https://set.et-foundation.co.uk/digital-assets/self-assessment/
Comments/notes are essentially to be written
https://set.et-foundation.co.uk/media/3374017/my-qtls-guidance-for-applicants-december-2018-271118.pdf [see below page 11]
“This is a way to understand how well you currently perform against the Professional Standards for teachers and trainers working in further education and training.
The standards provide a common framework for tracking development and this resource enables you to score yourself against each of the 20 standards and add comments. At the end, you can print a summary that includes charts that display your self-assessed skills.
The 20 standards are grouped into:
• Professional skills
• Professional values and attributes
• Professional knowledge and understanding
To begin the professional formation process, you first need to carry out a self-assessment of your professional skills, knowledge and understanding against the 2014 professional standards in order to benchmark your starting point. This self-assessment must include reflective comments for all of the standards and will help you to identify your areas for development and is an opportunity to make links to organisational development and collaborating with others.”
SELF-ASSESSMENT
To begin the professional formation process, you first need to carry out a self-assessment of your professional skills, knowledge and understanding against the 2014 professional standards in order to benchmark your starting point. This should be undertaken within one month following the date of registration. This self-assessment must include reflective comments and will help you to identify your areas for development and is an opportunity to make links to organisational development and collaborating with others.
Professional values and attributes
Developing your own judgement of what works and does not work in your teaching and training
Q1 How effective are you at reflecting on what works best in your teaching and learning to meet the diverse needs of learners?
Score: 3
3 – 4 I reflect systematically on my teaching to evaluate its effectiveness in meeting the diverse needs of learners and to plan effective action to meet these needs.
Notes: I know that I don’t always reflect. I just don’t always have the time, or if the session has gone well I just don’t bother. Bad habits.
Q1 How effective are you at reflecting on what works best in your teaching and learning to meet the diverse needs of learners?
Score: 5
5 – 6 I engage in critical, learner-focussed reflections to set challenging professional targets designed to meet more effectively the diverse needs of learners.
Notes: Only if you can relate to diverse learner needs you will be successful in teaching and delivering a good quality service. Being self critical is not a bad thing but a vital tool to enhance your delivered learning programme. Following approved models and special considerations policies etc… will help to meet learner needs.
Q2 How effective are you at evaluating and challenging your practice, values and beliefs?
Score: 4
3 – 4 I systematically evaluate my own practice, values and beliefs in education and training and explore how alternative positions might challenge them.
Notes: When I have had a bad session, then yes I will evaluate and then alter it accordingly. If the item I have changed has worked I tend to leave it. If it doesn’t work then I will re-evaluate it until I get it right.
Q2 How effective are you at evaluating and challenging your practice, values and beliefs?
Score: 5
5 – 6 I explore how alternative positions might challenge my own, and evaluate their implications for teaching and learning.
Notes: Self assessment is vital here but with help of i.e. learner surveys and internal support through the standards verifier and observations etc… one can only improve.
Q3 How effective are you at inspiring, motivating and raising aspirations of learners through your enthusiasm and knowledge?
Score: 4
3 – 4 I inspire and communicate my enthusiasm for learning to my learners.
Notes: While teaching PSHE, I find it easy to motivate my learners as I am passing skills that they require in adulthood.
Q3 How effective are you at inspiring, motivating and raising aspirations of learners through your enthusiasm and knowledge?
Score: 6
5 – 6 I engage motivate and inspire learners consistently in the teaching of my subject and/or in my context.
Notes: Simply by showing hands on examples of where gained qualifications can lead! Learners must take on board that qualifications are the foundations one can build a life on.
Q4 How creative and innovative are you in selecting and adapting strategies to help learners to learn?
Score: 4
3 – 4 I evaluate and extend my range of strategies, learning from experience in order to meet identified learner needs.
Notes: PSES is not always classroom based, we can walk around the college to identify different social skills. This works as most of my learners are Kinesthetic.
Q4 How creative and innovative are you in selecting and adapting strategies to help learners to learn?
Score: 6
5 – 6 I develop innovative and creative approaches to improve teaching, learning and/or assessment, including risk-taking where appropriate.
Notes: Through self assessment over many years I have adapted learning plans and schemes of work to enhance learner experience. Upkeeping subject knowledge and observing experienced practitioners is vital in order to do so.
Q5 How much do you value and promote social and cultural diversity, equality of opportunity and inclusion?
Score: 6
5 – 6 I promote learners’ understanding by exploiting the potential provided by social and cultural diversity, equality of opportunity and inclusion and show a depth of understanding of their implications for teaching and learning.
Notes: PSHE is all about accepting who we are and understanding others.
Q5 How much do you value and promote social and cultural diversity, equality of opportunity and inclusion?
Score: 6
5 – 6 I promote learners’ understanding by exploiting the potential provided by social and cultural diversity, equality of opportunity and inclusion and show a depth of understanding of their implications for teaching and learning.
Notes: We live in a diverse world and therefore learning must be delivered diverse too where appropriate. Take from each society and cultural background the best and feed it into your teaching and learning programme – diversity means colour and colour means fun!
Q6 How effective are you at building positive and collaborative relationships with colleagues and learners?
Score: 6
5 – 6 I collaborate with learners and colleagues to support all learners in achieving learning outcomes that challenge and enthuse them.
Notes: As I am a new member of staff, I have had to relay on the cooperation to aid me to settle in. I have had to learn all about my learners, and use the same format for lesson planning and other administrative tasks as my colleagues. When I started I also had a buddy to introduce me to the systems.
Q6 How effective are you at building positive and collaborative relationships with colleagues and learners?
Score: 6
5 – 6 I collaborate with learners and colleagues to support all learners in achieving learning outcomes that challenge and enthuse them.
Notes: one must be approachable, fair and consistent. Honesty and having the needs of the learners at heart is vital – sharing this enthusiasm with learners is best for all stakeholders – team spirit is the word!
Professional knowledge and understanding
Developing deep and critically informed knowledge and understanding in theory and practice
Q7 How effective are you at maintaining and updating knowledge of your subject and/or vocational area?
Score: 5
5 – 6 I apply depth of subject or vocational knowledge to support learners in acquiring appropriately high levels of understanding and skills.
Notes: I am not currently teaching in my subject area. However I regularly read up on the latest news. I am also a member of a group on facebook. In this group we discus topics that come up and any problems that other member that they may come across. We collectively solve the problems.
Q7 How effective are you at maintaining and updating knowledge of your subject and/or vocational area?
Score: 6
5 – 6 I apply depth of subject or vocational knowledge to support learners in acquiring appropriately
high levels of understanding and skills.
Notes: Simply by reading industrial articles and papers/magazines that relate to my occupational area.
Documentaries are good too! Site visits and seminars are a further way I approach.
- To update subject-specialist knowledge
Subject specialisms do not stand still. The things that are taught and learned change, perhaps because of new technologies, or because of new ways of looking at older ideas, or because of changing attitudes. Within different subject areas, what needs to be known and understood about that subject can and does change on a frequent basis. Motor vehicle tutors need to know about new industry standards. Beauty therapy tutors need to know about
new treatments or new products that are coming into the marketplace. Students expect their tutors to be experts, and maintaining this expertise in one part of the CPD process. - To take account of changes to the curriculum
New technological advances or industrial standards invariably have an impact on the courses that are offered by different providers within the lifelong learning sector. Many examination boards and awarding bodies work closely with trade and industry bodies in order to ensure that the curriculum is up-to-date and meets the needs of employers’ organisations. Curriculum documents are revised or even rewritten on a regular basis: sometimes, a course will be
changed from one year to the next, often with little notice. - To update organisational and procedural knowledge
Changes to the curriculum don’t just affect the content of our lessons, however. They may lead to changes in assessment procedures, or changes in the way that the course is run in the college or the workplace as a whole.
Teachers may find themselves working with different colleagues, or taking on different responsibilities within their subject team, such as second marking students’ assignments or liaising with external verifiers. CPD can involve learning about and taking on new workplace procedures as well as learning new subject knowledge. - To enhance employment prospects
It is quite common for a teacher to want to change jobs during the course of their career. Some teachers look to take on management responsibilities, sometimes in addition to maintaining a teaching role. Some teachers start out on a part-time basis and then decide to look for a full-time position. Trainers and assessors working in industrial or commercial settings may decide to move to work in a college, and vice versa. In these, and other, circumstances, a strong CPD record can be a real asset when making applications and attending interviews. - To take account of technological changes
Changes in technology can have an impact on our teaching practice that goes beyond the confines of the subject specialism: we do not need to be teachers on a computing course to gain benefits from using technology in our workplaces. This can relate directly to teaching, for example in the use of interactive whiteboards in the classroom; or it may relate to course administration, such as using a computer effectively to store student feedback records. - To take account of legislative changes
Sometimes, the duties carried out by teachers change not because of changes to the course or to the subject matter, but due to broader changes in the world in which we live. The impact of the Disability Discrimination Act is a good example. Every Child Matters is another. - To maintain a license to practise
Many professionals, such as first aid trainers, solicitors and social workers, are in fact obliged to take part in a certain amount of CPD each year. These CPD activities are measured in terms of time spent engaged with them, and are offered by approved providers. - To stay fresh and involved
Finally, it is worth remembering that staying involved and engaged with new ways of teaching and learning in different subject specialisms can keep teachers fresh, creative and inspiring. It is not difficult for students to spot those teachers who are tired and jaded, and lack enthusiasm for the subject that they teach. This is not to say that from time to time a teacher cannot be allowed an off-colour day at work. But enthusiasm is infectious, and those teachers who show that they enjoy their subject, not least by seeking to stay fresh and up-to-date, can pass this enthusiasm on to their students more effectively than those teachers who are going through the motions.
Q8 How effective are you at maintaining and updating your knowledge of educational research to develop evidence-based practice?
Score: 1
1 – 2 I use a range of sources on educational research to reflect on and inform own practice.
Notes: Since passing my Certificate of Education, I have just been busy getting on with the job. I have been busy putting in to practice what I have learnt through my degree. I need to start.
Q8 How effective are you at maintaining and updating your knowledge of educational research to develop evidence-based practice?
Score: 5
5 – 6 I systematically engage with a broad range of educational research with identified relevance to my own current and future teaching contexts, using it to develop, reflect and challenge the limitations of my own practice.
Notes:
Reading articles and taking part in the CPD programmes within our school and stay up to date with innovative methods on offer. Further I relate to:
- To improve the student experience
As mentioned above, students have all kinds of expectations about their teacher. Fluent expertise in their subject area is just one of these. Others include punctuality in marking and returning assignments, an understanding of college procedures (ranging from where the student ID cards are issued to where accessibility equipment for a student with a disability can be obtained), or even simply a sympathetic ear when things – not necessarily just studies – are not going well. - To maximise the effectiveness of staff
Education and training establishments often provide or encourage appropriate CPD activities to address those students’ needs, which can at the same time help the teachers expand their professional knowledge. This might be procedural: for example, organising learning support for students with disabilities; or related to teaching and learning, for example, a college may use lesson observations to highlight areas for improvement in the classroom. - To improve accountability
Providers of education and training are accountable to a variety of stakeholders: boards of governors, parents, students, funding bodies, government agencies, fee sponsors and employers. The work that providers do can be scrutinised by these stakeholders quite easily: OFSTED reports, for example, are freely available for downloading from the internet. One of the areas in which the performance or effectiveness of an institution is measured is the quality of the teaching provided: in other words, how good are the teachers at their job? In this regard, CPD is important for providers in helping to ensure that the teaching or training staff are working as well as they possibly can.
Q9 How effective are you at applying theoretical understanding of effective practice in teaching, learning and assessment, drawing on research and other evidence?
Score: 3
3 – 4 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.
Notes: I do ok, I apply theories that I learnt through my degree course. I understand what I need to do to ensure I get the best from my learners.
Q9 How effective are you at applying theoretical understanding of effective practice in teaching, learning and assessment, drawing on research and other evidence?
Score: 5
5 – 6 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 and relevant research; individual learners’ progress, attainment and achievement
Notes: After being in teaching for years I understand what works in vocational programmes, both – in theory and practice. Teaching and assessment must be realted to VARCS and be realistic as possible.The professional is someone who is continuously developing his or her underpinning knowledge through reflection on their own (and others’) practice. (Gray, Griffin and Nasta, 2000, p25)
Q10 How effective are you at evaluating your practice with others and assessing its impact on learning?
Score: 2
1 – 2 I evaluate my own practice and its impact on learners, under the guidance of tutors and mentors.
Notes: I do ok. Based on my learners, they learn. But it’s hard to know if they would learn more If I did things differently.
Q10 How effective are you at evaluating your practice with others and assessing its impact on learning?
Score: 5
5 – 6 I use a variety of sources of support, including tutors and mentors, to reflect critically on my own practice and its impact on learners. I set proactive development goals and find ways to achieve them with support from tutors and mentors.
Notes: Sharing experiences through peer observations and taking on board advice given through the senior observer at our school is key to further development and can only be beneficial. Colleagues need to be honest with each other, yet express that honesty in a constructive way. Blunt negative statements – ‘because you need to know this’ – are hard to take well, even for the most confident practitioners. On the other hand, continual and unsupported
positive statements are not necessarily very constructive either. Many aspects of working well with other people benefit from an understanding of how to offer, and to receive, constructive feedback. The term ‘feedback’ is most accurately used in the situation where someone has asked a colleague (or anyone else) for their opinion (Lindon and Lindon, 2012). Within a professional context you would not usually hold back until specifically asked for your
opinion.
Q11 How effective are you at managing and promoting positive learner behaviour?
Score: 6
5 – 6 I deal confidently and flexibly with learner behaviours, maintaining a rapport with individuals and groups conducive to high-quality engagement in learning.
Notes: I stay consistent. Autistic learners can be pretty unpredictable, however I remain consistent so that they know what I aspect from them.
Q11 How effective are you at managing and promoting positive learner behaviour?
Score: 6
5 – 6 I deal confidently and flexibly with learner behaviours, maintaining a rapport with individuals and groups conducive to high-quality engagement in learning.
Notes: You need to build positive relationships and manage conflict in a constructive manner and reflect on your experiences. See what has worked and not and move forward!
Reflection is to be seen as part of professionalism, as a learning journey and involves critical thinking.
Strategy: positive comments on written work; . praise; . teacher enthusiasm; . positive body language; . active listening by the teacher; . explaining the benefits of what is to be learned at the beginning of a teaching session; nominating learners to answer questions only if we are confident they can do so; . showing an interest in learners as individuals.
Q12 How well do you understand the teaching and professional role and your responsibilities?
Score: 2
1 – 2 I can explain my view of teacher professionalism, relating this to the teaching role and responsibilities, including current legal and regulatory frameworks. I know who to turn to for expert advice on aspects such as child protection and safeguarding issues.
Notes: I don’t what I don’t know. I have read my role and your responsibilities and have understood them to my best ability.
Q12 How well do you understand the teaching and professional role and your responsibilities?
Score: 6
5 – 6 I can: critically evaluate different perspectives of teacher professionalism/ how they relate to concepts of reflective practitioner and evidence-based practice; demonstrate a clear understanding of the range of professionals that contribute to learners’ development/my place in the ‘bigger picture’.
Notes: In Equipping our teachers for the future: reforming initial teacher training for the learning and skills sector, the role of the IfL is set out in detail, and includes QTLS registration, registration of CPD for tutors in the learning and skills sector (which is discussed in the following chapter), and liaison with the GTC and the Higher Education Academy. And there is a broader role for the IfL as well: ‘we want the Institute to have an influential voice representing teachers in the sector’; ‘specific tasks will include modelling good practice across the sector’ (DfES, 2004, p15). These last two statements sum up nicely both the core mission of the IfL, and the core rationale of the
code of professional practice. Seven different areas of professional behaviour are covered by the code of practice, which are:
- Professional integrity 2. Respect 3. Reasonable care 4. Professional practice 5. Criminal offence disclosure 6. Responsibility during institute investigations 7. Responsibility. (www.ifl.ac.uk/professional-standards/code-ofprofessionalpractice)1
Professional skills
Developing your expertise and skills to ensure the best outcomes for learners
Q13 How effective are you at motivating and inspiring learners to promote achievement and develop their skills to enable progression?
Score: 4
3 – 4 I ensure all learners are sufficiently engaged and challenged to develop and make good progress in their learning. I consistently produce planning with clear, differentiated learning outcomes and well-matched activities that accommodate the needs of individuals/ groups and potential barriers to learning.
Notes: My learners are naturally challenged my social skills, I believe that I give them skills to progress.
Q13 How effective are you at motivating and inspiring learners to promote achievement and develop their skills to enable progression?
Score: 5
5 – 6 I use a range of approaches to ensure that all learners are appropriately challenged and supported to make excellent progress in their learning.
Notes: Thinking about learner motivation raises broader questions to do with participation and engagement with opportunities for learning. Why has a learner decided to follow a particular programme of study? What are the factors that will ensure that learners maintain their engagement with and enthusiasm for a chosen course? Many of the perspectives detailed above can help us with this. An awareness of the humanist approach concentrates our attention on the need to encourage a mutually respectful dialogue between tutor and learner. A social constructivist approach helps us to focus on the ways in which we support, encourage and talk with our learners as they attempt new tasks or activities. Even a behaviourist approach can help us to think about the ways in which we praise learners for a job well done (although it doesn’t particularly help us in exploring why the learners have acted in a particular way, other than in response to such praise). All of this can help us to think about our learners’ motivation.
When discussing learner motivation, a number of other issues arise, as framed in the questions posed at the start of this section. It is in the answers to these questions that we find some approaches more useful and practicable than others. The cognitivist school focuses on internal mental activity and does not explicitly address motivation. Adult learning theory in the andragogy tradition assumes that motivation is an inherent characteristic of the adult learner, and does not explore in any depth the consequences of a lack of motivation.
Q14 How effective are you at planning and delivering effective learning programmes for diverse groups or individuals in a safe and inclusive environment?
Score: 2
1 – 2 I plan with clear outcomes/activities to enable learners to meet outcomes, considering potential barriers to learning; plan for assessment/monitoring and maintain consistent, accurate records of individual learners’ achievements in relation to expected outcomes; teach to consistently meet an appropriate range of professional standards.
Notes: I do this, but would like to get better at this.
Q14 How effective are you at planning and delivering effective learning programmes for diverse groups or individuals in a safe and inclusive environment?
Score: 5
5 – 6 I develop and adapt sequenced planning to accommodate a range of individual needs and deal skilfully with barriers to learning; I produce records with a clear focus both on groups and on individual learners that consistently enlighten and inform subsequent planning. I teach inclusive and stimulating lessons that are mostly good and often show outstanding characteristics.
Q15 How effective are you at promoting the benefits of technology and supporting learners in its use?
Score: 2
1 – 2 I use technology appropriately to support teaching and learning and to enable learners to make progress.
Notes: A lot of the learners have special software and hardware that aids them to learn. I am still getting to know the learners and their specialist programmes. Once I know this I can become confident in knowing what I can use that is complimentary to them.
Q15 How effective are you at promoting the benefits of technology and supporting learners in its use?
Score: 5
5 – 6 I make creative and innovative use of technology to develop in-depth understanding and/or acquisition of skills relevant to the subject or vocational areas.
Notes: Depending on its usefulness technology can be beneficial but should be applied on an inclusive basis and not “enforced”. For example I can state that paper and pen….books, are the oldest methods of passing on learning – a PC does not substitute that. Balanced approach here is the key.
Q16 How effective are you at addressing the mathematics and English needs of learners and working creatively to overcome individual barriers to learning?
Score: 6
5 – 6 I demonstrate secure and confident personal knowledge and skills in maths and English. I systematically use my depth of knowledge and skills to embed opportunities for learners to develop in these areas.
Notes: At every given opportunity I tackle maths and English, from asking what the date is in a numerical format to checking spelling. I do this in every session.
Q16 How effective are you at addressing the mathematics and English needs of learners and working creatively to overcome individual barriers to learning?
Score: 5
5 – 6 I demonstrate secure and confident personal knowledge and skills in maths and English. I systematically use my depth of knowledge and skills to embed opportunities for learners to develop in these areas.
Notes: Additional support should be indentified and given at an early stage and monitored. Embedded maths and english is key to success.
Q17 How effective are you at enabling learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge?
Score: 2
1 – 2 I encourage and respond to learners’ contributions and questions to support their progress. I match teaching and learning activities to appropriate learning outcomes.
Notes: I try to encourage them, but some learners prefer not to do PSHE – based on their autistic. I’d like to develop these learners so that they can appreciate the importance of it of good social skills. Questions at the moment are “why do we have to do it?”, to “what’s the point?”
Q17 How effective are you at enabling learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge?
Score: 5
5 – 6 I demonstrate flexibility and adaptability by engaging learners in decisions about pace, approach and teaching method. I set challenging learning goals to promote the progress of individual learners.
Notes: Self and peer observation can be a valuable tool but must be supported in a constructive manner and should not be relied on instead of professional judgement.
Q18 How effective are you at applying appropriate and fair methods of assessment and providing constructive and timely feedback to support progression and achievement?
Score: 5
5 – 6 I assess learners’ achievement using a range of approaches. I provide detailed feedback and targets to ensure that learners make progress, including timely evaluation of learner progress within lessons.
Notes: I know that I do this will, based on my NVQ assessors award. I know what format assessing can take and how to obtain it.
Q18 How effective are you at applying appropriate and fair methods of assessment and providing constructive and timely feedback to support progression and achievement?
Score: 6
5 – 6 I assess learners’ achievement using a range of approaches. I provide detailed feedback and targets to ensure that learners make progress, including timely evaluation of learner progress within lessons.
Notes: Assessment must always relate to VARCS and be delivered on time!
Q19 How effective are you at maintaining and updating your teaching and training expertise and vocational skills through collaboration with employers?
Score: 1
1 – 2 I review and update my own subject knowledge and skills and engage with principles of curriculum and pedagogy relating to the subject or vocational area. I demonstrate engagement with relevant communities of educational and vocational practice.
Notes: I do what I can, but is difficult when I am not with colleagues that have the same specialism as me. I do a lot of research through the internet.
Q19 How effective are you at maintaining and updating your teaching and training expertise and vocational skills through collaboration with employers?
Score: 6
5 – 6 I am pro-active, as part of a community of practice, in maintaining my own subject knowledge and skills at a high level, and engaging with a range of current debates in curriculum and pedagogy relating to the subject or vocational area.
Notes: As already mentioned through workshops, site visits and employer engagement on a regular basis – exploring and adapting is key!
Q20 How effective are you contributing to organisational development and quality improvement through collaboration with others?
Score: 2
1 – 2 I make an appropriate and effective contribution to teaching and pastoral teams.
Notes: I have only been here a short time. Once I have settled in I am sure that I will contribute to the improvement of the college.
Q20 How effective are you contributing to organisational development and quality improvement through collaboration with others?
Score: 6
5 – 6 I show the capacity to develop leadership and management skills and/or show initiative in improving teaching and learning within my work setting/placement.
Sample Solution
