Transcript The Teaching Council

The Teaching Council
Diploma
in
Professional Education Studies
(School Planning)
NUI Galway Summer School 2005
Tuesday 21 June
Áine Lawlor, Director
The Teaching Council
Outline of Presentation
The Teaching Council
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Background, functions, current news
Other Teaching Councils
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Continuing Professional Development (Wales)
Chartered Teacher (Scotland)
Teacher Learning Academy (England)
The Role for School Planning
Context
 OECD Review of Irish Education (1991)
 Green Paper: Education For A Changing World (1992)
 Report On The National Education Convention (1994)
 White Paper: Charting Our Education Future (1995)
 Report of the Steering Committee on the
establishment of a Teaching Council (1998)
The Teaching Council Act, 2001
An Act
to promote teaching as a profession;
to promote the professional development of teachers;
to maintain and improve the quality of teaching in the
state;
to provide for the establishment of standards, policies
and procedures for the education and training of
teachers and other matters relating to teachers and the
teaching profession;
to provide for the registration and regulation of
teachers and
to enhance professional standards and competence
37 Members of Teaching Council
 11 Primary Teachers – 9 elected, 2 union nominated
 11 Post-Primary Teachers – 7 elected, 4 union nominated
 2 nominated by Colleges of Education
 2 nominated by specified 3rd level bodies
 4 nominated by school management (2 P + 2 PP)
 2 nominated by parent associations ( 1 P + 1 PP)
 5 nominated by Minister (inc. 1 ICTU + 1 IBEC)
Functions of the Teaching Council
 Promote teaching as a profession
 Establish codes of professional conduct
 Establish and maintain register of teachers
 Establish procedures and criteria for registration
 Determine education, training and qualifications required for
registration
 Review and accredit programmes of teacher education for
purposes of registration
 Act as designated authority for recognition of qualifications –
EU and non-EU
 Establish procedures in relation to induction
 Establish procedures and criteria for probation
continued …
Functions of the Teaching Council
 Advise the Minister in relation to
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Standards for entry to programmes of teacher training
Professional development of teachers
Teacher supply
 Conduct enquiries, where appropriate, re fitness to teach
 Conduct or commission research … publish
 Represent teaching profession … information
 Provide Minister with information as required
 Co-operate with Teaching Council N.I.
…
Other Teaching Councils
 GTC Scotland (1966) – 50 members
 GTC England (2000) – 64 members
 GTC Wales (2000) – 25 members
 GTC Northern Ireland (2002) – 33 members
 College of Teachers Ontario (1997)
 New Zealand Teachers Council (2002) – 11 members
GTCW Funding for Continuing Professional Development
2005/2006
2006/2007
2007/2008
£2 Million
£2.5 Million
£3 Million
Professional Development Bursary – up to £600 to be spent on a professional
development activity of the teacher’s choice, including visits within and outside
the UK to observe good practice and exchange ideas.
Teacher Research Scholarship – up to £2,500 to undertake action research on an
area relevant to the individual’s or school’s development.
Teacher Sabbatical – up to £5,000 to enable a teacher to undertake a prolonged
period of study or develop transferable skills in a different environment.
Professional Development Network – up to £8,000 to enable a group of teachers
to work together on a regular basis.
Background to Welsh CPD Framework
 Welsh Assembly Government (WAG)
“The Learning Country” – CPD for all teachers - evidence-based,
locally supported, recognised internationally
 GTCW - “Continuing Professional Development – An Entitlement for
All” (2002) - recognising different stages in a teacher’s career,
linked to professional standards and professional development
 WAG – “Continuing Professional Development for Teachers – The
Way Ahead (2003) – accepted GTCW principles
 GTCW Task Group – LEAs, Estyn, WAG
Professional Development Framework – Proposed 4 Strands
Strand 1
Career Progression
Professional
Milestones
in a teacher’s career
Strand 2
Strand 3
Strand 4
Professional
development,
recognition and
accreditation
Recording
and
Quality Assurance
of Providers
Self reflection
Professional Portfolio
CPD activities
undertaken
Career Entry Profile
Induction records
Performance Management
Related professional
standards
Professional
qualifications/
Modules
Qualified Teacher Status
Induction
Classroom Excellence (AST)
Middle Leader
Headship and Senior Leader
(NPQH)
Academic
qualifications/
modules
Register of
Providers
Records
Arrangements and
guidance to assist
teachers in reflecting on
CPD undertaken
Register of Qualified
Teachers
Code of Practice
and Standards
Kitemarking of
organisations as
CPD Providers
Monitoring &
inspection of
providers
Generic Headings to Group Standards
(Competences / Competencies)
 Professional characteristics
 Knowledge and understanding
 Student progress – planning, teaching,
monitoring and evaluation
 Leadership and management
 Communication
 Developing oneself and others
Embeds
professional
development
Promotes
Good
practice
Recognises
systematic,
integrated,
career structure
Identifies
and supports
teachers’ needs
Offers greater
consistency
in setting standards
Helps
providers
to plan and
monitor
Outlines
stages and
standards
Professional Development Framework
Encourages
recruitment and
retention
Potential
opportunities
for recognition /
accreditation
Raises
standards of
teaching and learning
for students
Offers
guide in performance
management
process
Raises
standing and status
of the teaching
profession
Highlights
professional
development
opportunities
Encourages
teacher reflection
and
forward planning
Highlights
expectations and
responsibilities
GTCW – Purpose of CPD Framework
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Embeds professional development
Identifies and supports teachers’ needs
Recognises systematic, integrated, career structure
Outlines stages and standards
Encourages teacher reflection and forward planning
Highlights expectations and responsibilities
Highlights professional development opportunities
Offers guide in performance management process
Potential opportunities for recognition/accreditation
Encourages recruitment and retention
Promotes good practice
Offers greater consistency in setting standards
Helps providers to plan and monitor
Raises standing and status of the teaching profession
Raises standards of teaching and learning for students
GTCS Chartered Teacher
Module 1: Self Evaluation
Programme Route
Accreditation Route
12-module Masters
programme with approved HE
provider
May get APL – up to 6 modules
Submitting claim for
accreditation of previous
experience through
 Portfolio (3/4 developments)
 Reflective Report (10,000 words)
Masters degree awarded by HE Provider
Chartered Teacher awarded by GTCS
GTCS Chartered Teacher
 Eligibility
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Qualified Teacher, Registered, Top of salary scale, CPD Portfolio
 77 teachers awarded Chartered Teacher status
to date
 6,000+ intimations of interest received
 2,000+ actively involved at different stages
 150+ have completed Part 1(4 modules)
 90+ have completed Part 2 (8 modules)
GTCE Teacher Learning Academy
6 Stages
1. Associate
2. Senior Associate
3. Member
4. Senior Member
5. Fellow
6. Senior Fellow
TLA Stage 1- The Learning Process
Identify
teacher learning
project /
Improvement
project
Plan the project
Carry it out
Evaluate it
Disseminate
Identify possible
sources of
relevant
knowledge
Identify sources of
support and
coaching
Identify possible
sources of
evidence
Engage with
relevant
knowledge base
Access support
and coaching
Collect evidence
TLA - Submission to Verifier
 Contextual Statement
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Rationale for focus of project
Working context
Role undertaken
 Evidence
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Written materials, web, CD-ROM, video and audiotape
extracts, records of meetings
 Reflective and analytical commentary
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“Prose Approach”
Annotated planning document
Learning Journal
An Irish Approach
 Review existing practice
 Review documentation
 Establish consultation process
 Promote the vision
 Encourage dialogue
 Disseminate draft documents
 Organise feedback systems
 Plan, implement, review, revise
The Role of School Planning in
Continuing Professional Development
System change
profile
School
literacy
environment,
numeracy
Individual career stage
professional
knowledge,
skills, competence
pending change,
emerging
needs
CPD needs
languages
sciences
technology
multiculturalism