LSRN Discussion Workshop: 24 November 2016 Aim of the session: To provide an example of how the professional standards are being implemented in CPD to improve practice An overview of new Qualified Teacher Learning & Skills (QTLS) status The embedding of the standards in the process Anticipated impact on practice and learner outcomes

What is QTLS? A post-qualification on-line CPD opportunity that is underpinned by the professional standards that enables teachers/trainers to: consolidate their existing practice, as well as develop new skills and knowledge critically reflect on their teaching in order to improve their practice plan and record CPD activity, drawing on relevant educational theory and research demonstrate the impact the process is having on their practice and on their learners work collaboratively with their supporter and other colleagues throughout the process, to maximise opportunities for feedback.

New QTLS launched in September 2016 Informed by two phases of research: QTLS Impact study: January – April 2015 Structural and technical review of QTLS: September-November 2015

Key recommendations to improve QTLS Make the references to the professional standards more explicit Improve the rigour of QTLS to improve its parity with QTS Encourage peer support and mentoring throughout the process Reform QTLS, so that enables applicants to demonstrate improvements in practice over a period of time “Make it mean something”

Implementing the recommendations from September 2016 QTLS applicants are now required to: self assess their knowledge and skills against the 2014 professional standards at the start of the PF process show improvements in practice in the four - six month period from the date of registration, so PF provides evidence of development, rather than a ‘snapshot’ of competence, with a focus on: Planning and delivery Assessment Subject/vocational updating show impact on practice and learner outcomes nominate their supporter at the beginning of the process

The Professional Formation Cycle 1. Self-assessment 2. Professional development plan 3. CPD record 4. Critical reflection 5. Final action plan

Workbook sections About you: roles and responsibilities Self assessment against the 2014 professional standards Professional development plan Continuing Professional Development record Critical reflection on impact Final action plan Sharing your workbook

The on-line workbook

Professional standards on-line self assessment

Professional standards on-line self assessment 8 Maintain and update my knowledge of education research to develop evidence-based practice I use a range of sources on educational research to reflect on and inform own practice. I systematically engage with a broad range of educational research and use it to reflect on and develop own practice. I systematically engage with a broad range of educational research with identified relevance to own current and future teaching contexts, using it to develop, reflect and challenge the limitations of own practice. 9 Apply theoretical understanding of effective practice in teaching, learning and assessment, drawing on research and other evidence I can explain: how my lesson planning will enable some learners to make progress; the use of particular approaches with reference to theory and research; how I assess learners’ achievements, and how this indicates that the learners are making progress. I can give examples of: evidencing progression for specific groups or individual learners; the use of particular approaches in context with reference theory and relevant research; the progress of individual learners drawing on an understanding of assessment strategies. I can demonstrate critically: how I support learners' progress using an appropriate sequence of teaching; use a range of strategies in different contexts with reference to subject specific pedagogical understanding, theory & relevant research; individual learners’ progress, attainment & achievement

Case study: Emma Area of focus: Behaviour management (PS 11) Formative assessment (PS 17 & 18) Updating her vocational skills (PS 7 & 19)

Support for applicants Guidance for applicants On-line research tool Case studies

On-line research tool

Anticipated impact on practice Since the CPD is underpinned by the standards: practitioners focus on specific areas of their practice identified through observation reports/self assessment continue to draw on educational theory/research to inform improvements in practice practitioners can measure their improvement, benchmarked by the self assessment improvements in learner outcomes as well as practice sharing of practice with others through collaboration

Contact Tricia Odell, Head of QTLS patricia.odell@etfoundation.co.uk