Theme 1: Developing professional and constructive relationships
The education and well-being of children and young people increasingly involves groups of teachers, support staff and other professionals working in schools and across a range of children’s services to support learners to fulfil their educational potential, develop positive values and attitudes and become confident, contributing members of society. The learning and development needs of all children and young people are better met when teachers develop constructive, respectful relationships with colleagues, learners and their parents or carers, founded on effective and considered communication, collaboration and high expectations of all.
Education involves a multifaceted partnership between schools, the workforce, parents, carers and other agencies working within and beyond school. These standards are about developing and building professional relationships and how effective communication is used in these relationships to support teachers’ work.
For example, aspects of practice covered by these standards might include:
- using a variety of techniques and strategies to develop learners’ confidence and trust
- developing activities that promote and develop learners’ social, emotional and behavioural skills
- using different strategies of communication (informal and formal) appropriate to the audience that take account of culture, context and linguistic differences
- taking opportunities to communicate with parents and colleagues, in and out of the classroom, and to establish relationships with them which encourage discussions about common issues relating to learners and provide relevant and concise information about their progress, development and well-being
- implementing working protocols and engaging in collaborative working such as team teaching, linking with specialist teachers who work with children with special educational needs or disabilities, or with those involved in implementing the Every Child Matters agenda, both in and beyond school
- developing your knowledge about when and how to refer issues about learners’ behaviour to others within the school
- planning and implementing aspects of support work, guiding and/or directing the work of others.
Prompt questions that can be used for discussion with your induction tutor:
- What support and guidance have you received in developing constructive relationships with learners, parents and colleagues?
- What opportunities have you had to develop and promote positive behaviour, attitudes and values through your teaching?
- To what extent have your colleagues involved you in the planning of parents’ evenings?
- What guidance and/or opportunities have you been offered in your school to help you work collaboratively with other professionals?
- What additional support or guidance do you feel you need to ensure your planning takes account of the roles of colleagues?