Welcome to the

1. Welcome to the Institute for Learning

2. To raise the standards of professional practice in post-compulsory education and training in England through an independent body run by and for teachers, trainers and tutors To assure the professional status of members through the award of a ‘licence to practise’ in the sector To promote and sustain professionalism in PCET through career long commitment to continuing professional development (CPD) To work in partnership with employers’ organisations, trades unions and other related professional bodies To play a leading role in raising the status of the profession Aims of the Institute…..

3. Regulated entry Qualifications framework Defined role boundaries Measurable skills and professional knowledge Code of conduct and/or ethics Commitment to post-qualification development Professional independence Professionalism means…..

4. Builds on the foundation established by Success for All www.successforall.gov.uk Introduces the concept of Qualified Teacher Learning and Skills (QTLS) status Reforms teacher training – Initial Teaching Award (ITALS) leading to QTLS, with intermediate awards Requires all new teachers to register with the IfL from September 2007 and achieve QTLS within 5 years Introduces the Licence to Practise, maintained through demonstrating good standing - including an annual commitment to CPD Equipping our Teachers…..

5. Putting in place the technical architecture and business processes to support QTLS and the Licence to Practise Establishing the professional development framework and criteria for demonstrating good standing Identifying and providing opportunities for sharing good practice for teacher trainers across the sector Developing recognition protocols for the existing workforce to ensure coherence Establishing a statement of values and code of professional conduct Preparing for membership issues – de-registration and appeals Working Towards 2007…..

6. Miller Technology – SoliditaS Oracle Database, registration platform used by GTCs Wales, Scotland and Northern Ireland Full member relationship management Integrated web-site and e-services Web-based CPD portal On-line communities Secure hosted dual server technology Technical Architecture…..

7. “Initial teacher training needs to be reinforced by continuing professional development. The best colleges and providers already prioritise the development of their workforce, but we must ensure the same happens everywhere and establish a more effective national structure to support that.” (4.25) “In September 2007 we will introduce a regulatory CPD requirement, applying to FE colleges, supported by a national CPD framework and guidance. We will consult on the arrangements for its introduction, including how to address national priority areas such as science and the early specialised Diploma lines.” (4.26) The White Paper…..Further Education: Raising Skills, Improving Life Chances

8. all teaching practitioners to fulfil, at the very least, 30 hours of CPD a year, with a reduced amount for part time teachers, and with similar expectations of managers and leaders colleges and providers to draw up development plans for CPD, including in preparation for the introduction of the specialised diplomas and Train to Gain teaching staff to maintain a portfolio of CPD that shows evidence of industrial/subject updating, including membership of appropriate professional bodies, development of skills in subject teaching, the effective application of e-learning techniques, application of diversity and equal opportunity principles, and use of learner feedback to improve performance teaching practitioners to be professionally registered in order to maintain their licence to practise. The White Paper…..Further Education: Raising Skills, Improving Life Chances

9. the teacher at the centre of the process, taking responsibility for reflecting on practice and identifying development needs an annual tariff for demonstrating good standing, but this needs to respect the context teachers operate in, often reflecting on their professional practice over periods longer than 12 months a balance between formal and informal CPD activities and any mandatory requirements associated with registration, relative to the needs of the teacher at that point in time definitions of appropriate CPD activity and, where appropriate, the use of levels recording requirements through the Membership Management Database, with the maintenance of an evidence base (portfolio, CPD log, on-line records etc) The Model…..

10. Professional Knowledge National Priorities Professional Knowledge Emerging Technology Emerging Technology Teaching & Learning Subject Specialism Professional Body Membership Professional Body Membership Awarding Bodies Local Priorities SSCs Organisational Priorities Feedback Self Assessment Appraisal or Review External Inspection Peer LEARNER The Model….. Dual Prof CPD P2 P1

11. CPD Step 1 Reflect on professional practice Step 2 Gap analysis 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 Professional Development…..

12. Please stay in touch….. www.ifl.ac.uk leedavies@ifl.ac.uk 020 7936 5724