The Education and Training Foundation, the body responsible for professional learning in English FE, defines a dual professional as being both a subject/vocation specialist and a teaching expert. Is it time to rethink this expectation for the modern - post-Covid - practitioner?

This past year has seen many teachers at the top of their game, expert in their specialism, serving outstanding face-to-face learning and rising to the challenge of delivering on multiple platforms as well as having in-depth knowledge of the workings of assessment.

Background: Why we need to rethink professional development in FE

More: To improve teaching in FE, collaboration is the key

Ofsted: Remote learning ‘threat’ to teacher wellbeing

This is an immense professional ask for an overburdened workforce. How can we avoid scaring off new and future practitioners from our wonderful world of FE?

It’s time to recognise and appreciate that we are not just dual professionals, but much more, and to support future pioneers of the educational world on those terms.

The dual professional in colleges

Enabling them to operate at a high professional standard in their teaching, their specialism, their digital skills as well as their assessing/quality assurance would mean they can become all-round FE teaching specialists that are continually developing and current in their practice. 

This isn’t going to happen overnight - and we’ve seen many excellent practitioners run for the hills or burn out before they even reach their fifth year. So even more reason to truly invest in the passionate, energetic, brilliant staff you already have in your organisation so that they continually feel motivated, invested in and confident in their ability and knowledge. That would result in even more motivated and creative learners that are being educated by the best practitioners around.

Like in any structure, taking one pillar away means the others must take the strain and eventually crumble and collapse. Being able to have a long-term plan for your new and established staff enables the four pillars of professionalism to stay strong and robust.

Staff become adaptable, flexible, courageous and current within their specialism and can meet the industry or employer’s needs. Delivery techniques become seamless between face-to-face and online, learners are comfortable with the blended learning approach of their courses as their needs are always met by motivated, current and enthusiastic practitioners who feel valued by their organisation.

By updating the outlook of dual professionalism, CPD becomes more specific and a long-term investment, differentiated to the staff member’s needs, rather than a tick-box activity ready for the next organised CPD day on the calendar.

The quality of teaching increases as the four pillars of professionalism and long-term investment in education support staff in a wraparound, holistic way. I understand this requires investment, and therefore carries a cost - but there is also a cost if staff are not invested in. Consistent and timely investment reduces the need for expensive new and cover staff.  

All educators started off with passion to help others but if we don’t help and support them correctly in-service, then how can we ever educate future learners effectively?

Dual professionalism is a key concept for all effective practitioners, but, just like learning, if you don’t use it, you’ll lose it.

Philip Green is head of learning and development at a training provider