Transcript my Powerpoint slides - The Education and Training Foundation

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.
These Professional Standards were not updated when initial teacher qualifications were reviewed in
2012/2013.
Why Update the Standards?
In 14 years there have been four sets of national
teaching standards!
Who can name them
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)
Professional Standards
Practitioner Group
Three phases to the Professional Standards review
beginning in October 2013 and continuing through to
mid-April 2014.
• Working closely with teachers, trainers, employers
and sector stakeholders
• Survey, consultation events and in-depth interviews
• Over 950 responses to the review
Who are the Standards for?
Further education colleges
Voluntary and community sector organisations
Commercial organisations and independent training providers
Adult and community learning providers
Teacher education providers
Work based learning settings
Specialist colleges and institutions
Armed and uniformed services
Prisons and offender learning institutions
Other public sector organisations
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.
Introducing the Standards – video clip
https://www.youtube.com/watch?v=cpZ
ufgZnKwk
Please watch the video clip
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
Three Sections with Equal Importance
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?
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?
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?
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.
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.