Reflections on AOR to QTS

The classroom after the students leave — where much of the reflection, planning, and thinking behind teaching actually happens.

In my last post, I shared that after than a decade of teaching internationally, I finally decided to formalise something I had already spent years doing professionally: becoming a licensed teacher through QTS.

When I first started looking into the Assessment Only Route to QTS, I honestly did not fully know what to expect. I had read a few blog posts, watched some videos, and researched the process online, but most of the information I found explained the structure rather than the actual lived experience of going through it. I understood the mechanics of the process, but I did not really know what it would feel like day to day.

What I did know was that there would be a lot of paperwork and documentation involved.

That made me slightly nervous at the beginning.

Because of this, I planned carefully before starting the process. I intentionally chose a period in the school year when I was not leading any major school projects or events, and I also avoided taking on additional personal commitments. I wanted to make sure I had the time and mental space to dedicate properly to the QTS process.

Once the process began, one thing became very clear very quickly: the workload was definitely extra.

As teachers, we already juggle a huge number of responsibilities every day — teaching, lesson planning, grading, meetings, pastoral care, collaboration with colleagues, communication with parents, and countless small tasks that happen behind the scenes. On top of all of that, during the QTS process, I constantly had to think about evidence: what evidence I needed, how I could document it, and how everyday parts of my teaching practice connected to the Teachers’ Standards.

The admin side of the process is important to mention because there is a significant amount of documentation involved. Collecting evidence is one thing, but organising and explaining it clearly is another.

One thing I found extremely useful was writing commentary for each piece of evidence I submitted. At first, I saw this simply as part of the process, but over time I realised it was actually becoming a reflective exercise. Writing commentary forced me to think carefully about whether the evidence genuinely demonstrated what I claimed it did. Was it clear? Did it actually meet the standard? Was I showing impact?

That reflective aspect became one of the most valuable parts of the experience for me.

Another major component was lesson planning for observations. Since my mentor had to observe multiple lessons formally, I needed to complete detailed lesson plans using the official templates. Normally, as an experienced teacher, I do not create highly detailed lesson plans for every lesson I teach. Usually, I know my objectives, understand my students, and adapt naturally during the lesson itself.

However, the QTS process forced me to slow down and think much more deeply about lessons in advance: objectives, assessment opportunities, differentiation, adaptive teaching strategies, student needs, sequencing, reflection, and intended outcomes.

And honestly, it improved my teaching.

It reminded me of something very important: great teaching requires time for thought and reflection.

One of the challenges many teachers face is that the realities of school life often leave limited time for deep reflection. We become consumed by the day-to-day demands of the profession. Teaching itself takes enormous energy, and then there are meetings, grading, reporting, events, and everything else attached to the job.

The QTS process forced me to return to the reflective side of teaching.

In many ways, it felt like a refresher course in what good teaching should constantly involve: reflection, responsiveness, adaptation, and intentionality.

Interestingly, during my first meeting with my assessor, she told me something that stayed with me throughout the entire process. She said that many teachers fall in love with teaching again after completing QTS.

At the time, I thought that was an interesting comment because it was not as though I had stopped loving teaching. I have always genuinely enjoyed being a teacher. But by the end of the process, I understood exactly what she meant.

The QTS process made me reconnect with the craft of teaching itself.

I found myself thinking more deeply about lessons, student needs, what worked, what did not work, and how I could improve. I enjoyed the reflective process. I enjoyed refining lessons. I enjoyed analysing my own teaching practice more intentionally.

It reminded me that one of the things I truly love about teaching is the constant process of improvement and reflection.

Another part of the experience I really appreciated was the meetings with my assessor. I had one meeting at the midpoint of the process after a lesson observation, and another final meeting at the end of the assessment period.I genuinely valued these meetings because they validated the work I was doing.

I think, in general, all human beings need validation at times — personally and professionally. It motivates us, reassures us, and helps us continue growing. There is something meaningful about having someone experienced recognise your abilities and confirm that you are doing things well.

And in this case, it was not just personal praise. It was official professional recognition through a government-recognised process.

That mattered to me.

For years, I had sometimes wondered whether certified teachers were somehow inherently “better” or more qualified than teachers without certification. But this process helped me realise something important: certification and quality are not always the same thing.

I have met many outstanding teachers in international education who are not formally certified. I have also met certified teachers who are excellent, and others who are not. QTS did not suddenly make me a good teacher overnight. Rather, it formally recognised the work, experience, professionalism, and standards I had already developed over many years in the classroom.

Receiving QTS felt validating because it confirmed that I met a high professional standard as recognised by the UK Department for Education.

As a teacher, I work extremely hard and always try to keep my students’ interests at the centre of what I do. Through my teaching, I try to help students develop the knowledge, skills, and attitudes needed to succeed in the 21st century. Particularly through social studies education, I want students to become thoughtful, responsible global citizens who are capable of making the world better.

Teaching has always been something I care deeply about. And completing QTS reinforced that.

For experienced international teachers who are eligible, I would absolutely recommend the Assessment Only Route to QTS.

Again, I want to reiterate the fact that I have met many international teachers who are incredibly capable, knowledgeable, and effective at what they do, but who lack formal government-issued certification. This route is perfect for experienced professionals who are already doing the work and want to take the next step in their career.

Certification matters. Many Tier 1 international schools require it, and some countries require formal teaching certification for visa eligibility. Compared to many alternative pathways, the Assessment Only Route is relatively short, focused, and efficient.

Yes, it is intensive and requires organisation and a significant amount of work during those weeks. But it is absolutely worth it.

More than anything, the experience reminded me that teaching is fundamentally a reflective profession. Good teaching is not static. It constantly evolves through thinking, adapting, analysing, refining, and responding.

And that is the biggest thing I took away from the entire process.