Having completed my PGCE (post-compulsory) in 2015 and having worked in the further education sector since, I saw QTLS as an opportunity to investigate, invigorate and challenge my teaching practice. QTLS afforded me the time, structure and focus to do this with the support of a mentor, colleagues and my learners.
I thoroughly enjoyed the professional formation process; it allowed me to consider and challenge my own pedagogy and how my practice can and does have an impact on my learners, colleagues, and organisation. The self-directed formation process allowed me to identify areas for investigation in response to the Education and Training Foundation’s Professional Standards, as well as my own personal interests, namely: 3D scanning and printing; verbal feedback processes; and creative starters to inspire and challenge learners.
QTLS has reminded me how much I love the sector that I work in, as well as tmy passion for my subject: Art and Design. It reminded me of the impact that I can and do have on learners through my teaching: the power to inspire them to be the best they can be and provide them with opportunities that they may not have had access to before.
I initially underestimated the impact that my QTLS journey would have on my colleagues, thinking that it would only enhance my own pedagogy. However, through the formation process and upon completion, I have shared strategies that have had a positive impact on my colleagues’ practices across my whole department.
I plan to continue to explore and develop the findings that came out of my formation process by applying for the Advanced Teacher Status (ATS) programme. Alongside this, I am sharing the positive impact that QTLS has had on my practice with my colleagues and wider organisation.
The key pieces of advice that I would give to anyone thinking of undertaking QTLS are:
During the QTLS formation process, I purchased my first house and passed my driving test first time.