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Licence to Practise: Professional Formation What is involved in Professional Formation, the process of obtaining Qualified Teacher Learning and Skills.

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Presentation on theme: "Licence to Practise: Professional Formation What is involved in Professional Formation, the process of obtaining Qualified Teacher Learning and Skills."— Presentation transcript:

1 Licence to Practise: Professional Formation What is involved in Professional Formation, the process of obtaining Qualified Teacher Learning and Skills (QTLS) and Associate Teacher Learning and Skills (ATLS) status? Licence to Practise: Professional Formation What is involved in Professional Formation, the process of obtaining Qualified Teacher Learning and Skills (QTLS) and Associate Teacher Learning and Skills (ATLS) status? NEXT

2 How to use this PowerPoint presentation: This presentation is an introduction to the various elements of the Professional Formation process. It is an interactive presentation, designed to be used like a website. It should not be used by clicking slides sequentially or by using cursor keys as with a conventional presentation. Underlined words or phrases are hyperlinks to further information. There are also buttons that navigate you around the presentation. To learn more about these click next. How to use this PowerPoint presentation: This presentation is an introduction to the various elements of the Professional Formation process. It is an interactive presentation, designed to be used like a website. It should not be used by clicking slides sequentially or by using cursor keys as with a conventional presentation. Underlined words or phrases are hyperlinks to further information. There are also buttons that navigate you around the presentation. To learn more about these click next. NEXT

3 Navigation Buttons Within each slide there are interactive buttons allowing you to navigate through the presentation. They are as follows: Clickto return to the home page. Clickto return to the previous slide you were viewing. Clickto read more about the topic you are currently viewing Navigation Buttons Within each slide there are interactive buttons allowing you to navigate through the presentation. They are as follows: Clickto return to the home page. Clickto return to the previous slide you were viewing. Clickto read more about the topic you are currently viewing NEXT MORE

4 Professional Formation An overview Professional Formation Components Standardised Elements Professional Formation Components Personalised Elements FAQs: Click here for answers to the most common queries

5 Professional Formation An overview Professional Formation An overview How? When? What? Who?

6 Professional Formation Components Standardised Elements Professional Formation Components Standardised Elements Literacy & Numeracy Declaration of Suitability Declaration of Suitability Supporting Testimony Qualification

7 Professional Formation Components Personalised Elements Professional Formation Components Personalised Elements Teaching and Learning Professional development planning Self evaluation Subject Currency Reflective Practice

8 Professional Formation Is a post qualification process by which a teacher is able to gain Qualified Teacher Learning and Skills (QTLS) or Associate Teacher Learning and Skills (ATLS) by demonstrating through professional practice: -The ability to use effectively the skills and knowledge gained whilst training to be a teacher -The capacity to meet the occupational standards required of a teacher Professional Formation Is a post qualification process by which a teacher is able to gain Qualified Teacher Learning and Skills (QTLS) or Associate Teacher Learning and Skills (ATLS) by demonstrating through professional practice: -The ability to use effectively the skills and knowledge gained whilst training to be a teacher -The capacity to meet the occupational standards required of a teacher WHAT?

9 Qualified Teacher Learning and Skills (QTLS) or Associate Teacher Learning and Skills (ATLS) is gained through completion of the Professional Formation process. This entails: -Completion of an Expression of Intent from via the member’s area of the website -Sending a signed Declaration of Suitability to the IfL Standards teamDeclaration of Suitability -Completion of a portfolio that meets the 9 standardised and personalised elements of Professional Formation. Qualified Teacher Learning and Skills (QTLS) or Associate Teacher Learning and Skills (ATLS) is gained through completion of the Professional Formation process. This entails: -Completion of an Expression of Intent from via the member’s area of the website -Sending a signed Declaration of Suitability to the IfL Standards teamDeclaration of Suitability -Completion of a portfolio that meets the 9 standardised and personalised elements of Professional Formation. HOW?

10 Qualified Teacher Learning and Skills (QTLS) and Associate Teacher Learning and Skills (ATLS) are each a professional status available for all Associate grade, Member grade and some Fellow grades of the IfL -If you hold a Level 4 teaching qualification then you are eligible to gain ATLS -If you hold a Level 5 teaching qualification then you are eligible to gain QTLS For those who took their first teaching post within the sector post 2007 the Regulations passed in 2007 would make gaining QTLS or ATLS a mandatory requirement for you within 5 years of your start date. This also applies to holders of QTS who are new to the sector as of September 2007; you would have two years to gain QTLS or ATLS as of your start dateRegulations Qualified Teacher Learning and Skills (QTLS) and Associate Teacher Learning and Skills (ATLS) are each a professional status available for all Associate grade, Member grade and some Fellow grades of the IfL -If you hold a Level 4 teaching qualification then you are eligible to gain ATLS -If you hold a Level 5 teaching qualification then you are eligible to gain QTLS For those who took their first teaching post within the sector post 2007 the Regulations passed in 2007 would make gaining QTLS or ATLS a mandatory requirement for you within 5 years of your start date. This also applies to holders of QTS who are new to the sector as of September 2007; you would have two years to gain QTLS or ATLS as of your start dateRegulations WHO?

11 The annual timetable is as follows: Expression of Intent made: Portfolio sent by: Conferral of ATLS/QTLS status by: SpringSep 1-Oct 31End FebruaryApril 30 SummerDec 1-Jan 31June 30August 31 WinterApril 1-May 31October 31December 31 WHEN?

12 A self-declaration of fitness to practice made against IfL’s criteria set out in the Declaration of Suitability Statement. This is not actually part of the evidence included in the REfLECT proforma, although it needs to have been completed and sent to the IfL separately. If it has not been received, then it will not be possible for you to proceed with your application for ATLS or QTLS. It can be found here.here. A self-declaration of fitness to practice made against IfL’s criteria set out in the Declaration of Suitability Statement. This is not actually part of the evidence included in the REfLECT proforma, although it needs to have been completed and sent to the IfL separately. If it has not been received, then it will not be possible for you to proceed with your application for ATLS or QTLS. It can be found here.here. Declaration of Suitability

13 The endorsement of the completed portfolio by a person deemed relevant by the applicant. The supporter recommends the applicant for Professional Formation through a process of peer review of the complete application.person deemed relevant by the applicant When you have completed collecting and collating your evidence in the proforma on REfLECT you should share this with your supporter by giving him or her permission to comment on your portfolio of evidence and then sending this to his or her address. When your supporter receives your , she or he will be able to open up the standard format for the supporter’s statement in REfLECT and complete it so that it forms part of your evidence that you send to IfL. The endorsement of the completed portfolio by a person deemed relevant by the applicant. The supporter recommends the applicant for Professional Formation through a process of peer review of the complete application.person deemed relevant by the applicant When you have completed collecting and collating your evidence in the proforma on REfLECT you should share this with your supporter by giving him or her permission to comment on your portfolio of evidence and then sending this to his or her address. When your supporter receives your , she or he will be able to open up the standard format for the supporter’s statement in REfLECT and complete it so that it forms part of your evidence that you send to IfL. Supporting Testimony

14 To apply for QTLS, you need an initial teacher training qualification at Level 5, equivalent to the Diploma in Lifelong Learning (DTLLS) OR To apply for ATLS, you need an initial teacher training qualification at Level 4, equivalent to the Certificate in Lifelong Learning (CTLLS) Certificates of one of these should be attached / scanned into REfLECT or your paper based form. To apply for QTLS, you need an initial teacher training qualification at Level 5, equivalent to the Diploma in Lifelong Learning (DTLLS) OR To apply for ATLS, you need an initial teacher training qualification at Level 4, equivalent to the Certificate in Lifelong Learning (CTLLS) Certificates of one of these should be attached / scanned into REfLECT or your paper based form. Qualification

15 Literacy and Numeracy qualifications at (or above) level 2 can be demonstrated by scanned certificates and there is an approved list of qualifications on the SVUK website (Please refer to this link: qualifications-at-level-2-htm.) qualifications-at-level-2-htm If you do not have certificates, it is possible to provide equivalent evidence of Level 2 Literacy and Numeracy by referring to the Standards for Adult Literacy and Numeracy. (Please refer to these links: ; ; )www.qca.org.uk/qca_4559.aspx Please refer to this document for further guidance.this document Literacy and Numeracy qualifications at (or above) level 2 can be demonstrated by scanned certificates and there is an approved list of qualifications on the SVUK website (Please refer to this link: qualifications-at-level-2-htm.) qualifications-at-level-2-htm If you do not have certificates, it is possible to provide equivalent evidence of Level 2 Literacy and Numeracy by referring to the Standards for Adult Literacy and Numeracy. (Please refer to these links: ; ; )www.qca.org.uk/qca_4559.aspx Please refer to this document for further guidance.this document Literacy & Numeracy

16 This will consist of an individual analysis of your learning needs and goals for the next 12 months. This may be something like a SWOT analysis which identifies your current strengths as well as areas to develop and includes an awareness of opportunities as well as threats to your personal and professional development. Evidence of this might be provided from a range of sources. This will consist of an individual analysis of your learning needs and goals for the next 12 months. This may be something like a SWOT analysis which identifies your current strengths as well as areas to develop and includes an awareness of opportunities as well as threats to your personal and professional development. Evidence of this might be provided from a range of sources. Self Evaluation

17 An account of your ability to use effectively the skills and knowledge acquired through Initial Teacher Training (ITT) to deliver your subject to a range of learners. Again (as above), provide some narrative about your knowledge of teaching and learning with specific examples of your ability to use effectively the skills and knowledge acquired in your initial teacher training (ITT) and developed through ongoing CPD and experience. To support your narrative, you can choose to scan in evidence from a range of appropriate sources but thoughtful selection of what is most significant is important. An account of your ability to use effectively the skills and knowledge acquired through Initial Teacher Training (ITT) to deliver your subject to a range of learners. Again (as above), provide some narrative about your knowledge of teaching and learning with specific examples of your ability to use effectively the skills and knowledge acquired in your initial teacher training (ITT) and developed through ongoing CPD and experience. To support your narrative, you can choose to scan in evidence from a range of appropriate sources but thoughtful selection of what is most significant is important. Teaching & Learning

18 In this section, it is necessary to describe and explain details of your subject specialist knowledge and qualifications and if you are a Skills for Life teacher, then you should also include reference to the Level 4 Subject Specifications and/or the Level 5 Additional Diploma.Skills for Life teacher, then you should also include reference to the Level 4 Subject Specifications and/or the Level 5 Additional Diploma. In addition to the above narrative, you should also scan in copies of your certificates here as well as any other supporting evidence, drawn from a range of sources that illustrate your subject specialist expertise. NOTE: Please be thoughtful and selective about what you decide to scan in and include only that which is relevant and significant. It is not necessary to scan everything! In this section, it is necessary to describe and explain details of your subject specialist knowledge and qualifications and if you are a Skills for Life teacher, then you should also include reference to the Level 4 Subject Specifications and/or the Level 5 Additional Diploma.Skills for Life teacher, then you should also include reference to the Level 4 Subject Specifications and/or the Level 5 Additional Diploma. In addition to the above narrative, you should also scan in copies of your certificates here as well as any other supporting evidence, drawn from a range of sources that illustrate your subject specialist expertise. NOTE: Please be thoughtful and selective about what you decide to scan in and include only that which is relevant and significant. It is not necessary to scan everything! Subject Currency

19 An individualised learning plan detailing the actions the candidate will take to address the needs and goals identified through self assessment. This is linked to your self-evaluation and analysis above as it would suggest how you intend to work on and develop those areas which are important to improving your practice. This ought to be something which is forward looking and may have been developed in discussion with a manager or through your institutional appraisal systems. Evidence for this may be based on a range of sources, such as meetings and discussions with managers and / or peers, appraisals, observations of teaching and learning or of needs in subject specialist areas and so on. An individualised learning plan detailing the actions the candidate will take to address the needs and goals identified through self assessment. This is linked to your self-evaluation and analysis above as it would suggest how you intend to work on and develop those areas which are important to improving your practice. This ought to be something which is forward looking and may have been developed in discussion with a manager or through your institutional appraisal systems. Evidence for this may be based on a range of sources, such as meetings and discussions with managers and / or peers, appraisals, observations of teaching and learning or of needs in subject specialist areas and so on. Professional Development Plan

20 Reflection on the impact of professional development on your teaching practice, the benefit to learners and wider communities of practice. This is about demonstrating an awareness of the outcomes of professional development and reflecting on its impact on teaching practice, on learners’ experience and perhaps even wider communities of practice. Supporting evidence for this might be in the form of personal reflection on CPD, teaching and learning, subject specialist needs, wider networks involving peer dialogue and discussion. Reflection on the impact of professional development on your teaching practice, the benefit to learners and wider communities of practice. This is about demonstrating an awareness of the outcomes of professional development and reflecting on its impact on teaching practice, on learners’ experience and perhaps even wider communities of practice. Supporting evidence for this might be in the form of personal reflection on CPD, teaching and learning, subject specialist needs, wider networks involving peer dialogue and discussion. Reflective Practice

21 FAQs: Frequently asked questions FAQs: Frequently asked questions Why must I register my intention to begin the Professional Formation process? By registering your intention to undertake Professional Formation you are asserting your determination to become a licensed practitioner and this will enable IfL to process your application. In addition, registering your intention to acquire QTLS or ATLS (coupled with IfL membership) will serve as evidence to employers (current or future) of your intentions How might I attain QTLS status if I work through an agency for an extended period of time? Your working situation will not affect your application for QTLS or ATLS as long as you are currently teaching within the sector, the context is irrelevant Why must I register my intention to begin the Professional Formation process? By registering your intention to undertake Professional Formation you are asserting your determination to become a licensed practitioner and this will enable IfL to process your application. In addition, registering your intention to acquire QTLS or ATLS (coupled with IfL membership) will serve as evidence to employers (current or future) of your intentions How might I attain QTLS status if I work through an agency for an extended period of time? Your working situation will not affect your application for QTLS or ATLS as long as you are currently teaching within the sector, the context is irrelevant FAQs MORE

22 How long will it take for me to apply for QTLS or ATLS? If you were first employed as a teacher after 1 September 2007, and you hold DTLLS or CTLLS, you have a period of 5 years from the date you were first employed in which to complete the Professional Formation process and obtain QTLS or ATLS (as applicable). If you were first employed as a teacher after 1 September 2007, and you hold QTS, you have a period of 2 years from the date you were first employed in which to complete the Professional Formation process and obtain QTLS or ATLS (as applicable). If you were employed and qualified pre September 2007, there is no time limit. How long will it take for me to apply for QTLS or ATLS? If you were first employed as a teacher after 1 September 2007, and you hold DTLLS or CTLLS, you have a period of 5 years from the date you were first employed in which to complete the Professional Formation process and obtain QTLS or ATLS (as applicable). If you were first employed as a teacher after 1 September 2007, and you hold QTS, you have a period of 2 years from the date you were first employed in which to complete the Professional Formation process and obtain QTLS or ATLS (as applicable). If you were employed and qualified pre September 2007, there is no time limit. FAQs MORE

23 I have sent my application to the gateway – what is the next step? You should begin to collate the evidence for your PF proforma. To learn how to access this, click herehere Does my supporter have to be a member of IfL? Preferably, but if you are unable to identify another member in your workplace, it would be acceptable to use someone else who is appropriately qualified, e.g. staff development officer, line manager, experienced colleague, or you can consult your local CETT (Centre for Excellence in Teacher Training). Do I have to have completed my CPD before I apply? CPD and Professional Formation are two separate processes. You could use Professional Formation (or part of it) for your CPD, or visa versa. In order to maintain your licensed status, you need to remain in good standing by completing CPD. I have sent my application to the gateway – what is the next step? You should begin to collate the evidence for your PF proforma. To learn how to access this, click herehere Does my supporter have to be a member of IfL? Preferably, but if you are unable to identify another member in your workplace, it would be acceptable to use someone else who is appropriately qualified, e.g. staff development officer, line manager, experienced colleague, or you can consult your local CETT (Centre for Excellence in Teacher Training). Do I have to have completed my CPD before I apply? CPD and Professional Formation are two separate processes. You could use Professional Formation (or part of it) for your CPD, or visa versa. In order to maintain your licensed status, you need to remain in good standing by completing CPD. FAQs MORE

24 Do I have to use REfLECT to go through the Professional Formation process? Applicants are expected to use REfLECT for Professional Formation, as the most efficient and secure means of compiling and send ting your portfolio. For those unable to access REfLECT for legitimate reasons, alternatives will be provided.legitimate reasons What kind of files can be uploaded to REfLECT? The following file extensions are recognised by REfLECT:.avi.bmp.csv.doc.docx.dot.gif.gwb.htm.ico.jpg.mdb.mdi.mht.pdf.png. pps.ppt.psd.pub.rtf.tif.tmp.torrent.txt.wma.wps.xls.xml.zip Do I have to use REfLECT to go through the Professional Formation process? Applicants are expected to use REfLECT for Professional Formation, as the most efficient and secure means of compiling and send ting your portfolio. For those unable to access REfLECT for legitimate reasons, alternatives will be provided.legitimate reasons What kind of files can be uploaded to REfLECT? The following file extensions are recognised by REfLECT:.avi.bmp.csv.doc.docx.dot.gif.gwb.htm.ico.jpg.mdb.mdi.mht.pdf.png. pps.ppt.psd.pub.rtf.tif.tmp.torrent.txt.wma.wps.xls.xml.zip FAQs


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