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Assessing Performance

LJMU ITT Minimum Expectation Benchmark Descriptors

Guidance Notes: Reaching a Judgement about a Student Teacher's Progress

  • The minimum expectation benchmark standard descriptors provide a benchmark of the minimum requirements for recommendation for QTS in the Teachers’ Standards.
  • The minimum expectation benchmark standard descriptors should be used formatively by those assessing student teachers to help track progress against eachstandard to determine areas where additional development might need to be observed.Each benchmark standard descriptor describes what can reasonably be expected of the student teacher at the point of recommendation for the award of QTS..
  • The minimum expectation benchmark standard descriptors are used summatively to assess the progress for the student teacher at each Phase Review point. All the minimum benchmark descriptors must be achieved by the conclusion of the training programme for the recommendation of the award of QTS. Evidence against the minimum benchmark descriptors must be listed by the student teacher at each Phase Review point and sampled at each assessed stage in order for the student teacher to progress in their training.
  • Taking into account the "reasonable expectation" of student teachers a pass and recommendation for QTS requires that student teachers have evidence to support their achievement of each of the Teachers' Standards in accordance with the benchmark expectations in the LJMU ITT Tracker. They must also provide evidence of meeting the Professional expectations required for Part 2 of the Teachers' Standards.
  • Taking into account the “reasonable expectation” of student teachers, if a student teacher fails to demonstrate the minimum expectations for EACH of the Teachers' Standards and/or the Professional expectations for Part 2, they cannot be recommended for QTS at the end of their training programme.
  • The 'how well does the student teacher' questions at the end of the document should be used formatively as the basis of discussions related to student teacher progress. The examples of evidence section will support both student teachers and ITT Mentors in identifying where additional evidence may be required in order to enhance their current progress, ensuring they meet the minimum expectation benchmark descriptors by the end of their training programme. This approach does provide an opportunity to map the student-teacher's progress, highlight priorities for professional development, support target setting and offer the student teacher a clear opportunity to reach their full potential.
  • In a professional discussion with the student teacher and reviewing the student teacher's reflective statement, the ITT Mentor should consider the minimum expectation benchmark descriptors for each standard to evaluate if a particular standard has been met or not. The student teacher does not have to meet each minimum expectation standard descriptor on an individual placement but should have sufficient coverage to justify meeting each standard, including Part 2, by the end of their training programme. A student teacher has to meet each minimum expectation standard descriptor by the end of the course, through evidence provided from across all school experiences, assignments, enhancement experiences, etc. to be recommended for QTS.
Not applicable to PG programmes.

Guidance for Part Two: Personal and Professional Conduct

  • A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The statements in Part Two of the Teachers’ Standards define the behaviour and attitudes that set the required standard for conduct throughout a teacher’s career.
  • Much of the evidence for this section will be found in other standards and evidence specific to this section will be exemplified on a day to day basis.

How can schools, other educational establishments and Liaison Tutors use the LJMU ITT Minimum Expectation Benchmark Descriptors?

The LJMU ITT minimum expectation benchmark descriptors can be used formatively during placements to monitor progress forming a basis for discussions during the weekly meetings and at the interim review to set targets and summatively at the final review meeting to enable discussion to focus upon the confirmation of QTS (Career Entry and Development Profile).

Guidance Notes on Benchmark Descriptors

You can download a copy of these Guidance Notes and the LJMU ITT Minimum Expectation Benchmark Descriptors:

Placement Review Forms