Colonel Ed Heal
Louise Misselke
The Professional Standards provide me with a framework to shape that development, to give them the training opportunities they require, and allow them a structure against which to reflect.
MARK FULLER, TRAINING SUPPORT OFFICER We were first introduced to the idea of Professional Standards when we got involved in the ETF’s Professional Exchange Network. That led to using them as the basis for the creation of a set of in-house bespoke resources, which we host on our own virtual learning environment (VLE). We don’t use them in terms of performance management in the traditional sense – all we ask of trainers is that they’re continually developing and trying to be better every day. When we were inspected, one of the things commented on was how the Standards had allowed us to really target CPD by being able to look at data and evidence in real time, and being able to put on training events that we know are needed.
NAOMI MOON, TRAINER, INITIAL TRADE TRAINING I feel that the Standards have improved my practice because there is so much difference between the idea of what teaching is and the reality. Having an idea of where and what and how has allowed me to become the best I can be.
Guernsey College of Further Education – The One Thing
Guernsey College, a Corporate Partner of the Society for Education and Training (SET), implemented a new teaching and learning strategy – The One Thing – that required a change in culture and placed the Professional Standards at its core.
LOUISE MISSELKE, PRINCIPAL There’s such a wealth of research that talks about observation not really being effective as a tool to improve teaching and learning, so we made a bold decision that we weren’t going to do observations in the traditional way. We got all our practitioners to review themselves against the Professional Standards – and that’s really where The One Thing started. One of the most important aspects I can see shifting is the Values aspect of the Standards. As we, as an organisation, are enabling this approach, it’s highlighting to our colleagues that it’s OK to try things out – it’s OK to look at the research – and it’s really OK to talk about pedagogy in the course of your everyday work.
MARTINE ELLIS, PROFESSIONAL DEVELOPMENT MANAGER The One Thing is our professional development cycle, and it’s entirely teacher-led. At the start of the academic year, our teachers reflect on the year that’s passed, self-assess against the Professional Standards and start thinking about what they’d like to focus on for the coming academic year.
One of the most exciting developments has been teachers taking ownership of their professional development. They’ve not been afraid to experiment, they’re reading, and they’re doing evidence-informed practice.
OLIVER DAVIES, ASSOCIATE LECTURER, PERFORMING ARTS The self-reflection at the end of The One Thing process allowed me to look at the Standards in a slightly different way. It makes you want to look at your own practice and improve. I want to do my QTLS and maybe do a Masters. This approach has reignited that passion for learning.
Victor Dejean is an associate of the Education and Training Foundation, producing video case studies on the Professional Standards.
InTUITION ISSUE 39 • SPRING 2020 29
Martine Ellis
Oliver Davies
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