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The GTC Teacher Learning Academy (TLA) has had a greater impact than other forms of professional development for two thirds of teachers submitting projects, according to new research (16 Jun 2006).
The teachers were interviewed by the National Foundation for Educational Research (NFER) for an independent evaluation of the TLA. The vast majority of teachers making submissions reported positive effects from their involvement in the Academy. Among the benefits cited were enhancements to pupil learning and greater contribution to their school.
The TLA is being developed by the General Teaching Council for England as a system of national recognition of teachers’ learning and development. The Academy was initially piloted during 2003-04 in partnership with Local Authorities (LAs) and higher education institutions in three areas and now involves schools in a third of all LAs as well as a range of partners including the Training and Development Agency, National College for School Leadership and Teachers’ TV.
Positive effects reported by teachers who had submitted a TLA project include enhancements in pupil learning and school experiences; the development of teaching practices; improved skills and teachers’ increased contribution to the school. The research shows that the TLA’s six ‘core dimensions’ are a powerful tool for effective teacher learning. Securing the support of colleagues, evaluating the impact of the project and sharing what has been learned are seen as particularly valuable.
The TLA also changed the way the vast majority of teachers interviewed by NFER understood professional development. Instead of viewing continuing professional development (CPD) as a series of one-off courses, teachers embraced CPD as part of their everyday school based practice.
The key reasons teachers enrolled in the TLA were the recognition of their professional development in everyday practice and the opportunity to develop and reflect on their own learning. Participating teachers valued both the recognition they received and the learning process and core dimensions that are central to the TLA.
The report was commissioned by the GTC to evaluate the progress of TLA development so far and suggest areas for further work as the TLA expands. A number of the improvements recommended in the report are already being addressed through the TLA leader training and its hub strategy and through revisions to the TLA framework that will be introduced in September.
Changes to the framework will reduce time pressures for teachers completing submissions and provide increased clarity about the TLA requirements. There will also be increased guidance on submission and access to exemplar materials for teachers working on TLA projects. The management and quality assurance of verification procedures at each stage of the TLA will also benefit.
The current phase of the TLA is developing hubs of schools in Local Authority areas with a trained TLA leader and verifier in each school to promote greater awareness of the TLA and to provide consistent guidance and support for teachers, particularly through the development of coaching and mentoring. Three hundred TLA leaders have been trained so far and work is also continuing with national partners to widen availability and increase awareness of TLA opportunities.
Sarah Stephens, Director of Policy at the GTC said:
"The response to the Teacher Learning Academy shows teachers are keen to embrace professional development opportunities that are grounded in their daily practice and allow them to develop tailored projects that help them enhance their daily practice. Teachers at all levels of their career and responsibility are already involved in the TLA and it is particularly encouraging to hear teachers say how their work in the Academy has helped them enhance pupil learning, increase their contribution to the school and of course to support their own development and career progression. The current development phase has already taken on board the recommendations of the NFER’s evaluation, and the research will continue to help us as the Academy grows."
