Transforming Teaching Practices:
A Journey to Qualified Teacher Status
# Transforming Teaching Practices: A Journey to Qualified Teacher Status When Lynndene Masimla, a dedicated educator at SCIS in Pudong, decided to pursue Qualified Teacher Status (QTS), she was looking for a course that would not only meet her professional needs but also enhance her teaching skills. She found exactly what she was looking for in the QTS course offered by the University of Sunderland, and the experience turned out to be nothing short of transformative.
Reflecting on her journey, Lynndene shared, “Completing the course in December 2025 was a fantastic experience and has had a significant impact on my professional development.” The course reshaped her approach to lesson planning, enabling her to “sequence learning more effectively” and utilize assessment data to inform her strategies. This newfound clarity in planning ensured that all her pupils were “appropriately challenged and supported,” which is a cornerstone of effective teaching. One of the standout features of the course was its organization. Lynndene appreciated the clear course outline provided from the start, which laid out documentation deadlines. This structure was crucial for her, as she balanced her studies with full-time teaching.Â
“It made the process manageable,” she noted, highlighting how the thoughtful planning of the course allowed her to focus on both her professional responsibilities and educational growth. Support played a pivotal role in Lynndene’s experience. John, the liaison between the teachers and the university, was instrumental in creating an environment where questions were welcomed and experiences were shared. Lynndene fondly recalled, “He created a group chat where teachers could ask questions, share experiences, and receive prompt, helpful advice throughout the course.” This sense of community and support made the daunting process of gaining QTS much more approachable.Â
The encouragement and guidance from mentors further enriched Lynndene’s learning experience. She found herself developing a much deeper understanding of the learning outcomes for her age group, which not only boosted her confidence but also made her a more reflective teacher. “Overall, it was an excellent experience,” she concluded, emphasizing her belief in the course’s value. For anyone considering the QTS journey, Lynndene is a strong advocate for the program. “I would highly recommend the QTS course to anyone looking to achieve QTS while developing their classroom practice.” Her story is a testament to how a well-structured course, combined with dedicated support, can make a significant difference in an educator’s professional journey.
Lynndene Masimla is a teacher who works at Fortune Kindergarten in Shanghai.