal development and their learning.

   8. Collaborative working

A co-operative relationship between colleagues, especially with leaders, will drive development more rapidly.

   9. Consistency

Consistency, consistency, consistency!

If these standards of practice and personal attributes are present amongst all colleagues, the resulting enhanced Pedagogical skill set will drive up Student outcomes and simultaneously boost Professional satisfaction, Teacher well-being, confidence, and resilience.