How QTLS accreditation enhances evidence-informed practice in further education

STEPHANIE MARSHALL-WHITLEY, TRURO AND PENWITH COLLEGE, UK; MSC STUDENT, UNIVERSITY OF OXFORD, UK

Qualified Teacher Learning and Skills status (QTLS) validates teachers’ expertise in further education (FE) settings across England, Wales and Northern Ireland and accreditation is available to those working in various institutions, including adult education centres and private training providers (ETF, 2020). As QTLS applicants compile evidence demonstrating their teaching competency for submission in their professional portfolio, they will engage in evidence-informed practice (EIP) by aligning their teaching methodologies with comprehensive research evidence (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2017). To effectively integrate EIP into their teaching, Hornby and Greaves (2022) argue that teachers must employ instructional strategies with documented effectiveness while avoiding those lacking empirical support; this means that teachers must be able to discern evidence-informed instructional strategies from less precise terms, like ‘research-informed practice’ (Hornby and Greaves 2022). I recognise that research evidence is just one factor that influences pedagogical decision-making. However, I believe that EIP involves integrating practitioner knowledge with external evidence to drive forward the quality of practice (Sharples, 2013). The critical role of EIP in shaping positive outcomes in the FE landscape cannot be overstated. The Department for EducationThe ministerial department responsible for children’s services and education in England, in their 2017 report, discovered that although teachers typically did not directly import research evidence to change their practice, the research informed their thinking. This led to context-specific and systematic pedagogical experimentation (DfE, 2017). Moreover, teacher commitment to EIP not only raises standards but also contributes towards a culture of ongoing development in FE settings. Enhancing EIP through QTLS accreditation is, in my view, not only about validating individuals but also about supporting and encouraging leadership within the FE teaching community.

Understanding QTLS accreditation

QTLS is awarded by the Society for Education and Training (SET), part of the Education and Training Foundation (ETF), and more than 26 thousand professionals have achieved QTLS since its introduction in 2008 (ETF, 2024). One of the benefits of QTLS status is that it gives parity to schoolteachers’ QTS; QTLS holders who are also members of SET are eligible to teach in the same settings. QTLS accreditation formally recognises the skills, knowledge and experience of the participants by inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life on SET’s professional status register and the DfE’s central record of qualified teachers (ETF, 2024). Eligible participants must be employed as teachers or trainers, possess a teaching qualification of at least Level 5 and gain support of a QTLS mentor. QTLS requires participants to demonstrate their competence in delivering high-quality teaching and learning through compilation of a portfolio that demonstrates their ability to critically engage with EIP in their teaching and learning context (ETF, 2024). Their finished portfolio includes evidence of teaching proficiency, feedback from participation in observations and demonstration of a commitment to ongoing improvement by aligning objectives with the ETF’s Teacher and Trainer Professional Standards (2022a). The standards are organised in three domains: teaching and learning (planning and delivery), teaching and learning (assessment) and subject specialist knowledge. Each domain requires a minimum of one goal linked to the professional standards in the QTLS portfolio and must be accompanied by anticipated impacts (ETF, 2024).

The role of QTLS in enhancing evidence-informed practice

I believe that QTLS accreditation plays a significant role in enhancing EIP within FE; it actively supports the integration of empirical research findings with practitioner expertise and offers a safe space for pedagogical experimentation with mentor support. Consequently, teachers in FE are supported to flexibly adapt their approaches to effect positive and long-lasting change. In my experience, QTLS accreditation emphasises the importance of EIP and professional development for teachers in FE through several key mechanisms:

• EIP integration into practice: QTLS accreditation encourages teachers to incorporate evidence-informed practices into their teaching methodologies. This involves using research findings and approaches that have been shown to be effective in improving student learning outcomes in their own context. By doing so, applicants demonstrate their commitment to delivering high-quality teaching and learning based on the best available evidence. 
• Pedagogical excellence: QTLS requires teachers to demonstrate proficiency in evidence-informed pedagogy, aligned with the Professional Standards (ETF, 2022a). This includes effective teaching strategies, methods of assessment and an understanding of how students learn. Teachers must integrate these practices into their teaching, supported by examples of student progress and meaningful discussions with mentors.
• Specificity of context: From my perspective, it’s important that teachers bridge research gaps between other educational phases and FE settings through the QTLS process. This involves using research findings that have proven effective in other educational phases and adapting them to address the unique challenges present in FE. Such adaptation not only promotes innovation but also contributes to knowledge within the FE community.
• Reflective practice: QTLS promotes reflective practice by creating opportunities for documented professional discussion. This reflective approach allows participants to critically evaluate and refine their pedagogical methods, drawing from established theories such as those by Schön (1983) and Dewey (1933). Through reflection, participants continually identify areas for improvement and integrate EIP to improve student learning experiences.
• Commitment to CPD: Participants should embrace QTLS’s mandate for ongoing CPD (continuing professional development) activities that align with the Professional Standards (ETF, 2022a) and are informed by current research. This commitment ensures that participants remain proactive in staying updated with research and EIP, continuously developing their professional capabilities.
• Quality assurance: QTLS supports quality assurance by ensuring that applicants meet the Professional Teacher Standards (ETF, 2022a). By highlighting EIP and undergoing demanding professional development, QTLS accreditation will maintain the high standards in FE, and applicants set a positive example in their institutions.

It is clear that QTLS accreditation promotes EIP in FE by encouraging teachers to integrate evidence-informed methodologies into their teaching. This improves student outcomes, encourages reflection and is specific to local context; QTLS applicants focus on improving their own FE setting. The QTLS process places the applicant in the centre of their own learning, supporting teachers not only to excel in implementing EIP but also to take on leadership roles, wherein they can inspire others to uphold high standards of learning and teaching in FE.

Supporting evidence-informed leadership

Collins and Coleman (2021) discovered that integrating evidence into leadership decision-making significantly enhances student outcomes compared to other leadership factors. It has become increasingly common for leaders to cite evidence as a primary rationale for policy decisions, with a substantial number of leaders affirming the use of evidence within their FE institutions (DfE, 2020). QTLS-accredited teachers, therefore, are well positioned to advocate for EIP to facilitate context-specific change and to champion evidence-informed leadership in the FE setting (Brown and Greany, 2018). The QTLS framework encourages participants to assume leadership over their own practice and to evidence their influence at classroom, department or institutional level (ETF, 2024). Practical examples include a QTLS-accredited teacher in a Cornish FE setting successfully implementing sustainability practices acquired through a carbon literacy course into the beauty therapy curriculum and assessment evidence. The completion of the course for the applicant’s QTLS portfolio positively influenced others’ practice across two campuses and highlighted environmental concerns in the beauty industry for students and apprentices during their work placements. A senior curriculum manager in a London FE setting used the QTLS process to work with colleagues to implement a pedagogical strategy of collaborative reading and analysis across departments for learners undertaking science and social care qualifications. Analysing their coworker’s methods and applying them resulted in remarkable success in exam results, with a significant increase from less than 20 per cent to 65 per cent high grades compared to the previous year. From the examples, it is evident that QTLS-accredited teachers drive context-specific changes and promote evidence-informed leadership within FE. Their ability to advocate for EIP encourages a culture of evidence-informed leadership within FE, wherein collaboration and innovation are key.

Challenges and opportunities in QTLS accreditation

QTLS accreditation is not without its difficulties. Time is a considerable factor; data describing FE teachers’ CPD efforts from 2018–19 (ETF, 2020) demonstrates that 45 per cent of teachers spent somewhere between 26 and 30 hours annually on CPD. Thirty-one per cent spent fewer than 30 hours. We know that teaching demands significant time investment and that prioritising CPD is not always foremost. Obtaining QTLS certification requires dedicating time to reading, engaging in professional discussions, being observed and completing the professional portfolio over a period of one year (ETF, 2024). Given the demanding nature of these requirements, the common dedication for CPD is insufficient to fulfil the obligations of QTLS. Supportive employers should accommodate this by allocating administrative time to promote CPD efforts; nevertheless, the part-time nature of FE teaching contracts may hinder such support (ETF, 2022b).

Achieving QTLS is a collaborative effort that may pose challenges due to inadequate support, potentially preventing applicants from meeting the stringent requirements. To address this, institutions could implement mentorship programmes, providing access to resources, guidance and workshops to encourage a collaborative culture among their applicants. These initiatives may only be bi-monthly, for example, but will mitigate challenges faced by teachers pursuing QTLS and improve their ability to successfully complete the professional formation process.

Finances are oftentimes a barrier to CPD and QTLS is no exception. At a cost of £620 (ETF, 2024), QTLS accreditation may pose a significant financial burden for FE institutions or individuals, particularly when other offers of CPD may be free or benefit multiple staff members. This expense may deter participation and brings to the fore the potential for institutions to explore avenues for financial support to ensure equitable access to professional development opportunities.

While the challenges of obtaining QTLS on an individual and institutional level are indeed significant, proactive measures such as targeted CPD and mentorship programmes can improve participants’ ability to navigate their own development. By addressing these challenges on an institutional level, applicants can overcome barriers to QTLS accreditation and take part in creating a culture of continuous professional growth that promotes evidence-informed practices within their institutions.

Closing reflections

In summary, QTLS accreditation plays a key role in promoting EIP and driving positive outcomes in FE settings, and I argue that more FE teachers should undertake the process of QTLS accreditation to become more evidence-informed. QTLS supports teachers to integrate research-informed methodologies into their teaching, which positively impacts upon student outcomes and experiences. While it is clear that the journey toward QTLS accreditation in FE presents significant challenges, such as financial constraints and time limitations, proactive measures such as targeted CPD and mentorship programmes offer practical solutions. I believe that FE institutions must prioritise the allocation of resources and support for QTLS applicants; this is essential for cultivating a culture of research, reflection and excellence that improves the teaching workforce and ensures the success of students in the complex FE landscape.