Transcript Document

Teacher Professionalism
in Scotland
Winnie Mallon
Learning Outcomes and
Success Criteria

Know about the Scottish system of teacher
regulation
 Understand the background to recent changes
and current thinking
 Appreciate (and empathise with?) the issues
we face in improving the quality of teacher
education
Lively discussion and debate, with
some next steps identified
Teacher Regulation
The General Teaching Council for Scotland –
independent since April 2012 (GTCS)
 Strategic aims





Contribute to the development of a world class
education system in Scotland
Maintain and enhance professional standards…in
collaboration with partners
Be recognised as an advocate for the teaching
profession
www.gtcs.org.uk
A teacher in Scotland must..
 Meet
and uphold the Standard for Full
Registration
 Work 35 hours per week (22.5 teaching)
 Engage in 35 hours CPD per year
 Maintain a record of CPD
 Undertake an annual Professional
Review and Development interview
 Every 5 years undertake Professional
Update
Drivers for change and
improvement
 OECD
2007
 HMIe 2009
 PISA 2009
 Curriculum
underachievement
for Excellence (CfE)
Teaching Scotland’s Future
 The
two most important and
achievable ways in which school
education can realise the high
aspirations Scotland has for its
young people are through
supporting and strengthening,
firstly the quality of teaching, and
secondly, the quality of leadership.
What kind of teachers do we need?
 “…reflective,
accomplished and
enquiring professionals who have
the capacity to fully engage with
the complexities of education and
to be key actors in shaping and
leading educational change”
Taking the TSF recommendations forward
 Revision
of the Standards
 Revision of entry requirements
 Development of Masters level CPD
 Partnerships with Local authorities,
schools and universities
 Professional Update
The Professional Standards
Three overarching themes
 Values
 Learning
for Sustainability
 Leadership
Professional Values
and Personal Commitment
 Social
justice
 Integrity
 Trust
and respect
 Professional
commitment
The Standard for Full Registration
Student teacher to
fully registered teacher
The Standard for Career-long
professional learning
The Standard for Career-long
professional learning
 Core
principles of practitioner enquiry
 Enquiring disposition
 Thinking critically
 Questioning beliefs and assumptions
 Lead learning experiences
 Adaptive expert
The Standards for Leadership
and Management
The Standards for Leadership
and Management

To support individual self-evaluation and
reflection as an integral part of leadership
development
 Strategic vision, professional knowledge and
understanding and Interpersonal Skills and
Abilities
 Professional Actions
 Middle leaders
 Headteachers – Standard for Headship
Continuing professional
development
 Professional
Review and Development
(PRD)
 Professional
 Education
 Other
Update
Scotland
providers
Issues
 Engagement
 Teachers’
of the profession
salary and conditions of
service
 Capacity
for change
Growth points
 New
models of school experience for
student teachers
 Development of Masters level
programmes of study – government
funding
 Partnerships between university
schools of education and local
authorities
 CfE – teachers working collaboratively
What difference does it all make?
IMPACT?
LEARNING AND
TEACHING
SCHOOL
IMPROVEMENT
WIDER
COMMUNITY
Plenary: Learning Outcomes and
Success Criteria

Know about the Scottish system of teacher
regulation
 Understand the background to recent changes
and current thinking
 Appreciate (and empathise with?) the issues
we face in improving the quality of teacher
education
Lively discussion and debate, with
some next steps identified
Bedankt voor uw
aandacht!
[email protected]
[email protected]