The GTC launched its pioneering Teacher Learning Academy (TLA) three years ago. Diane Hofkins reports on its growing success.
'Flexibility is at the centre of the TLA, with its spotlight on learning that is embedded within daily practice,' explains Jasbir Mann, who is one of the GTC’s two heads of professional learning.
'Taking part is proving to be a real eyeopener for teachers, who are seizing the opportunity to achieve professional recognition for their work,' adds her colleague, Sara Morgan.
Established in January 2004, the GTC’s Teacher Learning Academy (TLA) is the first national system to offer public and professional recognition for the learning and development that occurs in the daily professional lives of teachers.
The TLA aims to stimulate learning experiences for teachers that are effective for them, their pupils, their schools and for the education service. Through a national framework, the TLA seeks to support learning communities – both within and beyond schools – that enrich teaching practice and support innovation.
But how does the TLA work on the ground? The first step is to identify a project of relevance, in the classroom or school, through which the teacher wishes to bring about change and improvement. This may be a particular challenge to overcome or an area of interest to explore.
Underpinned by a four-stage framework, the GTC’s Teacher Learning Academy sets out a clear structure, with rigorous processes that help teachers to plan and carry out their personal and professional development. 'We want this to become a habit and a way of working, not just a one-off,' comments Sara.
Importantly, the TLA links local schools into ‘hubs’ with trained leaders, giving teachers easy access to a wide range of information and support, and the opportunity to share their learning with a network of colleagues.
