Professional formation is a process that enables you to demonstrate the effective use of skills and knowledge in your professional practice that is required to achieve Qualified Teacher Learning and Skills (QTLS) or Associate Teacher Learning and Skills (ATLS).
This is a post-qualification process that enables you to demonstrate the following through professional practice:
- The ability to use effectively the skills and knowledge acquired whilst training to be a teacher
- Application of the occupational standards required of a teacher.
The time you take to complete professional formation and achieve QTLS or ATLS status will be determined by your circumstances, for example, length of experience, full-time, part-time, fractional or sessional role and in-service training. IfL has therefore taken a flexible, pragmatic approach to professional formation.
Elements of the professional formation process
There are three key elements to include in your online workbook when completing professional formation:
Section 1: my teaching biography
In this introductory section describe your route into teaching or training: the role(s) you have and the context in which you teach.
Section 2: standardised elements
These are drawn from typical sources and are common to all candidates. They are determined by a set of requirements that fit all teaching roles. Standardised elements include:
- completion of an approved initial teacher training qualification from England, Wales or Northern Ireland
- confirmation of numeracy and literacy skills at or above Level 2.
- supporting testimony
Section 3: personalised elements
These are determined by IfL and are made up of individual reflections on professional elements from a variety of sources appropriate to you, making them non-standardised, personal and unique. The personalised elements are:
- subject currency comprising written and supporting evidence, such as certificates
- teaching and learning comprising written narrative plus supporting evidence, such as lesson plans, observations or resources
- self-evaluation comprising written and supporting evidence, such as a SWOT analysis plus supporting evidence where possible
- professional development planning comprising written narrative including dates when developments will take place plus supporting evidence, such as course details
- reflective practice comprising written narrative plus supporting evidence, such as appraisals, peer and learner feedback.