New requirements 2023/24

As the only professional body for all teachers and trainers across the breadth of the further education and training sector, SET is committed to raising the status of the profession. Membership of SET is a recognised benchmark of professionalism, illustrated through the grades of membership and associated postnominals.

We set high standards of entry for our professional grades of membership, which include a commitment to undertake systematic and relevant continuing professional development (CPD) as specified in our Code of Ethics and Conduct, under Professional

Competency. Members agree to “maintain professional knowledge and competence through continuing professional development in both teaching and subject specialism”.

CPD is a very personal journey, focusing on your own professional development needs and results – the outputs and outcomes of the activity undertaken – and, most importantly, the difference it has had or is likely to have on your professional practice, and ultimately your learners.

SET doesn’t stipulate that a minimum number of CPD points or hours must be achieved each year in order to maintain membership. There is no mandatory requirement to formally record or submit details of CPD undertaken and SET will not be auditing its members’ CPD activity.

We may, however, undertake a group analysis of completed CPD logs, which are submitted via the online members’ dashboard MySET, to better understand what types of CPD members are undertaking, which will support and inform our future planning.

FAQs and our full CPD policy for the 2023/24 membership year can be found on the SET website

How did you first get into teaching?

I come from a teaching family – my mother, sister and father have either taught or are currently teaching. Although I never intended to teach, working as a national vocational qualification assessor pushed me towards teaching. In fact, I always seemed to be on the periphery of teaching, whether it was training care staff or helping to teach self-defence with my old Krav Maga class. I bit the bullet and began my journey, working as a head of year to eventually becoming a lecturer at Walsall College.

Why did you feel this was the career for you?

My mum used to say to me: “You talk so much Daniel, you should be on TV or a teacher!” Having finally listened to her, I relented and went to Birmingham City University. I took part in a research project focused on the achievement rates of disenfranchised young people, which was very illuminating.

What is your current position?

I currently work as a personal development tutor at Walsall College. This involves teaching functional skills maths and English, group tutorials and construction industry studies. I am also an internal quality assurer for my faculty.

Can you run me through a typical day?

A typical day involves face-to-face teaching, tracking learner progress, lots of marking and maybe a few meetings. If I happen to be free, I may be researching ideas for group tutorial sessions, working with other teachers or working on my Rosenshine’s Principles in Action workbooks.

What are the biggest challenges you face?

Working in a deprived area means that some of our students may not be focused on learning or motivated to succeed. This means that we must