Teachers taking part in the Teaching Learning Academy (TLA) are now able to earn credit towards a Masters degree as a result of a partnership between The College of Teachers, which holds the Royal Charter for teachers’ professional qualifications, and the TLA, the professional learning community that provides recognition for practice-based learning. All four stages of the TLA will ultimately qualify for the transferable M Level CATS (credit accumulation and transfer scheme) points. Currently teachers who successfully achieve TLA recognition at Stages One to Three can earn 10, 20 or 30 CATS points respectively, through the award of The College of Teachers’ qualifications, as follows:

• Stage One is linked to the Certificate of Educational Studies.
• Stage Two is linked to the Diploma of Educational Studies.
• Stage Three is linked to the Advanced Certificate of Educational Studies.

These points can count towards an education Masters degree taken at any higher education institute in England. 180 CATS points in total are usually required for a Masters degree. The award of TCoT qualifications and CATS points will be ratified by The College of Teachers Awards Committee.

"We want teachers to get the most out of the time and effort they invest in their professional learning. Teachers tell me that a key benefit of the TLA for them is how it complements and maximises the benefits of many kinds of professional development on offer, helping them to root their learning in their every day classroom teaching. “It therefore makes perfect sense for teachers’ TLA learning to be recognised as part of the long-term postgraduate study that many will pursue by enabling them to accumulate CATS points for the work they have already produced through the TLA.”

- Sara Morgan, Head of Professional Learning at the General Teaching Council for England, which developed and leads the TLA.

“We’re delighted to offer teachers involved in the Teaching Learning Academy well deserved recognition at Masters level. We believe that theory and classroom-based learning are complementary and that teachers’ development will be most productive where these two elements inform one another. It’s deeply encouraging that teachers around the country will be able to benefit from this partnership.”

- Professor Alma Harris, President of The College of Teachers