Teaching Awards

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Award Categories for 2009

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The SSAT Award for Outstanding New Teacher of the Year

Eligibility	Open to all qualified teachers in their 1st, 2nd or 3rd year of teaching
Core Question	Does this new teacher demonstrate a passion for learning and a flair for teaching that leads the way for other professionals?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Acts with a clear vision and sense of purpose, energy and commitment to pupils’ learning, achievement and well-being	How does this teacher’s vision support pupils’ learning, achievement and well-being? How does this teacher translate his or her vision and purpose into practice in and beyond the classroom? How does this teacher demonstrate his or her aspirations both now and for the future?
2. Creates a climate for learning in the classroom which is characterised by a passion for learning, high expectations, and outstanding results	How does this teacher act to create passion and excitement in the classroom, and to engage pupils in their own learning? How do pupils describe what it’s like to be in this Teacher’s class? What expectations do pupils in this Teacher’s class have of themselves?
3. Draws creatively on a wide range of teaching and learning approaches	How does this teacher draw on traditional and new teaching approaches and with what outcome? Does this teacher combine methods to create new approaches and with what outcome? How do pupils, colleagues and parents describe this teacher’s approach?
4. Actively monitors the experience and progress of each class, and adjusts his or her approach to take account of the needs of individual pupils and the class as a whole	How does this teacher keep abreast of the experience and progress of each class? How does this teacher demonstrate understanding of the experience of pupils in his or her classes? How does this teacher adjust his or her approach in the light of feedback to engage pupils?
5. Engages others in supporting pupils’ learning and development, including colleagues, parents, teaching assistants and other professionals	How does this teacher collaborate with colleagues in the school to further pupils learning and development and with what outcomes? How does this teacher engage parents in the learning of their children and with what outcomes? How does this teacher call on other professionals to address pupils’ medical, social or other needs and with what outcomes?
6. Contributes beyond the classroom to the life of the school	How does this teacher contribute to the wider activities of the school (e.g. to the school’s extra-curricular activities or to the resources available to other teachers)? What is the impact of this teacher’s contribution to the broader life of the school? How does this teacher continue to develop his or her classroom practice and with what impact on the learning and development of pupils? How does this teacher share their expertise?

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The NCSL Award for Headteacher of the Year in a Primary School

Eligibility	Open to all infant and primary phase headteachers
Core Question	Does the headteacher provide outstanding leadership with a clear and compelling vision for success?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Secures the complete commitment of key parties, including governors, parents, staff and pupils to a clear and compelling vision and values for the school and its pupils	What is the school’s vision? What are the core values or ethos of the school? How does the headteacher engage others’ complete commitment (including governors, parents, teachers and pupils) to the school’s vision and values? What evidence is there of complete commitment to the vision and to a common ethos across the school?
2. Acts to secure the resources needed to develop the capacity of the school and to deliver its vision	How does the headteacher secure the resources needed to deliver the school’s vision and ethos? How does the headteacher develop the capability of managers, teachers and staff in the school?
3. Creates a culture and climate across the school which is characterised by the highest expectations, enthusiasm for teaching and learning and a commitment to achieving outstanding results	What evidence is there of high expectations, enthusiasm for teaching and learning and outstanding results across the school? What role does the headteacher play in engaging adults in the school in their own personal and professional development? How does the headteacher act to ensure the school facilitates the academic and social development of every pupil?
4. Acts to ensure progress towards the school’s vision	What evidence is there of progress in the school towards the achievement of the school’s vision (new initiatives and approaches etc)? How does the headteacher plan to make progress, engage the school’s full resources and fully engage others to ensure successful delivery of plans?
5. Draws on a range of leadership styles and behaviours to manage people and situations over the short, medium and long term	How does the headteacher adapt his or her approach to meet the needs of different people and situations? What examples do you have of times when the headteacher has managed people or situations effectively? What was the outcome? How are the headteacher’s leadership skills reflected in the school’s progress and in the quality of the headteacher’s relationships with others?
6. Sustains a strong sense of commitment and high personal energy levels	What commitment does this headteacher demonstrate to the school and its future? How does this headteacher act to build and sustain his or her commitment and energy? How does this headteacher act to balance personal and professional commitments and priorities? How does this headteacher share expertise?

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The Royal Air Force Award for Headteacher of the Year in a Secondary School

Eligibility	Open to all secondary phase headteachers
Core Question	Does the headteacher provide outstanding leadership with a clear and compelling vision for success?
Guidance	The focus of Teaching Awards criteria is teaching and learning, even where non-teaching roles are under consideration, the way in which the work of the individual supports teaching and learning is key. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Secures the complete commitment of key parties, including governors, parents, staff and pupils to a clear and compelling vision and values for the school and its pupils/students	What is the school’s vision? What are the core values or ethos of the school? How does the headteacher engage others’ complete commitment (including governors, parents, teachers and pupils) to the school’s vision and values? What evidence is there of complete commitment to the vision and to a common ethos across the school?
2. Acts to secure the resources needed to develop the capacity of the school and to deliver its vision	How does the headteacher secure the resources needed to deliver the school’s vision and ethos? How does the headteacher develop the capability of managers, teachers and staff in the school?
3. Creates a culture and climate across the school which is characterised by the highest expectations, enthusiasm for teaching and learning and a commitment to achieving outstanding results	What evidence is there of high expectations, enthusiasm for teaching and learning and outstanding results across the school? What role does the headteacher play in engaging adults in the school in their own personal and professional development? How does the headteacher act to ensure the school facilitates the academic and social development of every pupil?
4. Acts to ensure progress towards the school’s vision	What evidence is there of progress in the school towards the achievement of the school’s vision (new initiatives and approaches etc)? How does the headteacher plan to make progress, engage the school’s full resources and fully engage others to ensure successful delivery of plans?
5. Draws on a range of leadership styles and behaviours to manage people and situations over the short, medium and long term	How does the headteacher adapt his or her approach to meet the needs of different people and situations? What examples do you have of times when the headteacher has managed people or situations effectively? What was the outcome? How are the headteacher’s leadership skills reflected in the school’s progress and in the quality of the headteacher’s relationships with others?
6. Sustains a strong sense of commitment and high personal energy levels	What commitment does this headteacher demonstrate to the school and its future? How does this headteacher act to build and sustain his or her commitment and energy? How does this headteacher act to balance personal and professional commitments and priorities? How does this headteacher share expertise?

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The Award for Special Needs Teacher of the Year

Eligibility	Open to all qualified teachers
Core Question	Does this teacher act to enable the realisation of the full potential of each and every pupil in need of additional support?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Creates a climate for learning for all pupils that is characterised by enthusiasm for learning, high expectations, and outstanding results	How does this teacher act to create a climate which is characterised by enthusiasm for learning and high expectations? How do pupils describe what it’s like to be under this teacher’s care? Describe the outstanding outcomes achieved. How does the teacher celebrate the successes of each pupil?
2. Sets goals which are challenging for each pupil and breaks them down into manageable steps, based on an accurate understanding of pupils’ individual needs current abilities and future potential	How does this teacher build his or her understanding of the special needs of each pupil and act to raise others’ expectations of each pupil? How does this teacher set goals for each pupil and break goals down into manageable steps? How does this teacher act to raise pupils’ own expectations of their potential and what progress do pupils make under this teacher’s care?
3. Plans and executes lessons and other learning activities to take account of the full variety of special needs and the progress of each pupil	How does this teacher take account of the diverse needs of pupils when planning individual or whole class activities? How does this teacher keep abreast of the experience and progress of individual pupils and the class as a whole? How does this teacher adjust his or her approach in the light of pupils’ experience and progress? How do the approaches introduced by this teacher contribute to the learning and progress of individual pupils?
4. Actively engages others in supporting pupils’ learning and development, including parents, teaching assistants and other professionals	How does this teacher engage parents in the learning of their children and with what outcomes? How does this teacher direct other teachers and teaching assistants to support pupils under his or her care and with what outcomes? How does this teacher engage other professionals to address pupils’ medical, social or other needs and how does this impact on pupils’ learning and development?
5. Shows a commitment to continuous professional development	How does this teacher ensure his or her continuous professional development and keep abreast of new developments in the field of special needs? How does this teacher develop his or her understanding of the special needs of his or her pupils and how does this teacher apply new learning to the benefit of pupils? How does this teacher share their expertise within and beyond their own school?
6. Contributes beyond the classroom to the inclusive ethos and practice of the school	How does this teacher contribute to the wider activities of the school? What is the impact of this teacher’s contribution to the inclusive ethos and practices of the school?

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The DCSF Award for Enterprise

Eligibility	Open to all qualified teachers
Core Question	Does this person lead, inspire and engage others in developing an enterprising spirit and enterprising activities within the school and/or the school community?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Has and communicates a clear vision of what enterprise within the school means the benefits this can bring	What is this individual’s vision and aspirations for creating a spirit of enterprise within the school? In what way is this vision outstanding and what new possibilities does it bring? How does this individual communicate this vision within and beyond the school and with what impact on others’ thinking and actions?
2. Translates an overall vision into enterprising initiatives to meet the needs of the school and/or its community	What initiatives has this individual led involving the school, business/es, the community or other participants? With what outcomes? Describe any partnerships with employers or collaborative working with primary schools/secondary schools or post-16 institutions as appropriate.
3. Thinks and acts creatively, taking the initiative and seizing opportunities to look beyond established thinking to identify new possibilities and opportunities	How would you characterise this individual’s thinking? What new ideas, possibilities and opportunities has this individual identified? Have new ideas and initiatives extended his/her expertise and that of colleague/s? Give examples.
4. Inspires and engages others within and beyond the school to offer their time, expertise and other resources in support of this individual’s vision	How does this individual build rapport with and engage others? What range of people and organisations has this individual engaged in his or her vision and how? What new possibilities has this individual created as a result of inspiring others to take part in school enterprise?
5. Acts as a role model for others and fosters a ‘can do’ culture in the classroom or amongst those s/he leads	In what ways does this teacher demonstrate to others a belief in their potential to generate new ideas and make things happen? How does this teacher inspire students or those s/he leads to contribute to his or her vision or to pursue their own enterprising plans and initiatives? Can you give examples?
6. Creates a climate which is characterised by a passion for learning, high expectations, and outstanding results	How does this Teacher act to create passion and excitement in the classroom, and to engage pupils in their own learning? How do pupils describe what it’s like to be in this Teacher’s class? What expectations do pupils in this Teacher’s class have of themselves?

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The Becta Award for Next Generation Learning

Eligibility	Open to all qualified teachers
Core Question	How does this teacher use technology creatively to inspire and engage pupils in order to help them achieve their full academic and social potential?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Leadership and Vision; Demonstrates leadership by creatively implementing the schools vision for the use of technology across the curriculum, school and school community	How does this teacher apply the school’s vision for the use of technology? In what innovative and creative ways does this teacher inform and inspire the school’s vision? How does this teacher communicate and implement this vision within the school community and what is the impact on others’ thinking and actions?
2. Creativity: Works creatively, taking the initiative and seizing opportunities to look beyond established thinking. Identifies new possibilities and opportunities to integrate the use of technology across the school community	How would you characterise this individual’s work? What new ideas, possibilities and opportunities has this individual identified? Have his/her ideas and initiatives extended his/her expertise and that of colleague/s? Give examples. Is this teacher always clear about why they are using technology and the intended benefits?
3. Teaching and learning in practice: Creates a climate for teaching and learning in the classroom supported by the integrated use of technology which is characterised by enthusiasm for learning, high expectations, and outstanding learner outcomes	How does this teacher act to create a climate which is characterised by enthusiasm for learning and high expectations? How do learners describe what it’s like to be in this teacher’s class? Can the learners explain how and why they are using technology? What expectations do learners in this teacher’s class have of themselves? How does the teacher celebrate the success of each learner?
4. Peer Support: Engages other colleagues, parents and teaching assistants in developing their understanding of and skills in technology to support learning and development	How does this teacher collaborate with colleagues in the school to further pupils learning and development and with what outcomes? How does this teacher collaborate with colleagues in the school to further colleagues’ teaching skills using technology and with what outcomes? How does this teacher engage parents in the learning of their children and with what outcomes?
5. Personal CPD: Shows a continuing commitment to his or her own professional learning and personal development	What priority does this teacher give to his or her own learning and development? How does this teacher continue to develop his or her classroom practice and with what impact on the learning, growth and development of pupils? Is the teacher aware of and responsive to developments in young people’s use of technology, and able to capitalise on related skills and capabilities to improve the learning experience?
6. Beyond the Classroom: As a champion of technology how does this teacher take the role of technology beyond the classroom to the life of the school and school community	How does this teacher contribute to the wider activities of the school (e.g. to the school’s extra-curricular activities or to the resources available to other teachers)? What is the impact of this teacher’s contribution to the broader life of the school? How does this teacher demonstrate the wider uses of technology beyond the classroom, including to parents and the community?

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The TDA Award for Teaching Assistant of the Year

Eligibility	Open to all types of teaching assistants, including learning mentors and other classroom support staff
Core Question	Does this person raise the aspirations of pupils and help them to reach new heights?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Demonstrates high aspirations for each pupil, a firm belief in pupils’ abilities and a strong commitment to pupils’ progress	What aspirations does this person demonstrate for his or her pupils? How does this person act to demonstrate his or her beliefs in pupils’ abilities? How does this person celebrate and reinforce the successes of pupils?
2. Collaborates with teachers to establish clearly how they can each support individual pupils	How does this person act to establish a relationship of mutual respect and esteem with his or her classroom teacher(s)? How does this person work with his or her teacher/s to agree how best they can support individual pupils? How does this person and the teacher(s) they work with characterise their working relationship?
3. Actively engages others in supporting pupils’ learning and development, including parents, teachers and other professionals	How does this person engage parents in the learning of their children and with what outcomes? How does this person engage other professionals to meet pupils’ needs and with what outcomes?
4. Supports pupils in pursuit of clear goals even when the challenge is great or the outcome seems uncertain	How does this person support pupils towards their academic and other developmental goals? What progress do pupils make with the support of this person? How does this person act to support pupils when the challenge is great?
5. Shows a continuing commitment to his or her own professional learning and personal development	What priority does this person give to his or her own learning and development? How does this person develop his or her understanding of what makes people effective and how people learn? How does this teaching assistant apply this understanding to further his or her professional learning and personal development? How does this person share their expertise?
6. Contributes to the whole staff team	How does this person contribute to the whole staff team? How do his or her colleagues characterise her contribution? How does this person's contribution benefit the school as a whole?

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The BT Award for Teacher of the Year in a Primary School

Eligibility	Open to all qualified infant and primary phase teachers teaching in a primary school
Core Question	How does this teacher engage pupils/students in ways which release their full academic and social potential?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Creates a climate for learning in the classroom that is characterised by enthusiasm for teaching and learning, high expectations, and outstanding results	How does this teacher act to create a climate which is characterised by enthusiasm for learning and high expectations? How do pupils describe what it’s like to be in this teacher’s class? What expectations do pupils in this teacher’s class have of themselves? How does the teacher celebrate the success of each pupil?
2. Sets goals which are challenging for each pupil and breaks them down into manageable steps	What progress do pupils make in this teacher’s class How does this teacher manage the learning of pupils in the class? How does s/he differentiate the goals s/he sets for diverse pupils?
3. Actively monitors the experience and progress of each pupil, and adjusts his or her approach to take account of the needs of individual pupils and the class as a whole	How does this teacher keep abreast of the experience and progress of individual pupils and the class as a whole? How does this teacher demonstrate understanding of the experience of pupils in his or her class? How does this teacher adjust his or her approach in the light of pupils’ experience and progress to engage pupils? What are the perceptions or pupils and parents?
4. Engages others in supporting pupils’ learning and development, including parents, teaching assistants and other professionals	How does this teacher engage parents in the learning of their children and with what outcomes? How does this teacher direct teaching assistants to support pupils in his or her class and with what outcomes? How does this teacher call on other professionals to address pupils’ medical, social or other needs and with what outcomes?
5. Shows a continuing commitment to his or her own professional learning and personal development	What priority does this teacher give to his or her own learning and development? How does this teacher continue to develop his or her classroom practice and with what impact on the learning, growth and development of pupils?
6. Contributes beyond the classroom to the life of the school	How does this teacher contribute to the wider activities of the school (e.g. to the school’s extra-curricular activities or to the resources available to other teachers)? What is the impact of this teacher’s contribution to the broader life of the school? How does this teacher share their expertise?

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The Award for Teacher of the Year in a Secondary School

Eligibility	Open to all qualified secondary phase teachers
Core Question	Does this teacher inspire and engage pupils in order to help them achieve their full academic and social potential?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Creates a climate for teaching and learning in the classroom which is characterised by enthusiasm for learning, high expectations, and outstanding results	How does this teacher act to create a climate which is characterised by enthusiasm for learning and high expectations? How do pupils describe what it’s like to be in this teacher’s class? What expectations do pupils in this teacher’s class have of themselves? How does the teacher celebrate the success of each pupil?
2. Shows a commitment to each and every pupil: challenges pupils to aim high and supports them in pursuit of their aspirations	How does this teacher engage with each individual pupil? How does this teacher encourage pupils to develop their sense of their own potential and their aspirations? How does this teacher encourage and support pupils when they experience set-backs or difficulties? How does this teacher build and maintain pupils’ high expectations?
3. Actively monitors the experience and progress of each class, and adjusts his or her approach to take account of the needs of individual pupils and the class as a whole	How does this teacher keep abreast of the experience and progress of each class? How does this teacher demonstrate understanding of the experience of pupils in his or her classes? How does this teacher adjust his or her approach in the light of feedback to engage pupils?
4. Engages others in supporting pupils’ learning and development, including colleagues, parents, teaching assistants and other professionals	How does this teacher collaborate with colleagues in the school to further pupils learning and development and with what outcomes? How does this teacher engage parents in the learning of their children and with what outcomes? How does this teacher call on other professionals to address pupils’ medical, social or other needs and with what outcomes?
5. Shows a continuing commitment to his or her own professional learning and personal development	What priority does this teacher give to his or her own learning and development? How does this teacher continue to develop his or her classroom practice and with what impact on the learning, growth and development of pupils?
6. Contributes beyond the classroom to the life of the school	How does this teacher contribute to the wider activities of the school (e.g. to the school’s extra-curricular activities or to the resources available to other teachers)? What is the impact of this teacher’s contribution to the broader life of the school? How does this teacher share their expertise?

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The DCSF Award for Governor of the Year

Eligibility	Open to all school governors.
Core Question	Does this governor make an outstanding contribution to promoting organisational effectiveness and high educational achievement?
Guidance	The focus of Teaching Awards criteria is teaching and learning, even where non-teaching roles are under consideration, the way in which the work of the individual supports teaching and learning is key. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Establishes an effective partnership with the school’s leadership team, and effective relationships with other key members of the school team, and in particular acts as a critical friend to the headteacher	How has this school governor been able to build relationships of trust and respect with the school’s headteacher, so that constructive criticism is well received and acted upon? How does this school governor work effectively in partnership with others in the school, including the school’s headteacher and members of the governing body? How does this governor collaborate effectively with fellow governors to establish clearly how they can support the head and staff in achieving the school’s aims? How does this school governor engage with and engage others? How does s/he engage others’ energy and contribution or influence others’ thinking?
2. Contributes to, champions and is guided by a clear and compelling vision for the school which is characterised by high expectations and an enthusiasm for learning	Does this school have a clear and compelling vision which is characterised by high expectations and enthusiasm for learning? What is the contribution made by this school governor to the formulation of this vision? Is this school governor committed to the vision for the school and does s/he act as a champion for the vision within the governing body and beyond? How does this governor’s contribution benefit the school as a whole?
3. Executes his or her corporate and individual responsibilities as a member of the governing body to monitor and evaluate progress in ways which raise expectations, increase enthusiasm for learning, raise standards and improve results	How does this school governor contribute to the governing body as a whole effectively discharging its corporate and legal responsibilities? What is the specific role this school governor plays on the governing body (chair, parent governor etc.)? In what ways do the specific contributions made by this school governor serve to further the progress of the school in key areas?
4. Contributes wisdom, time, skills and other resources to the benefit of the school and in pursuit of the school’s vision	How do others describe the personal attributes of this school governor? How do these personal attributes aid this governor in his or her work in the school? How do they contribute to the school’s ability to make progress towards its vision? What else does this school governor contribute (e.g. time, skills, resources etc.)? How do these additional contributions aid this governor in his or her work? How do they contribute to the school’s ability to make progress towards its vision?
5. Through his or her contribution, makes a specific and outstanding contribution to promoting organisation effectiveness and high educational achievement	What outcomes best characterise the contribution of this school governor? In what ways has this governor contributed to the school’s capacity and effectiveness in raising expectations, increasing enthusiasm for learning and raising standards?
6. Contributes through the governing body to the continuing improvement and achievement of the school	How does this governor contribute to the wider activities of the school? What is the impact of this governor’s contribution to the wider activities of the school? How does this governor engage others’ commitment to participating in the wider activities of the school?

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The DCSF Award for Sustainable Schools

Eligibility	Open to all schools that teach children aged 18 years and under
Core Question	Does this school seek to promote sustainable policies and activities wherever possible? What processes and activities have been put in place to encourage pupils and staff to take part in sustainable activities and what have been the outcomes of these processes?
Guidance	The focus of Teaching Awards criteria is teaching and learning, even where non-teaching roles are under consideration, the way in which teaching and learning is supported is key. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible. There are many definitions and interpretations of sustainable development within schools. The Teaching Awards uses as a guideline the ‘8 doorways to sustainability’ as outlined by the DCSF. In your endorsement, you are asked to address each or a selection of the ‘doorways’ which are listed below, you may also like to include additional information as you feel appropriate. ‘Doorways to sustainability’ Food and drinks Buildings and grounds Energy and water Inclusion and participation Travel and traffic Local well-being Purchasing and waste Global dimension

Category Criteria	Criteria Questions
1. The school has and communicates a clear vision of what is to be achieved through sustainable policies and activities and the benefits that they bring	What is the school’s vision and aspirations for creating a sustainable action plan within the school? In what way is this vision outstanding and what new possibilities does it bring? How is this vision communicated beyond the school and with what impact on others’ thinking and actions?
2. How does the school create a climate that promotes sustainable activities which is characterised by enthusiasm for learning, high expectations, and outstanding results	How does the school create a climate that promotes sustainability which is characterised by enthusiasm for learning and high expectations? What expectations do pupils have of themselves? How is the success of each pupil celebrated?
3. Describe the activities that take place as part of the school’s ‘sustainable schools’ agenda. Please refer to the ‘doorways’ listed in the Guidance section above	What was the plan that you decided to implement in order to build a more sustainable school community? How was the plan carried out within your school and the wider community? Please give examples.
4. How does the school engage others in supporting learning and development around the sustainable schools agenda, including colleagues, parents, teaching assistants and other professionals	How do you ensure that the whole school community is involved in your sustainable schools activities? Who are the team members involved and what are their roles?
5. How do sustainable schools activities contribute to the life of the school	How does your agenda for a Sustainable School contribute to the wider activities of the school (e.g. to the school’s extra-curricular activities or to the resources available to other teachers)?
6. Describe the benefits of developing a ‘Sustainable School’	What were the benefits that your activities have had on teaching and support staff, pupils and the wider community? Can you summarise the positive benefits that you feel your ‘sustainable school’ activity has had on the whole school community?

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The Ted Wragg Award for Lifetime Achievement

Eligibility	Open to all qualified teachers and headteachers approaching the end of their career
Core Question	Does this qualified teacher or headteacher demonstrate a lifelong record of achievement?
Guidance	The focus of Teaching Awards criteria is teaching and learning, even where non-teaching roles are under consideration, the way in which the work of the individual supports teaching and learning is key. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Acts with a clear sense of purpose and a vision to improve educational opportunities for all pupils	How does this individual see the role of education in schools? How does this individual see their own contribution? How do others characterise this individual’s mission, vision and values?
2. Sustains high levels of energy and commitment throughout his or her career	How would you characterise the energy and commitment of this individual? How does this individual manage him- or herself to sustain high levels of energy and commitment?
3. Acts purposefully to achieve his or her goals with outstanding results	What impact has this person had in his or her field and how? How has this person furthered progress in his or her field? How do others view the outcomes achieved?
4. By their contribution, furthers our understanding of what can be achieved and how	How has this individual contributed to our understanding of his or her field? How have others learnt from the progress, contribution and achievements of this individual? In what way has this individual furthered understanding in his or her field?
5. By their example, acts as a role model, inspiring and engaging others	How do others respond to this individual and to his/her achievements? What is the impact of this individual on others in his or her field and beyond? How has this individual shared their expertise?
6. Shows a continuing commitment to his or her own professional learning and personal development	What priority does this teacher give to his or her own learning and development? How does this teacher develop his or her understanding of what makes people effective and how people learn? How does this teacher apply this understanding to further his or her professional learning and personal development?

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The Welsh Assembly Government Award for the Promotion of the Welsh Language in a School - Wales

Eligibility	Open to all qualified teachers
Core Question	Does this teacher inspire and engage others in promoting learning and appreciation of the Welsh language and culture?
Guidance	The focus of Teaching Awards criteria is teaching and learning. Please address the core question and the category criteria when completing your endorsement. Criteria questions are designed as a prompt to help you in formulating your endorsement and to give guidance on the type of questions that panel members will be exploring to compile their shortlist of finalists. It is recommended that you provide evidence and examples to support your statements wherever possible.

Category Criteria	Criteria Questions
1. Demonstrates a passion for teaching and learning about Welsh language and culture and for the contribution this can make to the achievement of pupils	How does this Teacher enthuse and inspire his/her pupils and or colleagues to develop their Welsh language skills? How does this Teacher celebrate the learning and achievement of his/her pupils?
2. Acts as a role model for others by learning, using and appreciating the Welsh language and culture and advocating its benefits to others?	Acts as a role model for others by learning, using and appreciating the Welsh language and culture and advocating its benefits to others? What role does the Welsh language play in the life of this Teacher? How does s/he learn, use and appreciate the Welsh language and culture? With what outcomes in his or her own life? How do others respond to this Teacher as a role model for learning, using and appreciating the Welsh language and culture? In what ways is s/he a role model and inspiration to others
3. Engages pupils in learning, using and appreciating the Welsh language and culture in ways which inspire their enthusiasm and raise their levels of attainment	How does this teacher play a role in increasing pupils’ enthusiasm for learning, using and appreciating the Welsh language and culture? What is the impact of learning, using and appreciating the Welsh language on pupils’? Describe the benefits to pupils from their engagement with the Welsh language?
4. Thinks creatively and looks beyond established thinking in order to identify new possibilities and opportunities to promote the learning, use and appreciation of the Welsh language and culture	How would you characterise this individual’s thinking? What new ideas, possibilities and opportunities has this individual identified? What activities has this individual introduced or developed that directly support the learning of Welsh?
5. Engages others in promoting the learning, use and appreciation of the Welsh language and culture, including parents, teaching assistants and others	How does this Teacher engage others’ support in promoting the learning, use and appreciation of the Welsh language, including parents, teaching assistants and others? With what outcomes? How does this teacher inspire, influence and engage others in promoting the learning, use and appreciation of the Welsh language? How does this teacher share his/her expertise?
6. Significantly extends the learning, use and appreciation of the Welsh language and culture with positive benefits	What outcomes best characterise the way this Teacher has extended the learning, use and appreciation of the Welsh language and culture? In what ways has this benefited pupils? What is the impact of this teacher’s contribution to the broader life of the school? What is the wider impact of this Teacher’s passion and initiative, e.g. in the wider community or more widely across education?

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