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Professional Standards for Teachers and Trainers in Education and Training- England

Professional Standards for Teachers and Trainers in Education and Training- England Angie Richardson. Professional Standards. A key objective for the Education and Training Foundation for 2013-2014, was to review the standards as originally developed in 2007.

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Professional Standards for Teachers and Trainers in Education and Training- England

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  1. Professional Standards for Teachers and Trainers in Education and Training- England Angie Richardson

  2. Professional Standards A key objective for the Education and Training Foundation for 2013-2014, was to review the standards as originally developed in 2007. These Professional Standards were not updated when initial teacher qualifications were reviewed in 2012/2013.

  3. Why Update the Standards? In 14 years there have been four sets of national teaching standards! Who can name them

  4. Why Update the Standards? LLUK Lifelong Learning UK was the standards setting body for the UK lifelong learning The Further Education National Training Organisation TDLB. Training and Development Lead Body Standards (GNVQ)

  5. Professional Standards Practitioner Group Working closely with teachers, trainers, employers and sector stakeholders Survey, consultation events and in-depth interviews Over 950 responses to the review Three phases to the Professional Standards review beginning in October 2013 and continuing through to mid-April 2014.

  6. Who are the Standards for? Further education colleges Voluntary and community sector organisations Commercial organisations and independent training providersAdult and community learning providersTeacher education providersWork based learning settings Specialist colleges and institutionsArmed and uniformed servicesPrisons and offender learning institutionsOther public sector organisations

  7. What are the assumptions? What do teacher and trainers do? • Teachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice. • They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. • Teachers and trainers are ‘dual professionals’; they are both subject and/or vocational specialists and experts in teaching and learning. They are committed to maintaining and developing their expertise in both aspects of their role to ensure the best outcomes for their learners.

  8. Introducing the Standards – video clip https://www.youtube.com/watch?v=cpZufgZnKwk Please watch the video clip

  9. Aspirational Approach • Set out clear expectations of effective practice in education and training • Enable teachers and trainers to identify area for their own professional development • Support initial teacher education • Provide a national reference point that organisations can use to support the development of their staff

  10. Three Sections with Equal Importance

  11. Professional Values and Attributes Standards 1-6 These values and attributes are fundamental, integral and essential to excellent teaching and learning, and supporting learners to reach their full potential. These standards are focused on teachers’ and trainers’ individual reflection of what works best in their teaching and learning to meet the diverse needs of their learners. Can you provide some examples?

  12. Professional Knowledge and Understanding Standards 7-12 These relate to maintaining and updating knowledge of the subject/vocational area and of educational research to develop evidence-based practice, as well as on-going critical assessment of performance and practice. These standards are focused on evaluating their practice in collaboration with peers, through communities of practice. Can you provide some examples?

  13. Professional Skills Standards 13-20 These standards relate to the need for teachers to continually review their values, assumptions and knowledge against up to date professional developments in the world in which they work, drawing on evidence based practice. They emphasise the need to identify of continuing professional development needs, such as the improvement of skills in maths, English and technology. Can you provide some examples?

  14. Dual Professionalism The dual professionalism of Further Education and Skills teachers and trainers is also a core concept at the heart of these professional standards, emphasising the need for teachers and trainers to keep up to date with their subject/vocational area and occupational theory and skills through collaboration with employers and networking with the wider community.

  15. Guidance Notes & Future Developments • For more information, visit the Foundation website. • The following documents can be downloaded from the ETF website: • The Professional Standards • Initial Guidance for Users • This PowerPoint presentation and introductory animation • Next steps: The Foundation will consult with representatives across the sector to develop on-line case studies that will demonstrate how the Standards are being embedded in a range of Education and Training organisations.

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