FE-based recruitment and recognition for school teachers were highlighted in Hans Svennevig’s recent Tes article: “Could FE solve the teacher shortage?”.
Both schools and FE have recruitment and retention issues. And both parts of the education sector have a challenging task ahead: how to prepare young people and adults for the world they face, whether it is improving academic achievement, raising maths and English skills, or teaching the technical and vocational skills the economy needs.
Given these common challenges, transferability and flexibility between parts of the education sector - such as that enabled by qualified teacher learning and skills (QTLS) - is a great asset.
When the Education and Training Foundation (ETF) took on responsibility for QTLS in 2014, we had a clear focus on these challenges ahead, and we wanted QTLS to adapt to meet them. After careful consultation we have now embedded the use of the post-16 professional standards within QTLS as the way for applicants to be assessed against a national benchmark, to identify where they can further improve their practice. We have also expanded the role of the mentor or supporter, so they help guide applicants and provide feedback throughout the process.
Applicants must now engage with educational research to inform their CPD and work collaboratively with their colleagues to improve their practice. They must also critically reflect on the impact changes in their practice have had on their learners and provide evidence to demonstrate this.
So it is a truly developmental process. These improvements mean that FE-trained teachers holding QTLS will bring strongly-enhanced value to any organisation that they teach in.
‘A badge of quality’
QTLS is a badge of quality, competence and professionalism. It is attractive to up-to-date, knowledgeable recruiters in both FE and schools as way of giving their institution an edge. Parity between QTLS and qualified teacher status (QTS) has been important since it was established in law in 2012, and remains so. The current government has signalled a desire to evolve QTS for schoolteachers; if this policy survives the general election, it will create the opportunity to bring the two statuses closer together, as both sectors seek to raise standards.
Parity also offers transferability and flexibility, as Svennevig points out, meaning that teachers can offer their skills to a wider range of schools, colleges and training providers, and have a better choice of employment in their area.
The diploma in education and training and QTLS together are an excellent choice for those teaching post-14 learners, particularly where a teacher’s subject area is not available at graduate level, and the experience they have in their field makes them the kind of great teacher we need to teach technical subjects, or T-levels, to meet the post-Brexit skills challenge.
In other traditionally academic cases, a subject-specific, post-graduate schools PGCE will be more appropriate instead. Ultimately, though, it is up to the school or college to determine what skills they need if they are recruiting. There is no one-size-fits-all route into teaching, and the system is richer for the variety and flexibility of routes that can suit differing circumstances.
The ETF is happy to offer expert information and advice (through our FE Advice service and the QTLS team) to navigate these various routes, and explain the many aspects of becoming a teacher in FE and beyond.
Tim Weiss is director of membership at the Education and Training Foundation
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