Workgroup Teacher Programme (WTP)

The programme is mandatory. As a T4, you are allocated 10% of your contracted hours for participation in the WTP in year 1 and year 2 of your contract.  The WTP requires 60 hours per year (so, for most T4s – contract dependent – leaving you other time in your scholarly development for other choice activities in year 1 and year 2). In year 3 and 4 of your contract, you choose which professional development ‘route’ is most fitting for you to allocate your 10% contracted hours.  Exceptions to following the WTP are possible, but that should be discussed with your supervisor. TLC-FMG is not responsible for individual contracts. 

The yearly planning is developed by the TLC-FMG team. Most training sessions are scheduled on Tuesdays and Thursdays, as these are the days when the majority of teachers are on-site. For each training module, we vary the sessions by day as well as by time of day (morning or afternoon). Due to the low number of teachers in a Teacher 4 position starting either the first or second year of the WTP in the coming academic year, only two sessions per module are scheduled. This limited scheduling helps ensure that each session has enough participants, which is important for the effectiveness of the training. By avoiding an excessive number of sessions, we reduce the risk of sessions with only one or very few attendees or having to cancel these. 

The structure of the WTP is based on the core components of university teaching, with a focus on both teaching and supervising. Each training module is designed to target a specific, essential aspect of academic teaching. There is no strict order in which you must complete the modules, except for the Didactic Bootcamp, which is required first. This session is specifically designed to prepare you for your very first teaching experience. After that, the order in which you take the training modules can depend on your individual teaching responsibilities. For example, if you’re expected to assess student work early on, it may make sense to attend the Feedback on Written Assignments training sooner rather than later. We also continuously evaluate each module, both formatively (during the training) and summatively (afterwards), and regularly consult with departments to ensure the programme reflects the real needs of teachers. This feedback-driven approach helps us keep the WTP relevant, flexible, and responsive to the varying contexts in which teachers work. 

It’s not entirely clear what is meant by “more practical,” but we understand the desire for hands-on, directly applicable training. In designing the WTP, we aim to strike a balance between theory and practice. Each session includes opportunities to practice skills, and the learning goals are set so that by the end of a training, you can apply what you’ve learned in your own teaching. However, teaching is inherently complex. Its effectiveness depends on many shifting factors, such as the students you’re working with, the time of day, the classroom environment, or even your own energy levels. What works well in one context might not work in another. Because of this, a key skill in teaching is adaptability: being able to assess the situation and make thoughtful, responsive decisions. That’s why our training goes beyond step-by-step instructions. We encourage participants to think through different scenarios, reflect on their choices, and develop strategies they can adapt to varying situations. We also emphasise patience and experience—some aspects of teaching can only be truly understood through doing. That’s part of the reason why the BKO isn’t something you can start in your first year: it requires a foundation of experience to be meaningful and successful (see one of the previous questions). 

This is a broad question, but here are some key points: 

• Detailed information about the content of the WTP and how to register can be found on this page, and for a particular training by clicking on the training in the overview above. 

• Once you register for a training, it will automatically appear in your Outlook calendar. 

• About one week before the training, the trainer will send you an email to remind you about, if there is any, preparation for the training. 

We at TLC-FMG also coordinate with the T4 coordinator in your department. You may receive additional updates or guidance about the WTP from them. If you have any questions or want to discuss how the WTP fits into your development path, we strongly encourage you to reach out to your D4 coordinator directly. We are, of course, always available for questions as well (tlc-fmg@uva.nl). 

The University Teaching Qualification (UTQ) – known in Dutch as the BKO, as used by most – is a certification trajectory, not a training programme. In contrast, the WTP is a structured training programme designed to help you develop the teaching competencies needed for the BKO. The WTP focuses on practical, foundational skills including: 

• Teaching and supervising students 

• Evaluating and reflecting on your own teaching 

• Conducting basic forms of assessment (e.g., giving feedback on assignments) 

This training prepares you for a significant portion of the BKO requirements. However, the BKO also involves more advanced competencies, particularly in: 

• Course design (e.g., creating learning objectives, aligning content and assessment) 

• Assessment design (e.g., developing exams or rubrics that align with intended learning outcomes) 

During the BKO trajectory, you’ll be expected to demonstrate that you possess these competencies, often by drawing on your experience in WTP and your teaching practice. You’ll also further develop your skills in designing and evaluating education. 

In short: WTP trains you. BKO certifies you. 

We require that you follow the WTP first to build your teaching practice, and then (if you choose), you pursue the BKO once you’re ready to demonstrate your competencies in a formal portfolio. Importantly, you cannot demonstrate these competencies without sufficient teaching – which is why you need a minimum of 2 years teaching as a T4 before you can begin the BKO. 

The BKO is a certification trajectory based on five key competencies: 

• Teaching 

• Supervising 

• Course design 

• Testing and assessing 

• Evaluating your own teaching 

To successfully complete the BKO, you must be able to demonstrate that you possess these competencies. This requires real teaching experience; without it, you simply cannot meet the requirements. That’s why you cannot start the BKO without prior teaching experience. You need time in the classroom, and ideally, structured training. This is exactly what the WTP provides: it helps you build foundational skills and gain hands-on experience. In that sense, you could say that your BKO journey starts when you begin the WTP. Everything you learn and do during the WTP – teaching, reflecting, trying out new methods – builds toward your BKO. By the time you’re ready to formally start the BKO (if you choose to do so), you’ll already have the experience and insight needed to develop a strong, evidence-based portfolio that demonstrates the competencies needed for certification. 

We understand the comparison, but we can’t speak for the University of Leiden or the reasoning behind their approach. It’s possible that their BKO trajectory spans a longer period or is structured differently. At our university, the decision not to start the BKO in year 1 is intentional and based on the belief that teaching competency develops through a combination of training and experience. While you don’t officially begin the BKO in your first year, you are already laying the groundwork: through the WTP, you are actively training the competencies that are required for the BKO. Our approach ensures that by the time you formally begin the BKO, you’ll have the experience, insight, and practical foundation needed to develop a strong, well-supported portfolio. This reflects our commitment to quality and meaningful certification, not just completion. 

There are no individual costs for participating in the WTP. The programme is developed and delivered by TLC-FMG and is funded through quality-agreement funds, so there is no charge per candidate. However, the BKO is a national certification, and there are costs associated with it. These are not paid by you directly but are covered by your department on a per-candidate basis. The financial arrangements for the BKO are handled within your department.