GTC Learning Academy

    The GTC Teacher Learning Academy provides professional recognition for teachers’ professional learning, with the option of academic accreditation, with a particular focus on learning embedded within daily practice.

    Phase one of the two year pilot was located in Manchester, Birmingham and Sheffield, in partnership with the LEAs and local Higher Education Institutions (HEIs). Since September 2004, phase two of the pilot has involved an increased number of partners, including more than 20 LEAs or groups of LEAs drawn from over 70 that expressed interest. Other aspects of the pilot include work with NCSL, NUT, Subject Associations, Training Schools and providers of international CPD opportunities.

    What kinds of teacher learning can be recognised?

    All work recognised at each stage of the Teacher Learning Academy must address each of the six core dimensions.

    • Engagement with an appropriate knowledge base (e.g. research evidence, school data, the experiences of teachers in other institutions)
    • Accessing peer support, coaching and/or mentoring
    • Planning of professional learning and change activity (i.e. a teacher learning project)
    • Carrying out a change activity (i.e. implementing the teacher learning project)
    • Evaluating the impact of the change activity on practice and on own learning
    • Disseminating what has been learned (e.g. through written report, web-based dissemination, hosting a meeting)

    Progression within the Academy

    The pilot has focused on the development of the first three stages of a six stage framework:

    • Associate (an entry level with no HE equivalence)
    • Senior Associate
    • Member

    Opportunities have been developed for interested teachers to seek 30 masters level CATS points at the second and third of these stages. The Senior Member, Fellow and Senior Fellow stages will be developed during the pilot through work with interested teachers and other partners.

    How is learning recognised?

    A submission for professional recognition can include a wide range of documentary evidence, wherever possible produced as part of the teacher’s work. This has been most successfully done where teachers focused on existing personal or school priorities, as identified and resourced, for example, through performance management. This evidence can include photographic, video or powerpoint evidence, a learning journal kept over the course of the project, annotated plans as well as a more familiar written report.

    Supporting collaboration

    Teachers can work on projects for recognition/accreditation through the Teacher Learning Academy individually or in collaboration with others, within or beyond their own school or institution. Opportunities to meet have also been provided to teachers in different locations whose projects have a similar focus.

    Mentoring, verification and quality assurance

    Mentoring, coaching and support can be accessed through various sources, including from peers or a local HEI. Verification of the quality of the submission is carried out by trained verifiers, the majority of whom will be school based.

    How long will it take?

    Learning within the Teacher Learning Academy could span a teacher’s career, but work on a project at Senior Associate/Member stage, for example, would take approximately 1 - 2 terms.

    Further information on local developments can be obtained from David Sayers on 020 7527 5653 or directly at the GTC. The project manager is Keith Hill. He can be contacted at tla@gtce.org

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