Teaching Standards

Teaching Excellence is delivering consistently outstanding teaching, learning and outcomes for our students.
Excellent teachers create an inclusive, motivating, engaging learning environment for all students. Students
know they are achieving their learning goals in each lesson and aspirational goals overall, which make a
difference to their future success and result in positive student satisfaction.
What are the British Council Teaching Standards?
The British Council Teaching Standards is a framework which sets expectations for professional practice and
conduct for teaching across the network to assure we deliver the highest standard of teaching, as set out in our mission
for Teaching Excellence.

At the British Council, we are committed to delivering

Teaching Excellence to help our learners meet their
learning and life goals through English. We strive to DEMONSTRATE SUBJECT KNOWLEDGE
create the best learning environment for our learners Content knowledge
and provide support and guidance to our teaching Pedagogical apporoaches
teams to ensure they deliver high quality teaching. Learning principles
Context awareness
The Teaching Standards were created to reflect the
best in contemporary ELT. They are aligned with ENGAGE AND MOTIVATE LEARNERS
British Council Values and Behaviours and Establishing needs and goals
exemplify our commitment to Safeguarding and Responding to learners
Equality, Diversity and Inclusion. They were Meaningful content
developed from teaching standards in the UK and link Teacher role
directly to our British Council Statement of Developing learner autonomy
Approach to Teaching (referenced in bold in the
CREATE A POSITIVE AND INCLUSIVE
description for each standard).
LEARNING ENVIRONMENT
The framework includes a set of seven standards, Managing relationships
each divided into competencies relating to specific Managing behaviour
skills, knowledge, behaviour or expertise for that Teacher presence
standard. Recognising and valuing diversity
PLAN AND DELIVER COHERENT LESSONS
Planning approach
Aims and objectives
Checking for understanding
Planning and setting up tasks
Staging
MAKE USE OF ASSESSMENT
AND FEEDBACK
Assessment principles
Assessment methods
Monitoring progress
Managing feedback
MANAGE TEACHING AND LEARNING
RESOURCES
Setting up the classroom
Creating resources
Using resources
Incorporating technology
UPHOLD PROFESSIONAL RESPONSIBILITIES
AND VALUES
Regard for context
Making a positive contribution
Effective working relationships
A learning mindset
Reflective practice

2 The British Council Teaching Standards

What are the teacher stages of development?
The British Council Teaching Standards framework is progressive and is
divided into four Stages (Foundation, Core, Higher, Advanced). Each Teaching
Standard includes descriptors of skills, knowledge and practice that teachers
are considered to demonstrate, maintain and build on at that stage.

Teachers may be at different stages for different
learner contexts, course types or delivery modes
depending on their experience with that area. For
example, a teacher might be at an ‘Advanced’ stage
for Adults, but at ‘Core’ for Early Years. Teachers may
also demonstrate competencies at different stages.
Depending on a teacher’s individual career path,
training and development opportunities should be
identified and provided in order to help them reach
their desired stage for their professional needs
and goals.

3 The British Council Teaching Standards

 The four Teacher Stages are exemplified below with examples of possible indicators and development needs for that stage. These are not definitive and are
intended as a guideline. There may be teachers who are demonstrating the descriptors of a Higher stage with less experience, or teachers with a lot of experience
who are demonstrating the descriptors of a Core stage, for example.

POSSIBLE INDICATORS

FOUNDATION (1) CORE (2) HIGHER (3) ADVANCED (4)

A
 re completing, or have recently Hold an initial certificate in ELT with Hold, or are completing, a Diploma As ‘Higher’ but might also include:
completed, an initial ELT certificate more than two years’ experience in an qualification in ELT Hold a Masters/PHD qualification in
H
 ave up to two years’ full/part time teaching teaching context Have taught in a range of contexts and/or ELT/TEFL
experience Are building experience across a variety of have some experience in a specialist area Are considered an exemplary model of
H
 ave limited experience with different teaching and learning contexts (e.g. Early Years) teaching in their context by learners
context/course types, delivery mode or Receive positive feedback on teaching Receive regular feedback for excellence in and peers
life-stages from learners and peers teaching from learners and peers Have many years of experience teaching
H
 ave had minimal opportunities for Experiment with one or two teaching Are self-sufficient in research and materials/ in a specialist area
professional development approaches. course design Act as a tutor/observer for TEFL
A
 re being heavily mentored by or buddied Mentor/buddy Foundation teachers Use different methodologies confidently qualifications
with other teachers Are starting to build informed Give conferences/cascade knowledge Oversee course development
teaching beliefs Lead projects/ planning groups Lead research projects
Observe/mentor colleagues Have taken on other responsibilities to
Hold, or are interested in, academic complement teaching such as course
manager positions writing, publishing or training
Evaluate and strengthen teaching beliefs Hold or are interested in a senior academic
management role

POSSIBLE DEVELOPMENT AREAS DEPENDING ON INTERESTS AND GOALS

FOUNDATION (1) CORE (2) HIGHER (3) ADVANCED (4)

 xploring different teaching approaches
E  xpanding teaching experience into
E  oaching or leadership skills
C Becoming an innovator or leader in your
Developing reflection skills different areas/specialism Observing and/or giving feedback chosen field of teaching
Turning theory into practice Participating in events and networks with on teaching Supporting or leading on professional
Finding suitable, relevant resources other teachers. Teacher-training development
Planning for courses/syllabus Evaluating resources and materials Taking a Masters/Diploma Project management
Tailoring lessons to student needs and goals Taking additional courses or qualifications Becoming an examiner Course, syllabus or materials design
Building understanding of the teacher role in (e.g TYLEC) EAP, tertiary, academia Deepening research skills in and out
and out of the classroom Carrying out classroom-based Materials development/ Publications of the classroom
action research People and team leadership skills
Mentoring skills

4 The British Council Teaching Standards

How are the Teaching Standards
demonstrated in practice?
Monitoring and evaluation of performance and practice against the Teaching
Standards should be ongoing, balanced and comprehensive.

There are examples of positive and negative indicators for each standard which can be used as guidance
to exemplify performance against each one. These indicators may be evidenced through observable, experiential
or documented behaviour, practice, information, knowledge, or skills through, but not limited to, the
following channels:

FEEDBACK COMMUNICATIONS LESSON ARTEFACTS PROFESSIONAL CLASSROOM OBSERVATION

For example:
Formal or informal, solicited
or unsolicited
Different formats such as
paper-based, verbal,
electronic or digital
From learners, clients,
parents/guardians, partners
or premises managers
From peers, observers,
line-managers, course tutors
or extended colleagues
For example:
Formal meetings/Reviews
Informal conversations/chats
Online or such as emails,
messages, TCMS or digital
platforms
Written and/or verbal with all
stakeholders such as peers,
colleagues, line-managers,
learners, parents/guardians,
academic teams, trainers,
senior managers, customers,
clients or partners
For example:
Prepared materials and
resources
Lesson plans/notes
Completed learner work/
projects and achievements
Schemes of work
Examples of needs analyses
and compiled learner data
Continuous or summative
assessment data of learner
progress
Formal reports or
standardised tests
DEVELOPMENT
For example:
Journals/achievement logs
Participation and contributions
in workshops, working groups
or courses
Research projects
Workshop materials
Course assignments/ tasks
Records of Training
attendance
Certificates/Awards
For example:
Different forms such as
peer,formal, informal, drop-in
or external
Reports or reflections by
teacher, observer or peers
Pre and post observation
discussions
Lesson recordings or videos
Tools or records used for
monitoring teacher or learner
interactions and behaviours

5 The British Council Teaching Standards

Demonstrate subject knowledge
The ability to demonstrate current and expert knowledge of the English language and its usage as well as the
knowledge, skills and experience to develop the language communication skills and learning
strategies of our learners. It involves being able to relate this to their teaching practice in their context and
being able to communicate this effectively and accurately to the learners.

Understanding this area provides teachers with a sound knowledge they can use to select appropriate and
successful ways to develop effective language and skills ability with learners. This means that learners feel
confident and valued in their learning experience as they receive expert principled guidance on their individual
learning journey.

COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)

CONTENT KNOWLEDGE
English language, language use and
skills including:
Makes use of appropriate reference Accesses a range of appropriate Consistently accesses current
English as a global language Is aware of appropriate reference
materials and colleagues to develop resources to research and reflect resources to sustain an extensive,
Grammar sources to develop knowledge.
knowledge. Demonstrates on language and language use. Is detailed and up-to-date knowledge
Lexis Demonstrates an understanding of
understanding of important confident with terminology and and understanding of skills,
Phonology basic terminology and information
terminology and concepts to talk concepts for describing language, language form, meaning and use.
Speaking, listening, writing and to talk about skills, language form,
about skills, language form, meaning language use and skills and helps Actively supports learners and
reading skills meaning and use. Provides
and use and appropriately shares learners develop an awareness of peers in their own analysis and
21st Century/Core skills accurate examples for learners.
these with learners. these. exploration.
Genre
Discourse (spoken and written)
Register/appropriacy

Systematically researches current

PEDAGOGICAL APPROACHES
Teaching approaches, methods and
techniques used in the classroom
for development of:
Language ability and use
Language skills and systems
Core skills (e.g Creativity)
Literacy
Communication skills
Researches new ideas and educational theories and
Can identify and demonstrate some
Applies an understanding of a approaches in ELT. Selects and approaches to teaching. Flexibly
common approaches and basic
variety of common approaches and applies a range of methods for adjusts their teaching using an
teaching techniques and
methods for developing, practising developing, practising, recycling extensive and principled range of
procedures for developing and
and recycling skills and language and extending language and skills methods for language and skills
practising skills/ language
and appropriately shares this with appropriate for their context. development. Actively supports
appropriate to the age, needs and
learners. Encourages learners in developing learners and peers in developing
language level of the learners.
an awareness of these. their understanding and application
of these.

6 The British Council Teaching Standards

 COMPETENCIES
LEARNING PRINCIPLES
How people learn effectively,
including:
Theories of first and second
language acquisition
Psychology of learning
Stages of child development
Inclusive practice
STAGE 1 (FOUNDATION)
Has an understanding of a basic
range of factors affecting learning
(e.g. motivation) and the process of
second language acquisition.
STAGE 2 (CORE) STAGE 3 (HIGHER)
Researches and critically evaluates
new ideas on learning theory and
Has an understanding of a range of
language acquisition in ELT to
factors affecting learning and
deepen own beliefs. Can analyse
general theories of second
varying factors affecting learning in
language acquisition (e.g.
relation to specific contexts and life
behaviourist) and can relate what
stages (e.g. Child development) and
happens in lessons to this.
shares this with learners, as
appropriate.
STAGE 4 (ADVANCED)
Is consistently up to date with
research on educational learning
principles. Evaluates and
synthesises approaches to first or
second language acquisition
processes and educational learning
theory and applies this in their
teaching. Actively supports
learners and/or peers to develop
their understanding of this, as
appropriate.

CONTEXT AWARENESS
Understanding expectations, needs,
policies and practices of their
teaching and learning context
including:
Language
Culture and belief systems
Curriculum, syllabus
Local, national or organisational
educational policies and practices
Using this information to inform and
shape teaching approach.
Is motivated to find out about basic
aspects of their current or future
teaching and learning context such
as learners’ L1. Takes these into
account when planning and
delivering lessons.
Takes steps to develop an
understanding of common factors
in their current or future teaching
and learning contexts, such as
learners’ language learning
expectations or educational
backgrounds. Tries to respond to
these in their teaching practice.
Actively seeks information or
guidance about needs or
expectations of current or future
teaching and learning contexts such
as local education approaches and
cultural norms. Can adapt their
teaching approach accordingly and
support peers where appropriate.
Takes an unprompted, proactive
approach to developing an
extensive insight into the
expectations and needs of the
context they are or will be teaching
in. Can critically adjust and align
their teaching approach and
support peers where appropriate.

POSITIVE INDICATORS NEGATIVE INDICATORS

Teacher demonstrates a proficiency of English language use which is considered internationally
acceptable across English language speaking communities.
Teacher is a model of proficient and acceptable English language use in relation to their teaching
and learning context.
Teacher is open to carrying out classroom-based action-research to develop subject knowledge.
Teacher has their own principled set of teaching beliefs and uses these to select appropriate
strategies for developing skills and language and justify choices and/or changes in their practice.
Teacher can accurately and appropriately describe and analyse target language and skills in and
out of class.
Learners are made aware of how the English language is used across different contexts
and genres.
Learners demonstrate an understanding of concepts and terms relating to language and skills
seen in their lessons or courses.
Teacher can discuss theories of learning and language acquisition theory and uses context-
appropriate methods to make learners aware of these.
Teacher can explain their planning decisions and teaching method choices in relation to
contextual needs and expectations.
Teacher’s use of language in and out of the classroom is inaccurate or inappropriate for their
teaching and learning context.
Teacher does not provide accurate and/or appropriate information about the target language,
language use and skills being taught.
Teacher is unable to use appropriate/accurate concepts or terminology to describe their
teaching practice.
Teacher does not look for any opportunities to find out about and try different or new
pedagogical approaches.
Teacher is unaware of / does not use suitable reference resources for planning lessons or
furthering their subject knowledge.
Teacher is unable to describe any theory or principles behind language learning/ acquisition.
Teacher fails to respond to learners’ requests for explanations or clarification resulting in learners’
incomprehension.
Teacher only tests, rather than develops, skills.
Teacher refuses to / does not take context, expectations and/or needs into account in their
teaching practice.
Teacher shows no awareness of / does not carry out any research into their teaching context
such as understanding of L1, or social/cultural factors.

7 The British Council Teaching Standards

Engage and motivate learners
The ability to make lessons engaging, relevant and appropriately challenging to maximise every
learner’s potential. It involves the collection of information on individual learners, their context and their
learning goals and using this to plan and deliver a meaningful learning experience which meets
learners’ expectations.

Understanding this area helps the teacher to ensure that learners, their motivation, needs and goals are at the
centre of the teaching and learning experience. This will help learners develop a positive and persevering
attitude, so they become confident, active participants in their own learning.

COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)

ESTABLISHING NEEDS AND
GOALS
Gathering, analysing and using
information about learners to inform
planning/teaching decisions such as:
learning goals/motivation
language/cultural background
life-stage/literacy
interests/personality/aptitude
wellbeing (social and emotional)
and handling this personal
information sensitively and securely
Collects basic information, about
learners (e.g age, L1) and their
goals, as relevant and appropriate
for their teaching context. Shows
some awareness of these when
planning individual lessons or
courses.
Uses analysis tools and observation,
as relevant and appropriate for their
teaching context, to gather
information about learner needs,
interests and learning goals. Uses
learner information to inform lesson
planning and makes explicit
reference to it during individual
lessons or across courses.
Experiments with different needs
analysis methods, as relevant and
appropriate for their teaching
context, to establish learner needs,
interests and learning goals and
uses this to inform planning and
teaching approach. Provides
opportunities for learners to identify
their own strengths, needs and set
learning goals within individual
lessons or across courses.
Seeks out both innovative and
responsive methods, as relevant
and appropriate for their teaching
context, to understand and monitor
changes in learner needs, interests
and goals and can flexibly adapt
their teaching approach
accordingly. Incorporates learner
self-analysis and goal setting of
some form into individual lessons
or across courses to help learners
understand their own needs and
learning goals. and progress.

Naturally uses a range of planned

RESPONDING TO LEARNERS Uses appropriate techniques and Uses varied and appropriate means
Demonstrates some ability to elicit and reactive techniques to
Using planned or responsive tools for eliciting and managing to generate and build on learner
and respond to learner-generated generate and use learner language
teaching strategies to manage emerging learner language and language/contributions to support
language or ideas during a lesson. or contributions to drive lesson and
emerging linguistic or affective contributions. Responds and extend learning. Successfully
Reacts to some affective needs course development. Consistently
needs and learner contributions appropriately to most affective responds to a range of affective
during lessons to keep learners’ responds sensitively and
during lessons and across courses. needs to maintain motivation during needs to sustain learner
motivated. appropriately to affective needs in
lessons. engagement in lessons and courses.
the learning environment.

Consistently delivers explicitly

Designs and delivers relevant
MEANINGFUL CONTENT relevant lesson/course content.
lessons and courses. Uses context-
Providing relevant lesson content Regularly contextualises language Uses a range of context-
Lessons include an opportunity for appropriate strategies to encourage
which promote opportunities for use and skills, as appropriate to appropriate learner-driven
learners to personalise language learners to relate language and skills
learners to learn, practice and apply context needs, and provides approaches to help learners
use and skills in some way. to their own needs and experience.
language and skills in meaningful relevant practice activities. continually apply and practice their
Provides practice in authentic
and authentic situations. learning in a genuine and
communicative situations.
meaningful way.

8 The British Council Teaching Standards

 COMPETENCIES
TEACHER ROLE
Understanding different roles a
teacher can take (e.g facilitator,
motivator, listener, instructor, expert,
mentor) and when to adopt or adapt
these to motivate learners in
different learning environments.
STAGE 1 (FOUNDATION) STAGE 2 (CORE)
Understands common reasons for
Has some awareness of how to vary
why, when and how to adapt their
their role for the demands of
role (e.g. more facilitative for guided
different activities, delivery modes,
discovery, motivator for online), and
or learner types, and can
demonstrates this when teaching in
sometimes vary it during lessons.
familiar contexts.
STAGE 3 (HIGHER)
Has a good understanding of a
range of teacher roles for different
learning environments and how they
link to teaching and learning
principles (e.g facilitator-experiential
learning). Adopts appropriate roles
for their learning and teaching
context.
STAGE 4 (ADVANCED)
Evaluates principles and benefits
for varying teacher roles in
different contexts or environments
(e.g through action-research).
Instinctively adjusts their teacher
role in response to the immediate
or general needs of their learning
and teaching context.

Encourages good learning habits Has an extensive knowledge and

Supports learners to become
DEVELOPING LEARNER by reviewing and revising learning. range of context-appropriate
Has some understanding of how to independent learners and adopt
AUTONOMY Uses questioning and elicitation approaches to actively and
develop good learning habits, as their own learning strategies as
Understanding and employing techniques to involve learners in systematically involve learners in
suitable for their context, such as appropriate for their context. Uses
appropriate learner training the lesson and helps learners the learning process and fully
using elicitation, providing approaches such as effective
strategies to develop learner reflect on their own and others’ exploits online learning platforms.
opportunity for self-reflection or questioning, developing critical
confidence, reflective practice, core performance. Uses context- Helps learners evaluate the
encouraging out-of-class activities thinking skills and engagement with
skills and metacognitive awareness appropriate techniques and effectiveness of different learning
and use of learning platforms to online learning platforms to help
in relation to their own learning. platforms to raise learner strategies and maximise their own
extend understanding. learners understand how they are
awareness of the ‘what’ and ‘how’ of learning potential through
learning.
learning. experimentation.

POSITIVE INDICATORS NEGATIVE INDICATORS

Teacher has information on individual learners, as relevant for their context, and can explain
and justify planning and teaching decisions in relation to this.
Teacher can describe learners in their context in relation to their needs, interests and
learning goals.
Learners have some opportunity to identify and reflect on their own needs and goals in
some way.
Teacher can explain how they plan for, generate and deal with emergent language in classes
and how learners benefit from this.
Teacher can adjust the pace/content/activities during a lesson in response to learners’
reactions and actions (implicit or explicit).
Learners carry out tasks to relate learning to their needs, goals, experience and interests.
Teacher can describe the different roles of a teacher in relation to learners or context (e.g.
facilitator, monitor, model, carer).
Teacher can explain when and why they have adjusted their roles.
Teacher can explain how and why they develop learner autonomy and uses context-
appropriate methods to communicate this to learners.
Learners are given an opportunity to reflect on their learning in a way that is appropriate to
life-stage/language level/culture etc.
Learners share examples of how they practice English outside the classroom.
Teacher engages learner with relevant online learning platforms to support their learning.
Teacher makes no attempt to find out any information about learners’ needs, characteristics or
interests in individual lessons or across courses.
Teacher does not provide opportunities for learners to identify learning goals of some form.
Language/skills/lesson activities are not appropriate or relevant for learners (e.g age/language
level/interests/culture).
Teacher ignores/is unable to respond to affective needs (e.g. changing/stopping activities).
Learners are often unengaged during lessons.
Teacher does not exploit/ignores learner-generated language/contributions.
Learners do not have the opportunity to personalise language or skills.
Teacher is unable to vary their role if needed, which impacts negatively on learners’ motivation
and engagement.
There are little, or no, opportunities for learners to review or reflect on their learning during a
lesson or a course.
Lessons tend to be teacher-led and/or lecture-style.
Teacher cannot explain the benefits of developing autonomy.
Learners are not encouraged to develop independent learning habits.
Teacher does not incorporate any learner training into their lessons.
Teacher does not promote or use relevant learning platforms.

9 The British Council Teaching Standards

Create a positive and inclusive
learning environment
The ability to create a supportive learning environment which promotes equal participation, respects and promotes
diversity, and supports individual learning. It involves being a positive role model and using pedagogic strategies
that support inclusive education.

Understanding this area ensures the classroom is a place where learners learn with and from each other, so
they feel included, safe and valued. This means learners feel confident using English in the classroom
and develop a positive attitude towards their language learning.

COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)

MANAGING RELATIONSHIPS
Being able to build positive and
appropriate teacher-learner and
learner-learner relationships and
rapport by modelling and promoting
a collaborative culture of
compassion, trust and empathy.
Builds and maintains strong Consistently develops and sustains
Builds good rapport and trust with
Shows good rapport with learners. relationships with learners which are positive and wholly appropriate
learners by treating all learners
Teacher and learners demonstrate contextually appropriate. Treats all relationships, creating a model
fairly and showing genuine interest.
mutual respect. Sets up learners equitably and uses active classroom culture for their context.
Encourages learners to work
opportunities for positive listening strategies to make learners Employs creative and responsive
positively and collaboratively and
interactions between learners feel comfortable and respected. strategies to inspire learners to
helps them understand why this is
during lessons. Actively supports learners in develop respectful and
important.
developing positive relationships. constructive peer relationships.

Involves learners in establishing and Systematically and collaboratively

Works with learners to establish
MANAGING BEHAVIOUR agreeing on a framework for establishes and maintains a clear,
behavioural guidelines and
Taking responsibility for modelling behaviour in the classroom. Uses a positive behaviour framework in the
Ensures learners are aware of expectations. Has a range of
and promoting respectful behaviour range of strategies fairly and classroom. Has excellent insight
behaviour guidelines for the strategies for promoting
in and outside the classroom by consistently to model and promote into rationale for learner behaviour
classroom. Has an awareness of appropriate learner behaviour and
establishing rules and expectations, respectful behaviour in the and employs a range of principled
basic techniques for managing and tries to deal with issues when they
using praise, interventions and classroom. Responds considerately and appropriate strategies for
responding to learner behaviour. arise. Explores different ways to use
reinforcement appropriately and and professionally to inappropriate constructively managing this.
Often uses praise to motivate praise and interventions in classes.
seeking to understand reasons learner remarks. Explores reasons Expertly responds to inappropriate
learners. Reflects on factors which could
behind behaviour. for behaviour with learners, behaviour/comments from learners
impact on behaviour (e.g. teaching
colleagues or peers before taking and is often asked for advice by
style, learner characteristics).
action. peers.

10 The British Council Teaching Standards

 COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)
Regularly adjusts their language to Confidently grades language for the
TEACHER PRESENCE Language is consistently graded
Tries to adjust own use of language the context of the class learners’ context. Often uses
Understanding the impact that their appropriately. Flexibly adjusts
to the life stage and language level Understands how to use and vary teacher language to support or
presence can have on learners and language during class to stretch or
of learners and can modify tone, vocal features for different stretch learners. Employs and
knowing when and how to use and support learners. Has full control
volume and pace when speaking, to purposes in the classroom (e.g experiments with vocal strategies to
adjust their language, voice, over their voice and body language
engage learners during lessons. Has giving instructions, storytelling). manage a range of classroom
positioning or body-language to as a teaching and classroom
some awareness of how their Reflects on the effectiveness of situations. Explores and evaluates
ensure positive and effective management tool and uses them to
positioning and body-language can their positioning and gesture in the how positioning and body-language
management of the learning create and sustain a positive and
affect the learning environment. classroom in facilitating or can influence the learning
environment motivating learning environment.
hindering learning. environment.

RECOGNISING AND VALUING

DIVERSITY
Shows good insight into the diversity
Understanding and promoting the Has a good understanding of
Demonstrates an awareness of of their learners in their classes or Provides excellent and perceptive
diversity of learners in relation to: individuals in their classes or
individuals in their classes or context. Has a secure understanding insight on who their learners are in
language/cultural background context. Demonstrates an
context. Uses basic differentiation of how a range of factors can impact their context. Expertly integrates
cognitive, linguistic, emotional, awareness of barriers to learning
strategies for supporting and learning ability and successfully inclusive practices in an innovative
social or physical needs and uses varied and appropriate
engaging learners such as applies a range of inclusive way to cater for diversity in all
age, gender methods in their lessons to manage
grouping, models or additional strategies to overcome these. Takes contexts. Embeds diversity into
race and ethnicity these. Accesses resources to
tasks. Raises learners’ awareness of an active approach to integrating lessons and courses to instil a
sexual orientation develop positive learner attitudes
diversity and inclusion in and out of diversity into lessons to help curious, positive, and inclusive
religion and belief towards diversity both within and
the classroom. learners build a positive and mindset in learners.
Using inclusive education outside the learners’ context.
inclusive mindset.
approaches to enable participation
and positive learning outcomes

Teaching Standards 11
11 The British Council Teaching Standards
POSITIVE INDICATORS
Learners work well together during lessons and have the opportunity to work with
different peers.
Learners speak positively about their teacher and peers.
Learners are comfortable taking risks with language and speak up or ask questions.
Teacher uses techniques in and out of class to show genuine interest in learners such as
smiling, remembering names/personal information or responding positively to learner
comments/contributions.
Teacher uses positive and professional language when talking/writing about learners to others.
Teacher uses discipline or reward systems appropriate to the learners.
Teacher communicates with parents/learners/relevant colleagues on learner behaviour in or
out of class and reports issues timely and professionally.
Teacher seeks advice or support in managing challenging situations and is willing to experiment
with different approaches to behaviour management.
Teacher manages offensive/inappropriate learner comments in or out of class.
Teacher grades their language according to language level, life-stage, culture etc.
Teacher can explain how their vocal features, body-language and positioning impact on
learners and the classroom environment.
Teacher is aware of and follows British Council EDI policies and practices.
Teacher uses techniques (e.g. nomination/wait-time) to allow for all learners to participate.
Teacher reflects on how inclusive their learning environment is and takes steps to improve it
such as researching inclusive practices in ELT or mainstream education.
Teacher uses resources with learners that develop their understanding of diversity outside of
their learning context.
Teacher considers their own beliefs/biases and reflects on how these may impact on
establishing an inclusive learning environment.
12 The British Council Teaching Standards
NEGATIVE INDICATORS
Teacher and/or learners often display negative attitudes in the classroom.
There is little, or no, variation in interaction patterns in individual lessons or throughout
a course.
Teacher forms inappropriate relationships with learners which breach safeguarding policies or
local legislation.
Teacher allows inappropriate learner language, (e.g. sarcasm, derision or racist/sexist remarks)
in or out of classroom situations.
Learners speak negatively about their teacher and peers.
Teacher makes inappropriate/dismissive/offensive comments about the learners or their culture
in and out of class.
Teacher-talk is not graded for language level/life-stage/culture causing comprehension
problems for leaners/parents in and out of class.
Teacher does not/refuses to understand the impact their vocal features, body-language and
positioning can have on their learning environment.
Teacher shows favouritism or victimisation of individual learners.
Teacher is not willing to explore reasons for inappropriate or challenging learner behaviour nor
seeks support with managing it.
Teacher takes a one-size-fits-all approach to behaviour management which is often
inappropriate for the learners.
Teacher neglects to raise concerns about behavioural matters where relevant.
Learners are not made to feel comfortable about expressing their ideas or asking questions in
and out of class.
Teacher does not encourage participation from all learners, so lessons tend to be dominated by
certain learners.
Teacher is unable to adapt teaching approaches to support differing learners needs.
Learners are not aware of factors affecting their learning (explicitly or implicitly).
Plan and deliver coherent lessons
The ability to prepare lessons and courses that set realistic goals, employ appropriate methodology and are
logically sequenced and scaffolded. It involves taking a reflective and principled approach to planning, including
anticipating challenges and solutions and how achievement of aims and learner understanding will be measured
and checked. It also involves the selecting and setting up of suitable tasks and informing learners of the aims
and purposes of learning activities.

Understanding this area helps teachers develop flexibility in the planning and delivery of lessons and courses for
their context. This provides learners with a coherent and relevant learning experience where they are aware of
what, why and how they are learning in relation to their own goals.

COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)

PLANNING APPROACH
Taking a principled and systematic
approach to planning using
knowledge of teaching, learning and
context and anticipates and plans for
potential issues related to this.
Creates lesson plans for a variety of
Can plan lessons using common
lesson types and regularly reflects
frameworks which consider context
on their effectiveness. Identifies
needs. Can identify a range of basic
general teaching or learning issues
problems and how to deal with
and considers appropriate
them.
solutions.
Applies subject and context
knowledge to create and evaluate
lesson plans for a range of course
types. Anticipates most problems
related to context and identifies
consistently appropriate ways to
deal with them.
Takes a fully principled and
reflective approach to planning for
their courses in their context and is
considered a role model of
planning by colleagues. Identifies
what specific problems may arise in
their context and has full
understanding of strategies for
dealing effectively with these.

Consistently sets learning

AIMS AND OBJECTIVES
Understanding what learning aims
and objectives are, why they are set
and how to make them relevant for
different learning contexts.
Has clear and appropriate aims and
Has a basic understanding of why
objectives for individual lessons
and how to set lesson objectives,
within the context and regularly
and often shares aims with learners.
informs learners of these.
objectives for their lessons/courses
Regularly defines clear and
in collaboration with the learners,
appropriate learning objectives for
where relevant, so they understand
their lesson/course types (e.g skills/
how and when their learning goals
life-stage) which are linked to
are being addressed. Helps
learners’ goals. Learners often
learners engage with objectives
engage with them during lessons/
throughout a lesson or course by
courses.
linking them to lesson activities and
feedback.

13 The British Council Teaching Standards

 COMPETENCIES
CHECKING FOR
UNDERSTANDING
Using planned and reactive activities
and strategies to measure
achievement of objectives and
check for understanding of
language, skills or concepts during
lessons.
PLANNING AND SETTING UP
TASKS
Planning, and successfully delivering
and monitoring, learning tasks and
activities which are appropriate for
the lesson, differentiated for the
learners and teaching context and
have a clear purpose.
STAGING
Dividing lessons and courses into
coherent, scaffolded and logical
stages, with set routines, realistic and
flexible timings and using techniques
to signpost links to and build on
previous learning in or out of class.
14 The British Council Teaching Standards
STAGE 1 (FOUNDATION) STAGE 2 (CORE)
Shows some awareness of how they
Plans for and uses basic techniques
will assess achievement of
for checking learners’
objectives in lessons (e.g free
understanding of language and
practice activity). Uses frequent
skills during a lesson (e.g planned
questioning to check learner
concept check questions).
understanding.
Develops interesting and relevant
Selects and creates tasks
tasks for a variety of lesson types.
appropriate to individual lesson
Regularly informs learners of
aims and group of learners. Gives
purpose of activities. Models and
clear checked instructions and
checks instructions and monitors
regularly monitors.
appropriately.
Demonstrates understanding of
Lessons are logically sequenced
appropriate staging in lessons or
with opportunity for review. Lessons
course types in their context.
include routine or follow-up
Effectively sets up classroom
activities. Timing is generally
routines for different contexts.
managed appropriately using
Allocates realistic timings before
reminders. Makes some attempt to
and during class. Makes some links
signal transitions between stages of
to previous learning/activities when
the lesson.
transitioning between stages.
STAGE 3 (HIGHER)
Regularly considers when and how
objectives will be assessed when
planning lessons. Uses a variety of
ways to check understanding at
different stages of a lesson (e.g.
application tasks).
Uses knowledge of teaching/
learning approaches to design a
range of motivating tasks for
different learners and course types.
Elicits purpose of activities from
learners. Sets up tasks using
modelling and monitoring and
provides learners with process
language where relevant.
Rationally structures a range of
lesson and course types in their
context. Involves learners in the
setting up and maintaining of
classroom routines. Adapts pace of
work to meet learner needs.
Signposting language or elicitation is
used to transition between activities
to highlight purpose and relevance
for learners.
STAGE 4 (ADVANCED)
Embeds opportunities to assess
and measure objectives into
lessons and courses and signposts
these for learners. Uses creative
strategies and techniques for
checking understanding (e.g peer
instruction).
Demonstrates creativity in
differentiated task design based on
current teaching ideology. Actively
involves learners in understanding
and evaluating the purpose of
activities. Effectively sets up tasks
through staged instruction and
providing information for successful
task completion (e.g models,
examples, language, outcomes).
Adapts monitoring style according
to task requirements.
Systematically plans and delivers
well-structured lessons and
courses and instinctively adapts
timings and staging according to
needs. Creates and sustains
principled and negotiated routines
relevant for the learning and
teaching context. Consistently uses
signposting and elicitation to
transition between activities and
make relevant links to their learning
process.
POSITIVE INDICATORS
Teacher creates lesson plans of some form and can rationalise and evaluate the decisions
behind them.
Teacher plans lesson in due time of class.
Teacher can explain and evaluate their aims in relation to their learners/course type.
Teacher can anticipate problems related to language, skills, learning environment and can
describe solutions for these.
Teacher can explain how they will assess the achievement of aims in a lesson.
Learners are made aware of lesson/course aims using context appropriate methods.
Teacher can explain their choice of lesson activities in relation to teaching and learning
principles and learner needs.
Teacher uses signposting language to move between activities.
Teacher can describe how activities and lessons link to each other and what techniques they
used to make learners aware of these.
Learners are on-task and engaged during activities.
Learners are aware of the purpose of activities through implicit/explicit instruction relevant for
the learning context.
Teacher can justify changes in lesson delivery, such as timings or sequencing.
Teacher understands how monitoring can be used for different purposes and demonstrates this
in practice.
Teacher uses classroom routines to support/enhance learning or promote positive behaviour
(e.g reflection, cleaning-up, task-set up)
Teacher provides sufficient time for activities and uses visual, audio or verbal techniques such
as clocks, bells or reminders to manage this.
Lesson plans/notes include information on managing timing.
Teachers makes reference in lessons to self-access learning, where relevant.
15 The British Council Teaching Standards
NEGATIVE INDICATORS
Teacher cannot explain their thought processes behind lesson planning.
Teacher consistently plans last minute resulting in ill-prepared classes and/or negative
feedback from learners and colleagues.
Lesson aims are not appropriate for the language level, age or context of the learners.
Teacher does not show awareness of possible problems or relevant solutions related to
their lessons.
Teacher cannot explain which stages or tasks are used to measure achievement of aims.
Teacher does not use techniques or strategies to check understanding, where needed, leading
to learners regularly asking for clarification or are not able to complete activities.
Teacher, learners and/or parents are not made aware of lesson or course objectives.
Teacher cannot explain the reasons behind their choice of lesson activities.
Teacher is unable to deviate from their plan if needed.
Teacher does not have any set classroom routines (e.g. reflection, cleaning up, sharing aims).
There is no clear implicit or explicit link between lesson activities or how they connect to
previous/upcoming learning.
Instructions tend to be complicated or vague, so learners often do not understand what they
are being asked to do.
Learners are not given a reason for doing an activity (e.g. asking learners to read something
without being given a purpose for reading).
Lessons feel rushed or too slow-moving.
Teacher often does not inform learners of timing and tasks may over-run or be cut short.
Teacher is unaware of the role of monitoring or monitoring may be overly obtrusive or lacking.
Teacher doesn’t make any references to self-access learning which is relevant for the lesson.
Make use of assessment and feedback
The ability to apply the principles and practice of assessment and feedback to inform teaching and promote and
measure learning. It involves selecting and employing appropriate assessment methods consistent with centre
assessment approaches and giving timely and constructive feedback on learning and progress through
effective administration, grading, recording, and sharing.

Understanding this area helps teachers create and employ meaningful assessment and feedback methods with
their learners. This encourages and prepares learners to reflect on their learning and develop confidence
by understanding their own progress in relation to their learning goals.

COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)

ASSESSMENT PRINCIPLES
Having knowledge and
understanding of the theory,
approaches, terminology, purpose
and benefits of assessment in
language learning.
Understands and uses important
Shows awareness of basic
and up-to-date terminology and
terminology and theory when
concepts to talk about assessment
talking about how and why they
in relation to their teaching and
plan assessment tasks in their
learning context and often shares
lessons or courses.
these with learners.
Regularly researches and reflects on
Has developed a deep, critical
assessment theory. Is confident with
knowledge of the policies and
using a range of terminology and
practices of inclusive assessment
concepts for describing inclusive
to enhance learners’ skills and
assessment practice for their
abilities in their context. Actively
teaching and learning contexts.
supports learners/peers to develop
Helps learners/peers develop an
their understanding of this.
awareness of these.

ASSESSMENT METHODS Applies knowledge of assessment Develops an extensive range of

Plans and implements a range of
Selecting and employing context principles to design varied and strategies, approaches and
Incorporates some form of principled ongoing assessment
appropriate and inclusive suitable tasks for continually materials for continuous
assessment with learners during methods which are differentiated for
assessment methods to support measuring progress in addition to assessment purposes which fully
lessons and courses which is mainly the learners, where appropriate, and
local assessment procedures. This centre assessment procedures and involve learners and consider
determined by centre assessment may be shared with colleagues to
could include synchronous, helps learners prepare for differentiation and relevance for
procedures. Plans for and complement existing assessment
asynchronous, formal, informal, assessment. Enables learners to context. Contributes to
encourages peer and self- procedures. Supports learners in
formative, summative, peer and engage in self-assessment and development of centre assessment
assessment. developing self and peer
self-assessment peer assessment to build procedures and resources where
assessment skills.
confidence. appropriate.

16 The British Council Teaching Standards

 COMPETENCIES
MONITORING PROGRESS
Gathering, storing, and sharing
assessment data in line with centre
guidelines and using assessment
results to monitor progress, support
learners with learning goals and
inform teaching practice.
ASSESSMENT PRINCIPLES
Incorporating feedback and
correction opportunities for learners
on language/skills use and
development through varied and
appropriate means including
establishing clear performance
criteria.
17 The British Council Teaching Standards
STAGE 1 (FOUNDATION)
Keeps basic records and reports of
formal assessment and provides
assessment data to learners to help
them understand their progress.
Understands that assessment data
can be used to inform their teaching
and can reflect on this with
guidance.
Describes when and how feedback
on language use or skills will be
provided in lessons. Uses relevant,
basic techniques for correcting
learners. Uses/adapts existing
criteria for assessment tasks and
shares this with learners when
giving specific feedback.
STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)
Systematically records evidence of
learning and helps learners record
Maintains up-to-date records of
Collates notes and formal and understand their own learning.
assessment and learning progress
assessment data on learners to Produces reports, where relevant,
and produces insightful reports,
produces informed reports, where which explain progress in a
where relevant. Engages learners
relevant. Shares assessment data sensitive and constructive way and
with ongoing assessment data to
with learners to help them create a dialogue with learners
help them understand their progress
understand their progress. Uses about progress and targets. Uses
and set or adjust learning goals.
assessment information to reflect the results of assessment to
Uses the results of assessment to
on teaching and identify some next identify development needs at
guide their teaching approaches for
steps. group and individual level and
their context.
identify suitable teaching
strategies.
Chooses appropriate moments, and Uses a range of creative and
Uses inclusive feedback and
uses suitable strategies for differentiated feedback or
correction techniques in their
providing feedback, correcting correction strategies on an activity,
lessons. Uses input from learners to
language and skills and analysing lesson and course level. Involves
develop and negotiate suitable and
errors. Consults learners in some learners in understanding and
relevant criteria for measuring
form when developing or adapting reflecting on their performance in
language and skills development
criteria for evaluating performance lessons and courses using
throughout a lesson or course and
in assessment tasks or lesson established/negotiated success
uses these to generate constructive
activities and uses this to provide criteria to provide and elicit
feedback.
useful feedback. practical and targeted feedback.
POSITIVE INDICATORS
Teacher can explain the principles of assessment and can relate what happens in their lessons
to this.
Teacher is aware of assessment for learning principles and methods and employs these in their
context as appropriate.
Learners are made aware of why and how they are being assessed.
Teacher can describe where, when and how they have measured and evaluated learner
progress in their lessons or courses and how they have used assessment information to inform
their teaching.
Teacher can describe different methods of assessment and uses context- appropriate methods
and platforms to help learners understand these.
Learners can identify their own strengths and needs, in some way, based on assessment
information, self-access materials and criteria.
Teacher takes a principled approach to error correction (e.g. focusing on repeated or intrusive
errors) in relation to the learners’ language level or life-stage.
Teacher selects appropriate times for feedback during a lesson or course (e.g. on the spot,
delayed, individual, asynchronous).
Teacher can explain how they help learners engage with/respond to feedback.
Reports contain appropriate language and relevant information.
Teacher can explain progress to learners, parents and academic managers with evidence of
learning from a variety of sources.
Learners can provide feedback to each other using context-appropriate methods.
Teacher understands why recording and reporting are integral to the process of teaching
and learning.
18 The British Council Teaching Standards
NEGATIVE INDICATORS
Teacher lacks awareness of assessment principles and demonstrates a limited range
of strategies.
Teacher does not adjust teaching approaches or adapt materials, where relevant, based on
assessment information.
Teacher does not set or negotiate success criteria for tasks, lessons or projects.
Teacher does not carry out assessment at appropriate points in a course or focuses solely on
summative assessment.
Teacher does not consider differentiation when assessing learners so implements an
assessment strategy without considering if it suitable for learners or their context.
Teacher fails to keep or update records and evidence of learning and/or assessment.
Learners do not understand their formal feedback/reports or know how to respond to
it to improve.
It is not clear for learners/parents if and how progress has been made in a course and so they
continually ask for clarification.
Reports contain inappropriate/inaccurate language.
Teacher uses dismissive or judgmental language or tone when giving verbal feedback or
making corrections.
No monitoring of learners or recording of language is seen or heard during a lesson.
Teacher fails to give feedback and correction at appropriate times or uses inappropriate
strategies.
Teacher takes only a directive approach to feedback or errors, ‘telling’ learners rather than
eliciting where appropriate.
Manage teaching and learning resources
The ability to select, adapt, design and use a variety of resources and technologies to meet learner
needs and fulfil context requirements including effective and considerate utilisation of physical and online
teaching spaces.

Understanding this area helps teachers create a rewarding and stimulating experience which supports learners in
developing the knowledge and skills they need to meet their learning goals and ensures the physical and digital
settings are safe and secure for everyone.

COMPETENCIES STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)

SETTING UP THE CLASSROOM Systematically sets up the
Systematically sets up the Systematically sets up the Systematically sets up the classroom
Taking responsibility for managing classroom environment safely in
classroom environment safely in line classroom environment safely in environment safely in line with
and looking after the teaching space, line with Safeguarding and Health
with Safeguarding and Health and line with Safeguarding and Health Safeguarding and Health and Safety
equipment, or online platforms to and Safety standards.
Safety standards. and Safety standards. standards.
provide a safe environment which Consistently sets up their teaching
Set up classroom/platform so that Considers how to use classroom/ Regularly plans and experiments
facilitates learning and collaboration. environment in different and
learners can interact with each platform layout to maximise with ways to set up the classroom
Willingness and flexibility to adapt innovative ways to facilitate
other. Has some ability to adapt to participation and interaction when environment to maximise
lessons/teaching for classroom interactive learning and
classroom variables when provided planning lessons. Actively seeks collaboration and participation. Is
variables such as location, layout, collaboration. Anticipates and
with support. support as needed to adapt to comfortable with changes to most
size, facilities, resources, platform flexibly responds to changes in any
classroom variables. classroom variables.
and tools classroom variables.

CREATING RESOURCES
Designing materials and resources Takes a fully principled approach to
which: Relates material design to learning materials design and resources are
are inclusive, culturally appropriate Applies knowledge of learners, theory and recent developments in systematically designed with
Creates or sources basic lesson
and differentiated for learner context, course type and learning teaching approaches and delivery accessibility by peers in mind.
materials which fit with syllabus,
needs/interests and goals theory to design relevant, attractive methods. Materials are often Creates a range of professional,
consider learner needs and respect
promote understanding of EDI and professional resources. considered exemplary by differentiated and creative
copyright guidelines. Saves tried
adhere to syllabus requirements Regularly adds teacher’s notes to colleagues. Innovates and resources for different delivery
and tested teaching materials in a
are professionally presented and enable peers to access and use the experiments with different types of contexts. These are scaffolded,
shared space for colleagues to use.
conform to copyright regulations materials. scaffolded resources to enable support achievement of goals and
consider the environment (e.g. learners to meet goals. are considered models of materials
reusable) by peers and product teams.
foster collaboration with peers

19 The British Council Teaching Standards

 COMPETENCIES
USING RESOURCES
Appropriately, preparing, delivering
and exploiting published, sourced or
British Council proprietary materials,
resources and platforms to engage
all learners and meet course
requirements
INCORPORATING TECHNOLOGY
Knowing when and how to use
available learning technologies
appropriately and safely for
enhancing teaching, learning and
digital literacy skills in and out of the
classroom and having the ability to
troubleshoot with technology in the
physical and/or online learning
environment.
20 The British Council Teaching Standards
STAGE 1 (FOUNDATION) STAGE 2 (CORE) STAGE 3 (HIGHER) STAGE 4 (ADVANCED)
Applies knowledge of learners and Flexibly and effectively balances
Considers learner needs to inform
Provides learners with relevant, context to critically select and adapt course requirements with learner
planning and delivery of existing
well-presented course materials and existing course materials. needs when using existing
course materials. Exploits
resources. Demonstrates awareness Experiments with different materials. Uses a range of creative
resources and platforms to make
of how to adapt existing resources pedagogical approaches to engage teaching approaches to maximise
them engaging and inclusive for
to engage learners. a diverse range of learners with motivation and engagement with
learners.
resources or platforms. course resources or platforms.
Systematically follows e-safety Systematically follows e-safety
Systematically follows e-safety
Systematically follows e-safety guidelines and makes sure learners guidelines and makes sure learners
guidelines and makes sure learners
guidelines and makes sure learners are aware of these. are aware of these.
are aware of these.
are aware of these. Confidently selects and uses Flexibly integrates learning
Demonstrates a willingness to
Is comfortable using relevant learning technologies/tools in technologies/tools into face-to-
develop their skills and incorporates
learning technologies/tools in face-to-face or online teaching, face or online lessons and courses,
some learning technologies/tools
face-to-face or online teaching, where appropriate. Takes an where appropriate. Stays up-to-
appropriately into their face-to-face
where appropriate, and does some evaluative and experimental date with new digital or online
or online teaching, where
reading into current digital trends approach to seek out digital trends innovations and trends and
appropriate. Directs students to
and applications to develop their and online tools to support learners collaborates with learners in
digital resources for self-study
own skills. Helps learners identify and develop their own skills. Guides evaluating the relevance and use of
which are relevant to learning
suitable digital resources to learners to critically select and trial these to their context and learning
outcomes. Willing to troubleshoot
enhance their learning. Can calmly suitable digital resources to support goals. Has excellent
and can find solutions to, or seeks
address and support learners with their learning. Confidently and troubleshooting skills for technical
support with, common face-to-face
technical physical or online issues calmly troubleshoots in the physical issues in the physical or online
or online problems such as IWB,
through basic troubleshooting or or online classroom to support classroom, always reports technical
audio or microphone issues.
seeking support. learners/colleagues and often problems and is a resource for
reports technical issues. peers/learners.
POSITIVE INDICATORS
Teacher knows Safeguarding and Health and Safety policies and can describe how they adhere
to these when preparing their physical/online teaching space.
Teacher can explain how their choice of classroom layout relates to lesson activities and how it
promotes collaboration and learning.
Teacher-produced resources and materials often include teacher notes or guidelines.
Teacher can articulate the rationale for the resources used to colleagues or learners.
Teacher is willing to participate in and develop skills for online teaching, where relevant.
Teacher has a clear system for storing and retrieving materials.
Teacher is willing/able to teach a technology-free lesson if needed.
Teacher is able to exploit platform tools to facilitate learning at a level appropriate to their
technical expertise.
Classroom set up and use of platform tools allows for different interaction patterns and smooth
transitioning between activities.
Learners react to or speak positively about lesson materials and resources.
Learners are using digital resources with little/ no difficulty in the physical or online classroom.
Teacher reports issues with classroom, equipment, platforms to the relevant people.
Teacher responds sensitively to learners’ technology issues and supports them in
managing these.
Teacher considers environmental impact when preparing materials or leaving teaching spaces
(e.g., recycling resources, using digital materials, turning off lights).
21 The British Council Teaching Standards
NEGATIVE INDICATORS
Teacher does not set up a safe physical or online environment, which may lead to accidents,
safety issues or Safeguarding concerns.
Teacher does not follow e-safety guidelines when using learning technologies or online
teaching which may lead to incidents such as cyberbullying, inappropriate content or
mishandling of sensitive information.
Teacher responds negatively/ is unwilling to adapt teaching for changes in classroom variables
such as different premises, platforms, facilities or resources.
Teacher shows bias and/or frustration towards learners with low-level of technical skills.
Teacher regularly leaves the physical classroom in an untidy state and/or does not return
furniture back to default layouts where required by premises.
Teacher does not/refuses to use required course materials or learning platforms,
where relevant
Resources given to learners are scruffy and/or break copyright guidelines.
Teacher-produced materials are not relevant/suitable for the learners or context.
Teacher regularly requires troubleshooting assistance in a familiar classroom environment.
Teacher does not save materials in correct drives/is frequently unable to locate materials.
Learners speak negatively about or are uninterested in materials and resources.
Learners are unaware of accessing resources outside the classroom to enhance their learning,
where appropriate.
Uphold professional responsibilities
and values
The ability to demonstrate consistent standards of personal and professional conduct not only in the classroom,
but in all aspects of the teacher role. It involves taking a professional, responsible approach to meeting role
accountabilities and responsibilities, engaging with ongoing professional development and adhering to
British Council’s safeguarding, behaviour and diversity polices.

Understanding this area helps teachers in developing professional confidence and credibility to support them with
their individual career paths. Learners will feel safe, supported and confident of the value of their learning
experience.

DESCRIPTORS POSITIVE INDICATORS NEGATIVE INDICATORS

 arries out required teaching centre activities and role responsibilities.
C
Delivers teaching to the British Council Teaching Standards.
Manages time to be able to complete necessary admin to the required
standard and agreed deadlines.  egularly fails to complete class admin (e.g. records of work, registers, reports)
R
Responds to emails/communications in a timely and appropriate manner. or implement mandatory classroom procedures.
Is punctual, without long term or repeated unwarranted absences. Breaks confidentiality (e.g. sharing sensitive information)
Dresses appropriately for their context. Refuses to engage with or follow existing or new centre/building/online
HAVING PROPER AND Attends relevant meetings, training or briefings related to the role. procedures or processes.
PROFESSIONAL REGARD Adheres to centre/building/online systems, procedures and processes. Actively promotes negativity towards centre policies amongst colleagues and
FOR THE PROCEDURES, Maintains accurate and up-to-date registers and class activity details. customers without first seeking a professional dialogue to raise concerns.
POLICIES AND PRACTICES Follows student reporting procedures (e.g. levelling, performance, Is repeatedly late/absent for classes.
OF THE CONTEXT IN WHICH behaviour). Repeatedly dresses inappropriately for their context.
THEY TEACH Is aware of, complies with and promotes British Council policies on: Consistently fails to meet British Council Teaching Standards despite receiving
Information Management support and performance enablement measures.
Data Protection Repeatedly misses or avoids relevant meetings.
Fraud Awareness Is not aware of or does not follow mandatory British Council policies and
Safeguarding procedures.
Health and Safety
Equality, Diversity and Inclusion
Environmental Awareness

22 The British Council Teaching Standards

 DESCRIPTORS POSITIVE INDICATORS NEGATIVE INDICATORS
Is open to opportunities to promote Thought Leadership (e.g contributing to
publications, presenting at conferences).
Provides informed views/ feedback on British Council policies and
practices.
 ctions are damaging to the British Council’s reputation.
A
Raises concerns or grievances in an appropriate and professional way.
MAKING A POSITIVE Repeatedly uses offensive or aggressive language when referring to British
Shows commitment to and belief in equality, diversity and inclusion values
CONTRIBUTION TO THE Council and its staff, values and practices in professional/public forums.
as being at the heart of their role.
WIDER PURPOSE AND Does not raise concerns or grievances through the appropriate or professional
Is open-minded about changes in products, systems and procedures.
VALUES OF THE BRITISH channels even if they are aware of them.
Uses positive and/or professional language to speak publicly about British
COUNCIL Actively promotes negativity towards change without engaging in dialogue or
Council.
seeking to understand rationale.
Is open to engaging with information about the wider British Council and
how their teaching context fits into this (e.g newsletters, staff meetings).
Maintains high standards of ethics and behaviour in accordance with the
British Council Code of Conduct, Values and Behaviours.

Works to create, contribute to, and lead a collegiate culture through

collaborative enquiry, professional dialogue and debate.
Actively develops and maintains positive working relationships.
Shows empathy and understanding to colleagues from other departments.
Seeks out translation where necessary to communicate with customers/
parents in a way that they can understand.
Seeks ways to engage parents in supporting their children’s development.
DEVELOPING EFFECTIVE Passes on important communication to learners/parents (e.g. marketing
PROFESSIONAL WORKING materials, re-registration, reports).
RELATIONSHIPS WITH ALL Seeks support to address and resolve challenging situations with peers,
STAFF, CUSTOMERS AND managers, learners or parents.
LEARNERS/PARENTS Offers support and advice to newer or less experienced colleagues.
Cooperates and/or works well with peers in shared physical or online
teaching spaces or communication platforms.
Actively shares ideas and/or lesson/materials suggestions with peers.
Maintains on-going, professional and relevant communications with peers,
managers, learners/parents.
Shares positive feedback about colleagues/managers/learners where
relevant.
Is consistently rude and dismissive of other people’s emotions or points of
view.
Complains openly about, or criticises, colleagues, managers or learners in a
non-constructive manner in professional/public forums.
Consistently communicates inappropriately or unprofessionally with local staff,
peers, managers or customers, through spoken or written forms.
Refuses to support colleagues (e.g share plans) where relevant.
Repeatedly ignores requests from, or refuses to engage in, required
conversations with colleagues, managers or customers.
Engages in/ tolerates bullying or harassment of peers, managers, staff or
customers.

23 The British Council Teaching Standards

 DESCRIPTORS POSITIVE INDICATORS NEGATIVE INDICATORS
Is open to conducting action-research or investigative study to further
knowledge and contribute to the wider ELT community. This may include
participating in research projects, publishing articles or presenting at
relevant conferences.
Seeks to understands their professional needs, interests and learning
preferences in order to identify areas for development. Intentionally avoids or refuses, without rationale, to participate in any form of
MODELLING A LEARNING
Stays up to date, as relevant, with developments in teaching and learning. professional development.
MINDSET THROUGH
Seeks to understand developmental pathways, within their scope and Adopts or promotes a negative attitude towards their own learning and
ENGAGING IN ONGOING
needs, to achieve their learning goals. professional development.
PROFESSIONAL
Carries out some form of continuing professional development, which is Makes no attempt to access up-to-date developments in teaching and
DEVELOPMENT
appropriate to the context, their stage of development and individual needs learning.
and learning goals.
Consults relevant literature connected to teaching specialism.
Reflects on and evaluates the benefit of continuing professional
development and its impact on classroom practice and learners’
achievements.

Seeks feedback from peers, managers or academic teams through dialogue

or observations to improve practice and acts on this feedback.
Collects feedback from learners/parents using appropriate methods and
responds accordingly.
 oes not reflect on lessons or consider how to improve practice.
D
TAKING RESPONSIBILITY Responds to unsolicited feedback in a professional manner.
Is unaware of/refuses to reflect on their strengths and weakness.
FOR IMPROVING TEACHING Reflects on lessons and practice to improve learner experience.
Seeks to blame others for shortcomings in their teaching practice.
THROUGH REFLECTIVE Honestly and accurately reflects on strengths and weaknesses to set
Ignores or responds negatively to constructive feedback from colleagues,
PRACTICE AND FEEDBACK realistic goals for learning and development.
customers, observers or managers.
Accepts responsibility for actions and performance and seeks support
where relevant.
Demonstrates a willingness to listen to other points of view and experiment
with new approaches.

24 The British Council Teaching Standards

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The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.