Institute for Learning
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IfL supports CBI call for greater freedom to tailor teaching
Toni Fazaeli, IfL’s chief executive, said, “We know that good teaching is born of reflection on our own practice, learning from research evidence, plus innovation, all of which involve a degree of experimentation that is more likely to flourish in an environment where teachers and trainers are empowered and trusted to exercise their professional autonomy. Professional development is a key driver of high-quality teaching and learning, and grounded evidence from IfL’s research and practice in further education in England shows the effectiveness of teachers having a greater role in shaping their own professional learning and development. This is backed by international research.
“Our work with the Institute of Education and the 157 Group in recent months has highlighted how what Professor Lorna Unwin describes as ‘expansive workplaces’ encourage teachers and trainers to work inventively as teams; learn collaboratively; network with other practitioners and their professional body outside the organisation; and collectively build a valuable research base and repertoire of teaching methods that work — for the benefit of their learners.
“IfL supports the introduction of vocational A levels with the same standing and rigorous standards as traditional A levels. We agree that young people also need to be supported in developing the skills and behaviours that businesses want, and that business and community organisations have a part to play in providing role models, advice and experience. This already happens to a great extent in further education and skills, where teachers and trainers have typically worked — and then stay up to date once they are teaching — in their vocation or specialist subject, so have a wealth of experience and expertise to share with their learners.
“Teachers and trainers in FE and skills support a very diverse range of learners, including the most able and those who need extra support. IfL believes that teachers must be able to exercise professional judgement about tailoring their teaching to meet the needs of individual learners, so that their learners have the best chance of making progress and succeeding in life.”
