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A different approach to Professional Standards – video case studies
By Victor Dejean Since the introduction of the 2014 Professional Standards, practitioners across the sector have embraced them as a tool to effectively guide and measure their own professional development. What isn’t as well known is that there are providers who have taken this a step further by adopting a whole- organisational approach to embedding the Standards as a core part of their continuing professional development (CPD) strategy.
Some inspiring examples emerged from research carried out this year by the Education and Training Foundation (ETF). The ETF filmed video case studies of some of these examples which it will make available in the coming months. In the meantime, we have extracted the following insights
from the videos to give SET members an idea of how organisations and practitioners are using the Standards to inform and frame their CPD.
After completing the self-assessment, all our practitioners then have a personalised action plan, which fits into our CPL Pic-and-Mix model: P for pedagogy, I for industry, C for core. The data is used in three different ways: individuals
review how they can enhance what they do; teams look to develop their collective areas; and the college can identify how best to support staff through targeted development activities.
Lincoln College Group – Continuous Mark Locking
Professional Learning (CPL) Lincoln College (pictured) adopted a new strategy to give professional responsibility for their own development back to teachers, trainers and assessors.
Sally Reeve
MARK LOCKING, MANAGING DIRECTOR (EDUCATION AND TRAINING DELIVERY) Previously our strategy for observation was very hierarchical … observers went in and almost told teachers how it should be done. We moved away from that to try to create a more professional environment. The Professional Standards became the core criteria around which we built our high expectations.
Hannah Dytam
SALLY REEVE, TEACHING AND LEARNING MANAGER All of our practitioners undertake the self- assessment from the Professional Standards. Using the Professional Standards self-assessment has allowed our practitioners to reflect in a very safe environment, knowing it isn’t linked to any performance management.
28 ISSUE 39 • SPRING 2020 inTUITION
HANNAH DYTAM, MATHS LECTURER Using the Professional Standards has really helped direct my work. I really want to continually improve, to make sure that I am giving not only the best lesson, but the one that has the biggest impact on the students, which isn’t always easy. This model has allowed me to find the bits that hurt – the bits that aren’t very pretty to look at … and to try to explore the things that aren’t going well, as opposed to the things that are.
MOD Lyneham (Babcock International) – Dual Professionalism
MOD Lyneham adopted the Professional Standards in its bid to drive up performance. They now sit at the heart of a continuing professional development (CPD) system that supports targeted activity, reflection, evidence and measurement.
COLONEL ED HEAL, COMMANDANT, MOD LYNEHAM We train over 1,500 Royal Marines and Army technicians and engineers every year, and I’ve got more than 400 trainers here. I need them to be dual professionals – professionals at their subject and professionals as a trainer.
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