1. ATS
Tricia Odell
UCET: Advanced Teacher/Trainer status
19 May 2017

2. Have an opportunity to provide some feedback on the proposed:
Aim of the workshop
To provide an overview of the background and proposed shape of Advanced Teacher/Trainer Status (ATS)
Have an opportunity to provide some feedback on the proposed:
ATS entry and exit criteria
ATS assessment criteria and evidence that will be required to achieve ATS
Education & Training Foundation

3. Background to the development of an advanced teacher/trainer status
Key recommendation from the QTLS Structural Review (July – November 2015)
For SET to develop an ATS that will provide:
a progression route from QTLS
an alternative route to SET Fellowship
SET to work in partnership with the College of Teaching to ensure that ATS is aligned and will have parity with the Chartered Teacher Status that is being developed for advanced teachers working in schools
Education & Training Foundation

4. Purpose of the status
To enable experienced teachers/trainers working in the FE & Skills sector to gain national recognition of their advanced practitioner skills.
ATS applicants will:
show how they consistently achieve high quality outcomes with their learners through advanced pedagogical skills and deep knowledge
share their advanced pedagogical skills and subject specialist knowledge with others, showing how this collaboration impacts on the organisation’s quality improvement strategy
promote effective curriculum or teaching and learning leadership skills
Education & Training Foundation

5. Teachers/trainers who have held QTLS for 3 years
ATS Audience
Teachers/trainers who have held QTLS for 3 years
Those whose role involves sharing their pedagogical/subject expertise through networking or coaching/mentoring others in their organisation
Those with high level technical and professional experience and/or academic knowledge of their subject
Curriculum managers with a significant teaching or staff development role
Aspiring senior managers
Senior instructors, trainers and assessors/those supporting apprenticeship programmes
Education & Training Foundation

6. ATS structure and evidence requirements
ATS will represent a step up from QTLS:
QTLS is focused on developing practice and the impact of this development on learners
ATS is focused on developing practice and subject/occupational knowledge in order to support others, working collaboratively with peers, sharing effective practice and demonstrating the impact on learners across an organisation.
Timeframe: minimum of one academic year
Education & Training Foundation

7. ATS structure and evidence requirements
1. Agree aims and objectives with mentor
2. Professional development plan
3. CPD record
4. Critical reflection
5. Final action plan
Education & Training Foundation

8. ATS structure and evidence requirements
One route to ATS
10 core professional standards, that will enable them to demonstrate high level:
Pedagogical skills
Subject specialist knowledge
Action research skills
Skills in collaborating with others to bring about quality improvement.
Education & Training Foundation

9. Sources informing the development of aTS
2014 professional standards
Criteria for performance of the standards developed by University of Huddersfield/A Armitage
College of Teaching Professional Teaching Principles and Outcomes
Level 7 assessment criteria
Ofsted and Ofqual criteria and reports
ETF Reports including ‘Teach Too’
Relevant educational research including Hattie (2013), Ayres (2004), Coe (2014), Petty (2009), Harper (2013)
Education & Training Foundation

10. Mandatory evidence for ATS
A reflective diary
Personal Development Plan and Action Plan
Critical reflection on how applicants have raised their pedagogical, subject specialist knowledge, how they have contributed to organisational quality improvement
Types of evidence will include:
Professional reading list
Valid action research
Case studies
Feedback from managers, colleagues
Letters of recommendation
Education & Training Foundation

11. Hold first steering group meeting: 5.6.17
Next steps
Hold first steering group meeting:
Complete critical review of assessment criteria and evidence requirements by
Recruit first cohort of applicants by
Design and develop a detailed framework in the form of a workbook to enable applicants to present their evidence as set out in the final ATS paper by
Develop supporting information for applicants and mentors by
Issue first cohort with workbooks –
Recruit and train ATS reviewers –
Review applications of first cohort –
Release results to first cohort w/c
Education & Training Foundation

12. Reflect on the entry and exit criteria
QUESTIONS
Reflect on the entry and exit criteria
Are these about right/unrealistic?
What barriers might they present? Or
Reflect on the assessment criteria and evidence requirements
Looking at the descriptors in columns 3 and 4, do you think they equate to Masters level?
What barriers might applicants face in producing the required evidence in column 4?
Education & Training Foundation