1

My QTLS

Guidance for Applicants

For members registering from 1 December 2016

2

Introduction ................................................................................................................................. 4

Purpose of this document ......................................................................................................... 4

An overview of the process ....................................................................................................... 4

The 2014 Professional Standards ............................................................................................... 5

Avoiding plagiarism................................................................................................................... 5

Planning what you will write...................................................................................................... 5

Completing your e-portfolio in My QTLS ........................................................................................ 6

Getting Started ......................................................................................................................... 6

Navigating around your workbook ............................................................................................. 7

About You ................................................................................................................................ 7

Roles and Responsibilities ....................................................................................................... 10

Motivation for undertaking QTLS ............................................................................................. 10

1) Self Assessment............................................................................................................... 10

2) Professional Development Plan ........................................................................................ 11

3) CPD Record ..................................................................................................................... 12

4) Critical Reflection ................................................................................................................ 15

5) Final Action Plan ................................................................................................................. 16

Sharing your workbook with your supporter, colleagues and with SET ........................................... 17

Final supporting statement...................................................................................................... 17

Share with supporter .............................................................................................................. 17

Viewing the supporting statement ........................................................................................... 17

Sharing your workbook for review ........................................................................................... 17

Emails from SET .......................................................................................................................... 18

Your Certificate .......................................................................................................................... 19

The Reapplication Process........................................................................................................... 19

Technical Help ............................................................................................................................ 20

Adding dates to the workbook ................................................................................................. 20

How to prepare evidence for your qualifications and other supporting documents..................... 20

How to link your qualifications and other supporting evidence to your workbook ...................... 21

How to add your supporter’s details ........................................................................................ 23

If you wish to change your supporter ....................................................................................... 24

Tips on updating your workbook.............................................................................................. 24

Status and Submission Bar....................................................................................................... 24

Tracking and viewing progress ................................................................................................. 24

How to add narrative .............................................................................................................. 25

3

Copying and pasting text from a pre-prepared Word document ................................................ 25

Formatting text....................................................................................................................... 26

Working collaboratively........................................................................................................... 26

Share with supporter .............................................................................................................. 27

Viewing the supporting statement ........................................................................................... 27

Appendix 1: Critical Reflection: Evidencing impact ..................................................................... 28

Appendix 2: Guidance for supporters .......................................................................................... 29

Appendix 3: Professional Development Plan................................................................................ 32

Appendix 4: Professional Discussion Template............................................................................. 33

Appendix 5: CPD Record ............................................................................................................. 36

Appendix 6: Final Action Plan..................................................................................................... 37

Appendix 7: Summary of Mandatory Evidence............................................................................. 38

4

Introduction

Purpose of this document

This document aims to provide you with the following:

the mandatory evidence (highlighted in green) that you must include

optional evidence (highlighted in purple) that you can include

technical support (highlighted in red) to help you upload your evidence into your workbook

guidance for your supporter

You should note that if the mandatory evidence is not included in your workbook, you risk your

application being reviewed as ‘Criteria Not Met’.

Please note also that you must not include any evidence from your ITE programme in your application, unless specifically stated in this guidance.

An overview of the process

1) Carry out an online self-assessment against the 2014 professional standards to you help identify your areas for development that you will undertake during professional formation

2) Put together a professional development plan outlining activities that will be undertaken

during the process of professional formation (a minimum of four months)

3) Complete a continuing professional development (CPD record) that details the CPD

undertaken during professional formation

4) Critically reflect on the impact of the CPD undertaken and evaluate the difference it has made

to your practice, the outcomes of your learners and your organisation

5) Complete a final action plan that will provide details of professional development that will be

undertaken after QTLS has been awarded

1. Self-assessment

2. Professional development

3. CPD record

4. Critical reflection

5. Final action plan

5

The 2014 Professional Standards

The on-line workbook allows you to demonstrate the effective use of your skills and knowledge in your professional practice whilst working collaboratively with colleagues over a minimum period of at least

four to six months. It also enables you to show how you are continuing to build on your skills, knowledge and understanding in relation to the professional standards.

Each section of the workbook provides opportunities for you to show how you are continuing to develop

your practice with respect to the 2014 Standards, referenced in this document with this symbol:

There is more information and guidance on the 2014 Professional Standards here. The 2014

Professional Standards Guidance and the Professional Standards Guide for Practitioners may be

useful in helping you interpret the standards for your particular education and training context.

Avoiding plagiarism You will be aware from your ITE programme that you must acknowledge the source of any information

to avoid plagiarism. Plagiarism is the taking of another person's ideas, writings or inventions and using

them as your own. Re-wording or paraphrasing another person's work without citing the source is also

considered plagiarism. SET take instances of plagiarism very seriously and will take appropriate action

where this has been found to have occurred.

Planning what you will write When preparing their QTLS applications, some members have found it useful to plan each page before

adding details to the My QTLS workbook. Use the prompts in this guide to organise each section.

Initially put some key words and phrases against each section which you can expand on later, then

think about the evidence you have to support your narrative. Spending a few minutes now planning

your entries will help when compiling your workbook.

6

Completing your e-portfolio in My QTLS Getting Started Log in to https://set.et-foundation.co.uk/ using your membership number (or registered email address) and the password.

My QTLS is available to all SET members that are undertaking professional formation. You can access

My QTLS / REfLECT via the link on the SET website (when you have logged in) or using the link you were sent when you registered to apply for professional formation.

Note: If you have difficulties accessing My QTLS / REfLECT please check that your pop up blocker is

switched off as this will prevent your My QTLS pages from opening. Also, delete your browsing history as this sometimes prevents access to the correct webpage.

When you are in your My QTLS dashboard you can access your workbook via the View My QTLS

button.

Tips on updating your workbook

1 Whenever you wish to add to or update your workbook we recommend that you always access the workbook via the View My QTLS option.

2 Save your work at regular intervals and before you log out from My QTLS. NOTE: On first

saving you will be sent a message that you have submitted your workbook to a workspace. This is the correct process and ensures your workbook will be sent to the correct review period when complete. It does not mean that you have shared your workbook with SET.

7

There are seven pages in the workbook which need to be completed and an additional page that provides information on sharing your workbook. The workbook is divided up into sections, so you can

complete your application in stages:

About you Roles and responsibilities 1. Self-assessment

2. Professional development plan 3. CPD record 4. Critical reflection

5. Final action plan 6. Sharing your workbook

Remember every time you go back to the workbook access it via the View My QTLS option.

Navigating around your workbook The easiest way to access the different sections in your workbook, click on the contents tab on the left, then

select the page you want from the drop down menu.

About You

8

This page contains your details and enables you to upload your qualifications.

Your full name, membership number, organisation and payment status will automatically be added to this page.

Declaration of Suitability (fitness to practise)

The page will show whether your Declaration of Suitability form has been received.

If you have not completed this form, you can access it here. Please complete and sign the form and

send a scanned copy to: registrar@etfoundation.co.uk. Once received and checked, it will be uploaded to your member record and your workbook will be automatically updated to show it has been received.

Period of professional formation

Please state the start date (the date you registered) of your professional development process.

Technical help: Click here to find out how to select dates from the calendar.

Your qualifications

In this section, you must upload scanned full colour copies of the following qualifications and enter the date

these were awarded: a) Initial Teacher Education qualification If your ITE qualification was gained abroad, you will need to map your teaching and learning skills against the 2014 professional standards. Examples of how you can demonstrate this can be found here.

9

b) Subject specialist qualification (or CV that outlines your vocational experience; highlight relevant sections) Please note: If you teach maths, English or ESOL (numeracy, literacy, Functional Maths, Functional English, GCSE Maths or English, ESOL), you will need to upload a qualification that demonstrates that you have maths, English or ESOL skills at Level 3 or above, eg ‘A’ Level, Degree, Level 3 Award in Maths for Numeracy Teaching, Level 3 Award in English for Literacy and Language teaching. Further examples can be found here.

c) Level 2 maths and English qualifications Check that your maths and English qualifications are on the list of acceptable qualifications. Currently, your maths and English qualifications do not need to have been gained recently. However, if your maths and English qualifications are more than five years old, you may want to take this opportunity to update your skills by carrying out a self-assessment, undertaking some free on-line modules and taking a practice test. For more information, log onto Foundation on-line learning. If your maths and English qualifications were gained abroad, please provide a letter from UK NARIC confirming their equivalence to GCSE grades A* - C, along with copies of your original certificates.

Technical help: Click here to find out how to upload evidence for your qualifications and other supporting evidence into your workbook

To ensure that reviewers can see your evidence links, we strongly recommend that you use the rosettes in your workbook to upload files.

Please note that it is not mandatory to upload evidence to every rosette within the workbook. The mandatory evidence checklist provides details of supporting evidence you must upload. Click here to view the checklist (Appendix 7).

Your Supporter’s details

Enter your supporter’s name. Your supporter should be a qualified teacher or trainer who can comment on your current practice in terms of your strengths as a teacher and areas for development. He or she

can be your current manager or a colleague. There is more information on the role of the supporter here

You also need to add your supporter as a contact in your My QTLS account. This will enable you to share your workbook during the process of completing professional formation as well as on completion

of your application

Technical help: Click here to find out how to add your supporter’s details and share your

workbook, both during the process of completing professional formation and at the end of the

process when they will write a formal supporting statement.

10

Roles and Responsibilities

6, 12 & 20

You must complete all the narrative sections, 1, 2 & 3

1) Your teaching career to date

Describe your teaching career to date and say why you decided to become a teacher or trainer

(maximum 500 words). You can add supporting evidence by clicking on the rosette.

Upload your current CV

2) Current role and responsibilities

Tell us about your current role and responsibilities, about the subjects you teach and about the age

range and types of your learners. State how you work with colleagues to improve the quality of

teaching and learning in your organisation (maximum 200 words).

You can add supporting evidence by clicking on the rosette.

Optional: Your job description, notes of meetings, quality improvement plans, examples of cross

organisational working/work you have undertaken with outside agencies, examples of networking.

Motivation for undertaking QTLS

3) Motivation for undertaking QTLS

Describe why you are undertaking QTLS (maximum 200 words).

You can add supporting evidence by clicking on the rosette.

Technical help: Click here to find out how to add narrative and supporting evidence.

1) Self Assessment

1, 2, 6, 7, 8, 9, 10 12, 19 & 20

In order to benchmark your starting point for professional formation, you will need to carry out a self-

assessment of your professional skills, knowledge and understanding against the 2014 professional

standards. This self-assessment will help you to identify your areas for development and is an

opportunity to make links to organisational development and collaborating with others.

Use the online self-assessment tool available from your Member dashboard on SET website. Click on

My SET, ‘My professional development’ and then ‘self-assessment’. Alternatively, you can access it

here. Complete the self-assessment and upload the pdf of your results to this page.

11

Upload the following mandatory evidence:

a pdf of the results of your self-assessment

an observation report of your teaching as evidence to support your self-assessment

Note: If you are a recently qualified teacher, you can upload your final observation report from your ITE

programme, provided that this is no older than six months prior to the date of registration for

professional formation.

Unless you have qualified as a teacher in the past six months prior to the date of registration for

professional formation, you cannot use one of your ITE observations. This is because your portfolio of

evidence must contain evidence of current practice.

Optional: an appraisal report

2) Professional Development Plan 1, 2, 6, 7, 8, 9, 10 12, 19 & 20

The results of the self-assessment will inform your Professional Development Plan. This will include

areas that you will address during the process of professional formation. If you have recently qualified

as a teacher, you could use content from the action plan developed as part of your final Professional

Development Planning assignment.

Complete the professional development plan and list your objectives stating how and when you will

undertake the continuing professional development activity. (See Appendix 3 for the Professional

Development Plan template). There is also a link to the template here.

Your plan should be current and forward-looking, explicitly referenced to the professional standards and include:

Professional standard and specific area for development

Action you will take

Anticipated impact and how you will know you have achieved your goal

Expected completion dates

Your plan must include CPD activity to develop your skills in three areas: teaching and learning

(planning and delivery) teaching and learners (assessment), and subject specialist knowledge.

Optional: You may want to share and discuss your Professional Development Plan with your

supporter at this stage and record your discussion, using the professional discussion template

(Appendix 4)

You will record the progress of your Professional Development Plan in your Professional Development

Record in the next section.

12

Include the following mandatory evidence:

A summary of the development priorities explaining why you decided to focus on this

particular aspect of your practice (maximum 200 words).

Completion of your professional development plan using the template provided

You will need to ensure that you have selected a minimum of one goal in each of the three

following areas, so a minimum of three goals in total:

a. Teaching and learning: Planning and delivery b. Teaching and learning: Assessment c. Subject specialist knowledge

Optional: Professional development plan developed at the end of your ITE programme that highlights

strengths and areas for development

You may want to invite feedback from your supporter on your developing practice as you are completing this section of the workbook and include this as evidence.

3) CPD Record

Complete the template provided, detailing the CPD that you are unde rtaking during the professional

formation process. This will be informed by your professional development plan. See Appendix 5 for

the CPD template. There is also a link to the template here.

You must include at least one CPD activity for each of the following , so a minimum of three activities in total:

a) Teaching and learning: Planning and delivery b) Teaching and learning: Assessment c) Subject specialist knowledge

A CPD activity can include any of the following:

Action research project

Coaching and mentoring activity Conference Course (on-line, face to face, blended)

Discussion Employer visit Event

Peer observation Reading, e.g. educational research/theory Seminar Sharing practice with peers

Training delivery/cascading Representing your department / college

Use of new technology Challenging practice Engagement with a new group

13

Your CPD record needs to demonstrate how you are improving your teaching and learning knowledge and skills to meet the diverse needs of your learners.

You will reflect on how you will apply what you have learned in respect of your professional practice and setting in the Critical Reflection section of the workbook.

You will consider what future support you will need from colleagues / others in order to continue to develop your practice in the Final Action Plan section of the workbook.

a) Teaching and learning: Planning and delivery

1, 2, 3,4,5, 6, 8, 9 11,12,14,15,16, 20

In this section, your CPD record may include opportunities to develop the following:

Planning and delivering effective learning programmes for diverse groups or individuals in a

safe and inclusive environment.

Creative and innovative ways to help learners to learn

Strategies/methods to demonstrate that you value and promote social and cultural diversity, equality of opportunity and inclusion

Increasing the use of technology in your role and promoting its use to your learners

Inspiring, motivating and raise the aspirations of your learners

Addressing the maths and English needs of learners and working creatively to overcome

individual barriers to learning

Updating your own maths and English skills to ensure you have the confidence to support your

learners to improve these skills.

Managing and promoting positive learner behaviour.

Examples of CPD activity:

Observation of a peer to share effective practice in using technology

Reading research articles on strategies to improve behaviour management and testing ideas

out in practice

Self-assessing your maths and/or English skills and undertaking some online modules to develop your skills. Taking a practice test to demonstrate progress

b) Teaching and learning: Assessment

1, 6, 8, 9 12,13, 17, 18, 20

In this section, your CPD record may include opportunities to develop the following:

Motivating and inspiring learners to promote achievement and developing their skills to enable

progression, taking into account their individual needs

Enabling learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge

Applying appropriate and fair methods of assessment and providing constructive and timely feedback to support progression and achievement.

14

Examples of CPD activity

Reading of educational theory on formative assessment strategies and testing out and evaluation of impact on practice and learners.

Collaboration with an English teacher in order to develop skills in providing constructive written

feedback to learners on their English skills.

Peer observation to develop skills in stretching learners of all abilities and testing out in practice

c) Subject specialist knowledge

6, 7, 8, 10 19, 20

In this section, your CPD record may include opportunities to develop the following, demonstrating how

you are continuing to ensure currency in your specialism:

Keeping yourself updated on your subject/vocational area so that your learners receive the benefit of the latest knowledge and skills

Collaborating with colleagues to expand your knowledge and understanding of your subject/vocational area

Maintaining and updating your teaching and training expertise and vocational skills through

collaboration with others outside your organisation, e.g. through links with employers, occupational networking, trade and professional memberships, links with the wider community,

presenting at a conference Examples of CPD activity

Attending courses/updates related to your subject specialism during the process of professional

formation

Peer observations of colleagues and putting into practice something learned from the observation and evaluating its impact on learners

Visiting an employer or undertaking a placement in industry

Working part time in your occupational setting, alongside teaching

Co-designing and co-delivering programmers with employer partner (including apprenticeships) You must upload the following mandatory evidence:

A completed template of your CPD record

Notes from your professional discussion with your supporter, where you have reviewed your progress and discussed any CPD undertaken (Appendix 4)

15

4) Critical Reflection

1, 2, 7, 8, 9, 10, 12, 19 & 20

1) Look back at your self-assessment and professional development plan. Reflect on how you have

addressed any professional standards you identified for development. Critically evaluate the impact the

process has had on your learners. How has the reading you identified developed your understanding of

your practice?

2) What has been the impact on your colleagues and your organisation and how do discussions with

peers support your on-going development?

3) How have your professional values, professional knowledge and skills developed during the

process? What have you learned about yourself as a practitioner?

Mandatory Minimum Evidence Requirements

To support your Critical Reflection you must provide all of the evidence requirements in 1 and some

evidence for each of 2 and 3 below

1) Evidence for improvements in practice

A final observation report of your teaching and learning that demonstrates the impact of your

Professional Development Planning (PDP). You must also include

a) the lesson plan for the session

b) your evaluation of how the lesson was received. This evaluation must include reference to learner feedback on the lesson.

2) Evidence of the impact on learner outcomes

You may find it useful to consider evidence for learner outcomes in the following areas :

Knowledge: what evidence is there for an increase in understanding, eg assessment data such as

test results, learner self –assessment reports, ILPs, tracking of learner progress against criteria.

Skills: what evidence is there to demonstrate improvements in skills, eg communication skills,

working collaboratively, class participation etc.

Attitudes: what evidence is there for improvements in the attitudes of the learners, eg attendance

records, punctuality, class participation, willingness of the learners to consider alternative points of

view.

Some evidence, such as learner feedback, unit/course evaluation will provide support for all of

these areas.

16

3) Evidence of the impact of your professional formation on your organisation.

Suitable evidence may include: minutes of meetings to provide evidence of sharing of practice with

colleagues, mentoring, tutoring, working with SEN learners; examples of links with outside agencies

eg stakeholders, employers, placements, team teaching

See Appendix 1 for examples of evidencing impact.

5) Final Action Plan

1, 13, 17, 18

This section requires you to complete a final action plan that will provide details of professional

development that you plan to undertake to ensure that you are continuing to develop your practice after

you have completed professional formation.

Identify three key strengths that you have demonstrated during professional formation.

Complete the plan and identify short, medium and long term activity that you will undertake in the next

6-12 months. See Appendix 6 for the template. There is also a link to the template here.

Describe (maximum 200 words):

What will be your next step in order to continue to develop your practice?

Who will support you with this? Why are you involving them and how will they support you? How will you involve colleagues in

this process?

Hold your final meeting with your supporter to review your work, reflect on the impact of your CPD.

Optional: Complete the professional discussion template to record notes from your meeting (Appendix

4)

The following evidence is mandatory:

Your final action plan

Completed narrative

17

Sharing your workbook with your supporter, colleagues and with SET

You can share your workbook at any time to review progress with your supporter /or receive informal feedback

from a colleague. Sharing in this way will still enable you to edit and amend your workbook.

Technical help: Click here to find out how to share your workbook for informal comments.

Final supporting statement

Once you have completed your workbook, you need to share it with your supporter so that he or she can look

through your workbook and add the final supporting statement.

Please note that once your application has been supported, you cannot make any further changes or you

will lose the supporting statement and your supporter will have to re-enter their statement.

Share with supporter

Share your workbook with your supporter by clicking on the ‘Share with Supporter’ button at the bottom of the

page.

The supporter will receive an email from My QTLS which will invite them to click on a link to access your workbook and the supporting statement. Your supporter will need to complete a statement that requires them to give details of:

the context in which you are known to him or her

particular strengths and attributes which you bring to your professional practice

areas for your future professional development

When your supporter has completed the statement and also clicked the Save and Support button at the bottom of the page, you will receive an email informing you that this has been done.

Technical help: Click here to find out how to share your completed workbook with your

supporter.

Viewing the supporting statement Read their statement by c licking on ‘View Supporting Statement’.

Sharing your workbook for review

The final task will be to click on the “Share with SET” button, which will become active when the

supporting statement has been added. This is a very important last step as it is this action which will

forward your completed workbook to SET to be reviewed. When your professional formation

application has been received by SET, you will receive an automated email confirming this.

18

We recommend that you use the Summary of Mandatory Evidence checklist (Appendix 7) to ensure

you have completed everything before pressing the “Share with SET” button.

When you are ready to share your workbook with SET for review, click ‘Share with SET’. You must share your

workbook with SET by the deadline date, otherwise it will not be reviewed.

Emails from SET

At certain points in the professional formation process, emails will be sent out to your email address

and a notification will also appear in the message centre in My QTLS when feedback or certificates are

released. You can also check the status of your professional formation application and track its

progress, by logging in to My SET on the website, then clicking on Profess ional Formation on the left

hand side of the dashboard page.

At the end of the process if you have achieved QTLS you will receive an email informing you of this

decision. You will be able to read your official feedback by logging onto My QTLS, opening your

workbook and clicking on the Feedback button.

19

Your Certificate

Your professional formation certificate will be stored in your My SET dashboard ready for printing at

your convenience. You can access your certificate by logging in to My SET on the website, then

clicking on My Programmes, then Download Certificate. You will also receive a hard copy of your

certificate, normally within six weeks of notification of being awarded with QTLS. Please check your

account to ensure that we have your correct postal address.

The Reapplication Process

If you have not gained QTLS, you will be given detailed feedback of what you need to provide in order

to reapply. Click on the Feedback button in your workbook (see above).

If you are unsure of what evidence you need to add to the workbook for your reapplication, please

contact membership.enquiries@etfoundation.co.uk in order to request a telephone meeting with a

member of our professional formation team. Please note that you will only be allowed to reapply once.

Click on the Reapply button which will unlock your workbook and give you access again as it has been

locked during the review and moderation process. Add the missing evidence or narrative on the

appropriate pages and when complete, click on the Share with SET button again. You do not need to

share with your supporter again or provide another supporting statement unless specifically requested

in your feedback.

Clicking on the Share with SET button will send your reapplication through to the Reapplications area but in

addition, you should also send an email to professional.formation@etfoundation.co.uk to alert the team that you

have sent in your amendments. Your reapplication will normally be reviewed within three weeks and you will be

notified of the results via email and My QTLS. Currently there is no charge for this.

Feedback button

20

Technical Help

Adding dates to the workbook When prompted in the workbook click on the calendar to select the correct date .

How to prepare evidence for your qualifications and other supporting documents Step 1

Scan or photograph the documents you have chosen and save as .jpg or PDF format. This will enable easy access to your certificate scans/photographs. How you scan and save these documents depends

on which scanner and program you are using but generally, these are fairly simple to use. A smart phone image can uploaded to your computer and saved as .jpg or PDF format.

Step 2

Save these scans/images on your computer or memory stick. Give the documents suitable names so you are able to select the correct ones for each stage of the workbook, for example Cert Ed 2006,

GCSE Maths 1998, and so on. You should find that the file extension is .jpg if a jpeg file so your filename will be something like this: PSK Cert Ed 2006.jpg (where PSK are your initials) or pdf if your document is saved in Portable Document File format, for example PSK PGCE 2012.pdf.

21

How to link your qualifications and other supporting evidence to your workbook

You will see a red rosette icon below each qualification and relevant sections in the workbook where supporting evidence can be linked. Click on the down arrow to the right of the red rosette.

To check you have uploaded the correct qualification, click on the green rosette and a window will open

indicating which file you have added, click on the file to open it.

Please note: If your teaching qualification doesn't show on this page, it is because you haven't updated your SET pages. You can create the link by following these steps:

In your Assets folder, click on the teaching qualification file (e.g. Cert Ed) in the Assets list

Select Edit

Click on the small tag at the bottom right

Key in SET Qualification (or select this is the tag is already in the list)

Then close

You should now see the teaching qualifications linked in your workbook

Next, click on the + Add an asset button. In the dialogue box that will appear on the right hand side, click on Upload.

22

You will now see an area where you can drag and drop the file you want linked to the rosette. Open My Documents folder from your computer and then simply click the relevant file and drag it to the Drag a file here section.

You will see that the rosette has now turned yellow and the item has not yet been fully evidenced. This

allows you to add more files/documents if needed. When you have linked all the evidence for that item, click This item is now fully evidenced. The rosette will then turn green. See screen print below.

You will see a preview of the file and a

prompt: Your file is ready to be

confirmed.

Enter a title for your file in the box

provided, for example, GCSE English.

Click the Confirm upload button.

23

How to add your supporter’s details Your supporter’s details are added in the About You section of your workbook.

Type the first few letters of your supporter’s name in the box provided and then click add a contact. Enter their

details in the form ie first name, second name, organisation, role, email address and then click create.

24

Your supporter’s details will now show in the text box and will show their email address. This may be useful if

your supporter does not receive the email to give access to the workbook as the email may have been entered

incorrectly.

Note: The ”Share with Supporter” option will only be available for use when you have completed all of the

pages and added the supporter’s details to the workbook.

If you wish to change your supporter Occasionally, you may need to change your supporter. To change your supporter details c lick on the X to the right and then add the supporter’s new details following the same procedure as you did originally. (See instructions above).

Tips on updating your workbook

Whenever you wish to add to or update your workbook we recommend that you always access the workbook via the View My QTLS option.

Save your work at regular intervals and before you log out from My QTLS. NOTE: On first saving you will be sent a message that you have submitted your workbook to a workspace. This is the correct process and ensures your workbook will be sent to the correct review period when complete. It does

not mean that you have shared your workbook with SET.

Status and Submission Bar The status and submission bar at the bottom of the page contains the current status of the workbook, ie New or

Shared with Supporter and will change depending on the progress of your application.

Tracking and viewing progress

To track and review your progress whilst completing your workbook.

click the check box at the bottom of each section to show that the page

has been completed, then click on the view progress icon.

25

How to add narrative

To add appropriate narrative to the workbook:

You can enter text in the box already prepared for you; this will expand as you write.

Please note narratives should be entered in the text boxes provided rather than being attached to a

rosette as a Word document.

Copying and pasting text from a pre-prepared Word document

You are able to copy and paste narrative from a Word document if you prefer to prepare your work before adding

to the narrative page – this is a useful back up for you, rather than entering narrative directly onto the pages in

My QTLS. To paste text to your workbook page:

1 Highlight and copy the text as usual

2 Position your cursor on the page where you wish the text to appear

3 Hold down the Control key and press V

Control V is the keyboard shortcut to allow you to paste into the workbook pages.

Other keyboard shortcuts which you may find useful are:

Control C – to copy text

Control X – to cut text

Enter your text here

26

A useful list of common keyboard shortcuts is available online:

http://www.computerhope.com/shortcut/word.htm

If you are using a Mac, then the keys are slightly different: Command V – to paste text into your narrative page Please note: Using a Safari browser will not allow you to copy and paste, please switch to a different browser such as Firefox or Chrome. Here is a list of common keyboard shortcuts for a Mac:

https://support.apple.com/en-us/HT201236

Formatting text

Highlight a word or phrase and you will notice a floating formatting toolbar like the one below will appear:

Click on the drop down arrow for the option you wish to apply.

Working collaboratively

Remember, you can share your workbook at any time to review progress with your supporter and/or receive

informal feedback from a colleague. Sharing in this way will still enable you to edit and amend your

workbook.

To do this click on I want to…

Once you have completed your workbook, you need to share it with your supporter so that he or she can look

through your workbook and add the supporting statement.

Share your workbook with your supporter by clicking on the ‘Share with Supporter’ button at the bottom of the

page.

Once your supporter has added their statement, your supporter will need to click on the ‘Save and Support’

button on the bottom of page.

Read their statement by clicking on ‘Open Statement’.

Click on Share from the drop down

menu and select With People then

complete the details and click Share

Asset.

27

Share with supporter

Share your workbook with your supporter by clicking on the ‘Share with Supporter’ button at the bottom of the

page. The following message will appear on the screen:

Ensure that everything has been completed in your workbook before you click Share with Supporter.

Viewing the supporting statement Read their statement by clicking on ‘View Supporting Statement’ at the bottom of your workbook.

.

28

Appendix 1: Critical Reflection: Evidencing impact 1

How can I evidence the impact of professional formation on:

My practice?

My learners?

My organisation?

My practice

Improvement in inspection/observation grades Feedback following observations of your practice that demonstrates improvement Examples of use of more creative approaches to teaching, learning and assessment and the impact on

your practice Examples of testing out new ideas, based on robust research evidence and the impact on your practice

My learners Improvements in achievement rates

Improvement in retention rates Improvement in student motivation/morale/attendance/punctuality, etc Improvement in classroom atmosphere, eg more settled, more questioning

Examples of students more willing to collaborate and engaged in learning Examples of students who are more autonomous

My organisation/partner organisations Examples of greater cross curriculum/departmental working Examples of beneficial links and collaboration with other providers/agencies

Establishment of a community of research and practice within your organization Closer links with HE colleagues

1 This section has been adapted from an article from InTuition Research, Issue 1, Spring 2016: Gregson, M,

Spedding, P & Nixon, L. Helping good ideas to become good practice: Enhancing your professional Practice

through Joint Practice Development, London, SET.

29

Appendix 2: Guidance for supporters

The role of the supporter is to act as a ‘critical friend’ to the member applying for Qualifie d Teacher

Learning and Skills (QTLS).

Who should be a supporter?

The supporter should be appropriately qualified to pass judgements on the evidence collated by the

applicant, for example a line manager or head of department. Ideally, the supporter s hould be a

member of the Society for Education and Training (SET), but this may not be possible in all cases.

What constitutes ‘appropriately qualified’?

SET would consider someone suitable to act as a supporter if they:

• are able to draw on wide-ranging experience of the sector

• have knowledge of a relevant subject specialist area or teaching and learning practice

• can comment on the applicant’s current practice

• have known the applicant in a professional capacity for a length of time that enab les them to comment

in a supporting statement on the applicant’s progression over a period of time (ideally a minimum of six

months).

In addition, the supporter might have a position of responsibility in his/her place of work and be

someone whose opinion and judgment is respected. The supporter’s relationship with the applicant

should be entirely professional; she or he should not be someone related to the applicant by birth or

marriage, or someone who is in a close and personal relationship with the applicant, such as a friend.

What would the supporter be required to do?

The applicant and supporter should work closely with each other from the beginning of the professional

formation process and ideally the supporter will provide on-going feedback to the applicant whilst he or

she is completing the on-line workbook.

Professional discussions with the applicant will ideally be held during the process and in particular:

After the applicant has completed the Professional Development Plan

Whilst the applicant is completing their Continuing Professional Development Record

(mandatory)

After the applicant has completed the Final Action Plan.

A Professional Discussion template has been developed so that the applicant can record notes fro m

these meetings (page 36-8).

30

After the applicant has collected and collated evidence in their workbook in My QTLS and checked this

for spelling and grammatical errors, they will share it officially with their supporter. This action will

prevent the applicant from amending the workbook. The supporter will be required to:

read the collated evidence

confirm that the applicant has provided a true and accurate picture of his/her professional

practice

complete an online statement authenticating the applicant’s evidence in the ‘Supporter’s

statement’ area of the applicant’s workbook.

The statement requires the supporter to give details of:

the context in which the applicant is known to him or her

particular strengths and attributes which the applicant brings to his or her professional practice

areas for future professional development

It is advisable to refer to the 2014 Professional Standards and comment on these when completing the

statement.

Adding your Supporter’s Statement

When the application is ready to be supported, the applicant will share the workbook with you. You will receive

an email similar to the one below.

Click the first link and use the log on details which will be provided in the email. This will give you

access to the workbook so you will be able to read through the information to ensure that what has

been entered in the narrative is a correct record.

After completing the reading of the narrative, please click the Supporting Statement button at the

bottom of the workbook.

This action will open up a statement form for you to complete. You will be able to keep editing and saving the

statement until it is completed by clicking on the Save and Exit button.

When the statement has been completed, click on the Save and Support button – if you do not click this button,

the applicant will not be able to read your statement.

31

This action will save your statement to the applicant’s workbook and also trigge r an email to the applicant to

inform them the supporting statement has been added.

That is the end of your supporter duties but the final task of the applicant will be to click on the Share with SET

button which will appear in the applicant’s view of the workbook.

Find out more: www.set.et-foundation.co.uk Telephone us (free phone): 0800 093 9111 or (local call): 020

3092 5001

Email us:membership.enquiries@etfoundation.co.uk

Education and Training Foundation 157-197 Buckingham Palace Road, London, SW1W 9SP

32

Appendix 3: Professional Development Plan

Remember to ensure that you have included at least one area for development in each of the following areas: teaching and learning (planning and delivery) teaching and

learning (assessment) and subject knowledge, so a minimum of three areas for development in total.

Professional Standard

and specific area for

development

Activity to be undertaken

(e.g. meeting with colleagues, peer observation,

CPD event, visit to employer, research,

professional reading etc.)

Anticipated impact on learners

(i.e. what difference will the outcomes of

this action make to your learners?)

Expected date this will

be completed by

33

Appendix 4: Professional Discussion Template

Please use the table below to briefly record professional discussions with your supporter. It can be handwritten and then scanned and uploaded into your workbook.

1) Initial professional discussion

Purpose: To discuss with your supporter how you intend to meet the requirements for QTLS

Note: The meeting will be an opportunity to discuss your professional development plan and should be held after you have completed your plan.

Professional Discussion: (briefly note items discussed)

Date of discussion:

Supporter’s signature:

Your signature:

34

2) Interim professional discussion

Purpose: To review your progress and discuss CPD activities undertaken to date

Note: This meeting will take place when you are part way through the professional formation process and have undertaken some CPD.

Professional Discussion: (briefly note items discussed) Date of discussion:

Supporter’s signature:

Your signature:

35

3) Final professional discussion

Purpose: To reflect on the process of professional formation and the impact of CPD undertaken.

This should be completed towards the end of the professional formation process when you have completed or are completing your Critical Reflection section.

Professional Discussion: (briefly note items discussed) Date of discussion:

Supporter’s signature:

Your signature:

Appendix 5: CPD Record

This enables you to keep track of your CPD and provide evidence of your activity.

Choose at least one CPD activity for each of the three sections, so a minimum of three activities in total: Teaching and Learning (Planning and Delivery); Teaching and Learning (Assessment); Subject Specialist Knowledge.

Activity Date

(s) and

Duration

Activity Description Put an ‘X’ in the professional standard area(s)

below that apply (ies) to your CPD activity

Link to Supporting

Evidence

1) Teaching

and Learning:

Planning and

Delivery

(e.g. standards

1, 2, 3, 4, 5, 6,

8, 9, 11, 12, 14,

15, 16, 20)

2) Teaching

and Learning:

Assessment

(e.g. standards

1, 6, 8, 9, 12,

13, 17, 18, 20)

3) Subject

Specialist

knowledge

(e.g. standards

6, 7, 8, 10, 19,

20)

Appendix 6: Final Action Plan What are three key areas for development in the next 6-12 months? Use the template below to record this.

Professional Standard

and specific area for

development

Action to be taken

(e.g. meeting with colleagues, peer

observation, CPD event, visit to employer,

research or professional reading)

Anticipated impact on learners

(e.g. what difference will the outcomes of this

action make to your learners?)

Expected date this will be

completed by

1

2

3

Appendix 7: Summary of Mandatory Evidence

Checklist of Mandatory Evidence for applicants registering for professional formation from 1 September

2017

Workbook Section What you will need to link (uploading via rosettes) Tick What you will need to write in the text boxes

Tick

About you

Declaration of Suitability (fitness to practise)

Your supporter’s details

Your qualifications:

1. Initial Teacher Education qualification (+ NARIC statement if gained overseas)

2. Subject Specialist qualification (or CV) 3. Maths and English qualifications at Level 2 (+ NARIC

statement if gained overseas)

Your role and

responsibilities and

motivation for

undertaking QTLS

Your CV

Your teaching career to date (maximum 500 words)

Your current role and responsibilities (maximum 200

words)

Your motivation for undertaking QTLS (maximum 200

words)

1) Self assessment

Copy of your self-assessment results

An observation report of your teaching (no older than six

months from the date of registration)

Workbook Section What you will need to link (uploading via rosettes) Tick What you will need to write in the text boxes

Tick

2) Professional

development plan

A summary of the areas of your practice that you have chosen to develop, focusing on why you have decided to

develop on these particular aspects of your practice (maximum 200 words)

Professional development plan

3) CPD record CPD record (using template provided)

Notes from your professional discussion with your supporter

4) Critical reflection

a) Evidence from improvements in practice:

An observation report that demonstrates improvements in practice, to include:

- the lesson plan

- your reflections on how the lesson was received, including reference to learner feedback

b) Evidence of the impact on learner outcomes (eg reference to improvements in knowledge, skills, attitudes) c) Evidence of the impact of professional formation on

your organisation

A reflective account of the professional development

activity undertaken during the whole process of your

professional formation application and an evaluation of the

effect it has had on your practice, the outcomes of your

learners and your organisation. Reflection on the

actions you have taken and a review of your progress.

(Maximum 1500 words)

5) Final action plan

Three key strengths demonstrated during the process Completed final action plan

A description of your next steps in order to continue to

develop your practice (maximum 200 words)

Notes