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Towards a New Professionalism the role of the Institute for Learning in the professionalisation reform agenda. Welcome and introductions Context setting CPD What is professional formation & how to get Q / ATLS General summing up / future planning / questions????. Presentation Outline.

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Presentation Outline

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  1. Towards a New Professionalismthe role of the Institute for Learning in the professionalisation reform agenda

  2. Welcome and introductions Context setting CPD What is professional formation & how to get Q / ATLS General summing up / future planning / questions???? Presentation Outline

  3. M Level or Equivalent Professional Formation Teaching Qualification Registration Membership Fellow QTLS ATLS Member Associate Affiliate

  4. 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 CPD and regulations

  5. ‘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) IfL Definition of CPD

  6. Professional Knowledge Curriculum Networks Professional Knowledge Emerging Technology Emerging Technology Teaching & Learning Subject Specialism Professional Body Membership Professional Body Membership Awarding Bodies Support Agencies SSCs Organisational Priorities Self Assessment Context Appraisal or Review External Inspection Peer Policy Initiatives External Networks LEARNER A model for planning Dual Prof CPD P2 P1

  7. 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 Professionalism in Further Education CPD

  8. 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 CPD that counts

  9. CPD Declaration Those using REfLECT, should send their CPD Record to IfL Non- REfLECT users, complete declaration in members’ pages of website Those unable to access website, should telephone 0844 815 3202 Window opens between June and August 2010

  10. Declarations submitted online by 31 August every year CPD review 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)

  11. Developing an understanding of reflective practice and impact assessment: Challenges or opportunities? • advice on organisational support? • capacity building for peer support? • online guidance/use of Reflect? • case-study exemplars?

  12. Stages of Professional Formation Expression of intent (1 Sept - 31 Oct) in members’ pages of website, including Declaration of Suitability Collate evidence in online webfolio in REfLECT, including supporter’s statement Send in webfolio by end of Feb 2011 Notification of decision in April 2011

  13. Mandatory elements evidence of an endorsed teaching qualification or equivalent numeracy and literacy skills at or above level 2 supporting testimony declaration of personal suitability Personalised elements: evidence of subject currency evidence of pedagogy evidence of self-assessment evidence of professional development planning evidence of reflective practice Applicants will be required to use REfLECT Gaining Q/ATLS through Professional Formation:

  14. Numeracy & Literacy Teaching & Learning 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 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 qualifications in the 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 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 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 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 Declaration of Suitability Qualification Subject Supporting Testimony Professional Development Planning Reflective Practice

  15. Issues range of evidence balance between personalised and supporting evidence additional subject specialist quals for SfL equivalence for Level 2 Literacy & Numeracy supporters not members of IfL Level 5 quals / members - QTLS and Level 4 quals / associate - ATLS scanning evidence

  16. Frequently Asked Questions- Registration- CPD- Professional Formation- Employer FAQs Membership team: 0844 815 3202 (option 1) Email: enquiries@ifl.ac.uk CPD team: 0844 815 3202 (option 2) Email: cpd@ifl.ac.uk pf@ifl.ac.uk 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

  17. Sue ColquhounCPD Strategic Adviser suecolquhoun@ifl.ac.uk Mobile: 07500 660 846

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