Transcript OAJ-Finland Visit to Scotland April 2013 Tom Hamilton

The New Scottish Teacher Education
Professional Standards and the
Development of the Professional Update
System
Tom Hamilton
Director of Education and Professional Learning
#gtcsPU
HoSS Forum
January 2014
#gtcsPL
The General Teaching Council for
Scotland: Background
History:
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Set up by Act of Parliament in 1965: Non-Departmental
Public Body
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GTCS became independent April 2012: Professional Statutory
Regulatory Body
Aims:
• Contribute to the development of a world class education
system in Scotland.
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Maintain and enhance professional standards in schools and
colleges in collaboration with partners.
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Be recognised as an advocate for the teaching profession.
Independent GTCS Functions
• Keep a register of teachers
• Establish and review the standards of education
and training appropriate to school teachers
• Establish and review the standards of conduct
and professional competence expected of a
registered teacher
• Investigate the fitness to teach of individuals who
are, or are seeking to be, registered
• Maintain a scheme of Professional Update for
teachers
Independent GTCS
It is for the GTCS to determine what constitutes a
recognised teaching qualification for individuals seeking
registration as a school teacher.
A determination may make such provision about the
education and training required to attain such a
qualification as the GTCS thinks fit.
TQFE: determination remains with Scottish Government
New Standards 2013
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The Standards for Registration (Provisional, Full)
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The Standard for Career-Long Professional Learning
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The Standards for Leadership and Management
(Middle Leadership, Headship)
(Professional Standards for Lecturers in Scotland’s
Colleges Scottish Government March 2012)
Aspects of Professional Development
Professional Skills and
Abilities
Professional Knowledge and
Understanding
Professional Values and
Personal Commitment
Professional Values and Personal
Commitment
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Social Justice
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Integrity
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Trust and Respect
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Professional Commitment
Professional values are also relevant to COPAC
(Code of Professionalism and Conduct)
Uses of the Standards
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Providing benchmarks for entry into the teaching profession
Providing a benchmark for teacher competence (Standard for Full
Registration)
Providing a continuum for career-long learning and professional
development
Providing a framework for self-evaluation and reflection
Designing and assessing professional learning programmes,
including award bearing programmes
Assisting with recruitment and selection processes
Supporting teachers working in other educational settings,
adapted as appropriate
Informing discussion and debate about teacher standards and
professionalism
Informing Professional Review and Development (PRD) and
Professional Update
Informing discussion, debate and public expectations about
teaching standards in schools and the wider education system
Standard for Career-Long
Professional Learning
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Optional and aspirational
A focus for teachers throughout their
careers (unless they move into leadership
and management)
Advanced professional knowledge and
pedagogical expertise
Reflective, accomplished, enquiring
professionals
Adaptive experts, open to change and
engaging with new and emerging ideas
about teaching and learning
Fully capable of Educating for the Future.
Professional Recognition
Key Areas:
• Deepening subject, curricular and pedagogic
knowledge
• Developing areas of expertise/accomplishment
• Systematically examining and developing practice
and consideration of impact
• Developing collegiality and working
collaboratively
• Critically engaging with theory, research and
policy
Developments in Professional
Recognition
• The accreditation of programmes leading
to Professional Recognition
• Streamlining the process of application by
making it online
• Professional Recognition at Masters level?
Professional Update: All professions need to
keep skills and knowledge up to date....
Professional Update
35 hours contractual CPD each year
Annual Professional Review and Development interview
Standard for Full Registration
Code of Professionalism and Conduct
Five year sign-off to GTC Scotland
Framework on Teacher Competence
Key principles of Professional Update:
teachers will have.....
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a responsibility to consider their own
development needs
an entitlement to a system of supportive
PRD
confirmation that they are maintaining
the high standards required of a teacher
Professional Update Working
Group
Membership:
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Scottish Government
Directors of Education
Teacher Unions
Education Scotland
Parents
University Staff
College Staff
GTC Scotland
Professional Update Consultation,
Development and Evaluation
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Regional Public Meetings
Online Surveys and Comment
Pilot Projects: Phases 1 and 2
Evaluative Research:
surveys, focus groups, etc
Comments from Phase 1 Pilot
"Teachers have a professional responsibility and accountability to
provide quality education for our young people and this annual
and 5-yearly process gives teachers the chance to show their
commitment to career-long professional learning.” (Head Teacher)
“The purpose is to help manage our PRD, and to ensure we are
taking responsibility for it. It is not onerous or time consuming.”
(Teacher)
“It made me think a lot more about what impact the CPD I was
involved in would have and how it would benefit me, the school
and my pupils. It has helped me and my colleagues to focus on
identifying the most appropriate CPD.” (Teacher)
Some important starting points about
Professional Update....
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Each PU scheme should be developed with
professional associations and staff
GTCS will seek to validate PU schemes to ensure
fairness and consistency across Scotland
Effective and supportive PRD is a key feature of
this development. This process should:
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be led by the teacher’s self-evaluation
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be supportive, challenging but not threatening
help teachers keep their skills up to date
How should PRD work?
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PRD is not just a meeting. It is a supportive process
which:
‒ needs careful preparation, including:
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training for all involved
an emphasis on coaching and mentoring support
builds on a teacher’s self-evaluation
‒ should help teachers to:
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identify constructive ways to update their skills
gain access to opportunities which can address areas they have
identified as requiring support
manage change
focus on ways in which they can enhance their careers
What will happen in practice...?
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An annual update, involving submission to
GTCS of changes in personal details
https://www.gtcs.org.uk/GTCS-login.aspx
Continuing engagement in the PRD process
and professional learning
Reflection against the appropriate GTC
Scotland Professional Standard
Maintenance of a professional learning record
and portfolio of evidence
A five yearly Professional Update procedure
Professional Update sign off process
• Teacher:
I confirm that I have engaged in ongoing professional
development in line with the GTCS Professional Standards,
maintained a CPD record and portfolio of evidence, and have
discussed the impact of my professional learning with my line
manager as part of my Professional Review and Development
process.
• Line Manager:
I confirm that..... has engaged in ongoing professional
development in line with the GTCS Professional Standards,
maintained a CPD record and portfolio of evidence and has
discussed the impact of this as part of the Professional Review
and Development process.
National roll out August 2014
2014/2015
teachers with
2015/2016
teachers with
2016/2017
teachers with
2017/2018
teachers with
2018/2019
teachers with
registration years ending in a 9 or 4
registration years ending in 0 and 5
registration years ending in a 6 or 1
registration years ending in 7 and 2
registration years ending in 8 or 3 etc.
The big issues...
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Professional Update: perception and reality
– Communication of key messages
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Improving PRD:
– developing a scheme which will work for teachers
– Emphasis on enhancing teachers’ skills, NOT
extending competence procedures
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Addressing
– the needs of teachers not currently working in
schools
– the role of Head Teachers and employers
Contact
Web:
www.gtcs.org.uk
e-mail:[email protected]