2. 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

3. 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.

4. 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

5. 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”

6. Implementing the recommendations from September 2016
QTLS applicants are now required to:
self assess their knowledge and skills against the 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

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

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

9. The on-line workbook

10. Professional standards on-line self assessment

11. Professional standards on-line self assessment8
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

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

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

14. On-line research tool

15. 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

16. Contact
Tricia Odell, Head of QTLS