Www.ifl.ac.uk Towards a New Professionalism the role of the Institute for Learning in the professionalisation reform agenda.
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www.ifl.ac.uk Towards a New Professionalism the role of the Institute for Learning in the professionalisation reform agenda
www.ifl.ac.uk Presentation Outline Welcome and introductions Context setting CPD What is professional formation & how to get Q / ATLS General summing up / future planning / questions????
www.ifl.ac.uk Membership Affiliate QTLS MemberAssociate ATLS Professional Formation Teaching Qualification Fellow M Level or Equivalent Registration
www.ifl.ac.uk CPD and regulations For teachers who qualified pre - Sept 2007 Register with the Institute for Learning Demonstrate commitment to CPD Choose whether or not to apply for A / QTLS For teachers who qualified post - Sept 2007 Register with the IfL within 6 months of appointment Complete PTLLS within 1 year Complete Certificate or Diploma within 5 years Achieve A / QTLS within 5 years of appointment Demonstrate commitment to CPD
www.ifl.ac.uk IfL Definition of CPD ‘Continuing professional development means maintaining, improving and broadening relevant subject knowledge and skills in your subject specialism and your teaching so that it has a positive impact on practice and the learner experience’ IfL guidelines for CPD (2007)
www.ifl.ac.uk CPD that counts Any activity undertaken for the purposes of updating knowledge of the subject taught and developing teaching/training skills….. have you reflected on your learning from this activity? has it made a difference to your practice? has there been an impact on learners and others? If so, you can count this towards your CPD and include it as evidence in your CPD record
www.ifl.ac.uk Context Appraisal or Review Peer LEARNER External Inspection Self Assessment Policy Initiatives External Networks A model for planning Professional Knowledge Emerging Technology Professional Body Membership Awarding Bodies SSCs Subject Specialism Professional Knowledge Curriculum Networks Emerging Technology Professional Body Membership Support Agencies Organisational Priorities Teaching & Learning Dual Prof P1 P2 CPD
www.ifl.ac.uk A model for reflection Step 1 Reflect on professional practice Step 2 Analyse and identify development needs Step 3 Create professional development plan Step 4 Undertake professional development activities Step 5 Complete professional development record Step 6 Reflect on impact on professional practice Step 1 using the model as a prompt, reflect on your role, subject specialism and known priorities Step 2 analyse your goals and needs using your personal reflection, reviews and appraisals Step 3 using this analysis, create a structured professional development plan for the coming year Step 4 carry out your planned activities and log outcomes and reflections on progress Step 5 create your professional development record from the evidence in your log Step 6 reflect on the impact of what you have achieved in your professional development record
Submitting CPD records Declarations submitted online by 31 August every year Member returns monitored for completion of CPD (September) Some members are asked to produce evidence for a sample audit (October) A report on the audit published (December) Renewals of membership (April)
www.ifl.ac.uk Challenges or opportunities? Developing an understanding of reflective practice and impact assessment: advice on organisational support? capacity building for peer support? online guidance/use of Reflect? case-study exemplars?
www.ifl.ac.uk Frequently Asked Questions - Registration - CPD - Professional Formation - Employer FAQs Membership team: 0844 815 3202 (option 1) Email: firstname.lastname@example.org CPD team: 0844 815 3202 (option 2) Email: email@example.com@ifl.ac.uk firstname.lastname@example.org Visit our website: www.ifl.ac.uk How to contact the Institute Visit www.ifl.ac.uk/ifl/faqs Visit www.ifl.ac.uk/ifl/employerfaqs
Subject Numeracy & Literacy Supporting Testimony Declaration of Suitability Qualification Teaching & Learning Reflective Practice Professional Development Planning Self Evaluation completion of an approved qualification (or equivalent) at a level appropriate to QTLS (level 5) or ATLS (level 3 or 4) status: scanned certificates or direct notification from the awarding body numeracy and literacy skills at or above level 2: scanned certificates or direct notification from the awarding body, other evidence such as numeracy or literacy skills within the teacher’s subject area the endorsement of the completed application by a person deemed to satisfy the Institute’s criteria for supporting claims for professional formation: a peer review of the complete application following the Institute’s template for supporting testimonies a self-declaration of fitness to practice made against the Institute’s criteria set out in the Declaration of Suitability Statement: a completed declaration of suitability statement reflection on the impact of professional development on teaching practice, learners and communities of practice: could include, or be a mix of, a personal reflection on the impact of CPD, peer review, learner observations, observation (OTL), collaborative working an ILP detailing the actions the candidate will take to address the goals identified through self assessment: could include, or be a mix of, a PDP within REfLECT, a scanned PDP, reference to the candidate’s reflective journal or professional development log an individual analysis of the candidate’s learning needs and goals for next 12 months: could include, or be a mix of, a personal reflection on teaching practice using REfLECT (or other reflective method), evidence of needs analysis coming from appraisal or review an account of the candidate’s ability to use effectively the skills and knowledge acquired through ITT: could include, or be a mix of, a personal reflection, peer or learner observation from a suitable expert witness, observation of teaching and learning, micro teaching an account of the candidate’s expertise in their subject: could include, or be a mix of, a personal reflection on subject related skills or expertise, peer observation from a suitable expert witness, scanned copies of authenticated qualifications in the subject area