Transcript Revising the Scottish Teacher Education Standards

Revising the Scottish Teacher Education
Standards - and their place in creating
Effective Teachers
Tom Hamilton
Director of Education and Professional Learning
May 2012
WWW.GTCS.ORG.UK
GTCS: General Functions
The GTCS’s general functions are:
(a)
to keep the register;
(b)
to establish (and to review and change as
necessary):
(i)
the standards of education and training
appropriate to school teachers;
(ii) the standards of conduct and
professional competence expected of a
registered teacher.
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Review of Teacher Education
in Scotland
Teaching Scotland’s Future
Graham Donaldson (2011)
Literature Review on Teacher
Education in the 21st Century
Ian Menter et al (2010)
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GTCS Model of the Teacher
Teacher education should prepare new teachers who:
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have professional values,
are reflective and innovative,
are experts in pedagogy,
are agents of change rather than recipients of it,
are autonomous while recognising their place within systems,
have commitment, resilience and high levels of self-efficacy,
have appropriate subject content and pedagogic content
knowledge,
are accountable and consider the impact of their teaching on
pupils and learners,
know about research and scholarship and where appropriate
actively practise research,
are committed to their own ongoing professional development,
are aware of education’s links to other fields,
are committed to working with other professionals within and
beyond education.
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Existing Standards
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The Standard
Education
The Standard
The Standard
Teacher
The Standard
for Initial Teacher
for Full Registration
for Chartered
for Headship
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Aspects of Professional
Development
Professional Values &
Personal Commitment
Professional Skills &
Abilities
Professional Knowledge &
Understanding
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National Partnership Group
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Early Phase of Professional
Learning
Career-Long Professional Learning
Professional Learning for
Leadership
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Standards Review: Steering
Group
Association of Directors of Education Scotland
Association of Directors of Social Work Scotland
Education Scotland
Independent Members
Quality Assurance Agency for Higher Education
Scottish Government
Scottish Qualifications Authority
Scottish Teacher Education Committee (Universities)
Scottish Youth Parliament
Unions
WWF Scotland
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Standards Review: Writing
Groups
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Early Phase of Professional Learning
Career-Long Professional Learning
Professional Learning for Leadership
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+ Values, Sustainability and Leadership
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Membership:
GTCS
Universities
Local Authorities
Teachers
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Revised Standards
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Standard for Registration (Provisional
Registration; Registration)
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Standard for Career-Long Professional
Learning (Registered; Accomplished;
Lead)
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Standards for Leadership and
Management (Middle Leadership;
Headship)
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Professional Values and Personal
Commitments of all Teachers
Introduction
Professional values are at the core of the Scottish Professional
Standards. The educational experiences of all our learners are
shaped by the values of all those who work to educate children
and young people. Values are about goodness and are integral
to, and demonstrated through all our professional relationships
and practices. Values are about doing well by all those for
whom we are responsible (including self). They drive all that
we do to meet our professional commitments and obligations
as educators. Values require to be regularly re-appraised and
adapted over the course of our careers. Professionalism also
implies the need to ask critical questions of educational policies
and practices and to examine our attitudes and beliefs and to
make the connections between these and our professional
practice to effect transformational change.
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Values
Social justice
 Commitment
 Trust and respect
 Integrity
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Consultation, Confirmation and
Implementation
Online:
Website
Webinar
Social media
Face-to-face regional meetings
Autumn 2012 GTCS
Session 2013/14
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Use of Standards
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Initial Teacher Education
Teacher Induction Scheme
Professional Update:
Professional Review and
Development;
Continuing Professional
Development
Leadership and Management
Competence
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Criticisms of Standards Models
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Standards as common sense (control
mechanisms?)
Standards as quality assurance and accountability
Standards as quality improvement
Standards for certification
Mechanistic and technicist approach which
restricts reflective practice and encourages
conformity
 Encourages ‘competence’ but stifles ‘excellence’
Yet…
 Professional values and personal commitment
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Contact
Web:
www.gtcs.org.uk
e-mail: [email protected]
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