Learn more about the QTLS process from previous participants.
Helen Van De Kaa has been teaching ICT and business for 18 months. She explains how undertaking QTLS has encouraged her to be more creative with the way she teaches.
Yasmin explains how the QTLS journey has opened her eyes to the wider teacher profession and is taking her one step closer to her goal of supporting learners with their mental health.
Kerry Anne Richardson explains why pushing herself to undertake her QTLS gave her the boost she needed to be far more confident in her teaching abilities.
Gillian is a talent coach and tutor, previously spending 15 years in a Learning and Development role at Natwest. After recently being awarded QTLS, Gillian is due to start a new role of Curriculum Manager at Knowledgepool.
Nick, Education and Assessment Manager at Train Aid, and former Head of Sports Development at Reigate College, explains why he believes QTLS makes you more of a dynamic practitioner why he encourages his teacher trainers to follow the same path.
Tracey is Curriculum Lead for Health and Social Care and Functional Skills for GB Training. She explains how undertaking QTLS status re-ignited her passion for learning and led to a number of positive changes in her role.
Samantha explains how QTLS has enabled her to be a more reflective practitioner, using her knowledge to experiment with more innovative approaches and alternative ways of engaging students.
Sue has been teaching for 10 years and is also a moderator for AQA. She works at Bracknell and Wokingham College as a Creative Arts Lecturer, teaching students on Level 2 and 3 Art and Design Courses.
Polly is a sport lecturer for Bristol City Community Trust, teaching BTEC Level 2 and Level 3. She has been teaching for three years and is also a futsal and football coach.
Liam is a lecturer and course coordinator at Weston College for the BTEC Extended Diploma in Sport (Development, Coaching and Fitness). Alongside teaching he is the director of a junior football club which competes in the Junior Premier League, helping to develop aspiring footballers through improving the quality of coaching.
Jenny explains how she is managing to balance the QTLS process with a full-time job and why it has already progressed her career.
Jeminiyi is a Qualifications and Development Lead/Lead IQA and has been in the teaching and learning sector since 2010. She explains how QTLS was the perfect match to satisfy her personal work goals.
Darren teaches mathematics and Physics (GCSE and AS Level) at an English speaking secondary high school in China. He explains why the experience has led to him considering himself to be a 'lifelong improver'.
Calvin has been coaching children and adult learners for over 15 years and is due to start a new job as a PE teacher at the secondary school he left 21 years ago. He also works in a professional football club as an academy coach.
Angela is a lecturer and tutor in history and social policy and has been teaching since 1995. Angela explains how QTLS has enhanced her confidence as a teacher and encouraged greater discussion about teaching strategies within her organisation.
Alessia is a Functional Skills tutor for apprenticeships on behalf of the Fire Brigade Union Learning centre, which works in partnership with further education providers to deliver a range of courses and recognised qualifications in IT, Maths, English, Preparation for Life and Work, Health and Social Care and Business and Administration.
Abigail has been teaching Level 3 Fine Art, Graphic Communication and Photography at a sixth form college for three years. She explains why undertaking QTLS was so important to her after completing a PGCE in Post-16 education.
Tom works as a Key Stage 3 teacher at Phoenix Park Academy, a pupil referral unit in Grimsby. He explains how undertaking QTLS status enabled him to see the bigger picture when it came to understanding the different needs of his learners.
Samson works at Bucks College as an ICT lecturer, teaching students from Level 1 to Level 3. He explains how undertaking QTLS status has had such a strong impact on the direct experience his learners now have in the workplace.