eis learning reps training meeting 6 th november 2014, glasgow kenneth muir chief executive, gtcs
TRANSCRIPT
Professional Update
EIS Learning Reps Training Meeting6th November 2014, Glasgow
Kenneth Muir Chief Executive, GTCS
“In Scotland, we are all engaged in what I am sure will be seen in years to comes as a point where we are experiencing and delivering a “paradigm shift” in moving a good education system to becoming a great one; a system that sustains continuous improvement in outcomes for learners and ongoing professional learning for teachers.”
Teaching Scotland January 2014
Closing the attainment gap
Delivering the aspirations of Curriculum for Excellence
Creating a world-class, sustainable, “future- proofed” education system
Supporting teaching staff to deliver high quality learning and teaching
“Talking up” the teaching profession
Challenges facing Scottish Education
National System Alignment
Revised Professional Standards
ProfessionalUpdate
Professional
LearningCfE
ES andInspectio
n
TeachingScotland’s Future
Scottish College of Educational Leadership
New Examinations and Awards
• Putting the learner at the centre - personalised, customer or learner-centric
• Supporting achievement by and for all• Establishing an effective performance
framework that allows continuous review and improvement
• Reconceptualising the model of teacher professionalism (Professional Update, revised Standards, Fitness to Teach, etc)
National system alignment
Improve outcomes for all learners
Close the Gap
Improve standards
Curriculum for ExcellenceWhat is it trying to achieve?
Create a high performing education system
Sustain long-term improvements in school and education system
CULTURAL CHANGE
Excellentoutcomes
forlearners
Excellentoutcomes
forlearners
Direct from the top
Some input from the bottom
supportch
alle
nge
Excellentoutcomes
forlearners
Excellentoutcomes
forlearners
Steer from the top
Build from the bottom
supportch
alle
nge
CurriculumLearning +Teaching
Qualifications
Future
CurriculumLearning +Teaching Quals
“The major source of student variance lies within the person who gently closes the door of the classroom door and performs the teaching act.”
“The remarkable feature of the (research) evidence is that the biggest effects on student learning occur when teachers become learners of their own teaching.”
John Hattie “Visible Learning”
The importance of learning and teaching
21st c. learning focuses on the need to develop students’
cognitive, inter- and intra- personal capacities. However, a necessary precursor to this is that teachers’ capacity for,
and awareness of, their own learning needs to be developed
“Leading learning in 21st century schools” Bull and Gilbert (2013)
The changing role of teachers
“ The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change”.
“Teaching Scotland’s Future” 2011
Investing in teachers
Revised Professional Standards
Social Justice
Integrity
Trust and Respect
Professional Commitment
Professional Values and Personal Commitment
Professional Standards and Professional Update
“Professional Standards have significant potential to provide the necessary provocation for teachers to think about their work, practice and professional identity in quite fundamentally, different and generative ways.”
Sachs J (2010)
Professional Standards and Professional Update
“If Standards are to become the basis for promoting high quality professional learning, they need to be regarded as a series of signposts to guide an integrated professional learning agenda, rather than a series of discrete accomplishments to be ticked.”
Timperley (2011)
Using Professional Standards to support Professional
Learning
Professional Skills and Abilities
Professional Knowledge and Understanding
Professional Values and Personal Commitment
•The Standards for Registration (mandatory, comprising the SPR and the SFR)
• The Standard for Career-long Professional Learning
• The Standards for Leadership and Management (for middle leaders and Head Teachers)
Key purposes of Professional Update
To maintain and improve the quality of our teachers as outlined in the relevant Professional Standards and to enhance the impact they have on pupils’ learning
To support, maintain and enhance teachers’ continued professionalism and the reputation of the teaching profession in Scotland
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
Key principles of Professional Update: teachers have.....
Update your contact details to GTC Scotland via
MyGTCS Engage in professional learning Self-evaluate against the appropriate GTC Scotland Professional Standard Discuss this engagement and the impact of this, as part of the PRD process Maintain a record of professional learning Share confirmation of this engagement with GTC Scotland every 5 years (line manager)
Prof. Update – what do I need to do?
General Status: for classroom teaching; certain university posts in ITE; and certain LA posts
Associate Status: suitable for anyone wishes to stay on GTCS Register but not teaching
Fully Registered: (General) and (Associate) Status
What has been done about Professional Update for supply teachers?
Supply Teachers:
Engagement in PU is required but proportionate Specific advice on our website Local information from employers Discussions during validations to clarify links to line
managers, access to PL opportunities, how to facilitate contact , inclusion in IT systems
Special arrangements for retired supply teachers engaging in supply (up to 5 years)
Very occasional supply work and no line manager – direct submission possible to GTC Scotland
How does Professional Update affect retired teachers?
Retired Teachers: Not intending to do supply:
◦ can opt for Associate status◦ Basic Version of PU applies (contact details and values
section of Standards only), but access to MyGTCS system still available
Intending to do supply:◦ must retain General status◦ can seek PU sign-off in final year and do supply work for up
to 5 years - Modified Version of PU process applies◦ Supply teaching for more than 5 years – Full Version of PU
applies◦ similar arrangement for teachers who retired prior to
August 2014 when PU sign-off was not available
Self-evaluation and critical reflection processes Experiential, action or enquiry-based learning Professional dialogue with colleagues, other
professionals, parents, and learners Focused professional reading and research Leading or engaging in practitioner enquiry/action
research Critical analysis of reading, learning and impact on
professional practice Learning about aspects of the curriculum or pedagogical
practice Peer support e.g. coaching or mentoring Classroom visits/peer observation Online learning/blogs
Examples of Professional Learning
Keeping a reflective record of Professional Learning
• Reflect on PL and consider its impact
• Recording systems exist to support the process, not drive it
• Each employer decides which system to use – could be MyGTCS, Gateway (CPD Manager), or other online system
• Not expected to record every detail
20% of teachers will complete P/U each year from national implementation in 2014
Teachers with registration years ending in:- 9 and 4 = 2014/15- 0 and 5 = 2015/16- 1 and 6 = 2016/17- 2 and 7 = 2017/18- 3 and 8 = 2018/19
For example: 1995 registration = 5 = 2015/16
Phasing for Professional Update
The importance of TEACHERS
“Sustainable development can never be done to or even
for teachers. It can only ever be achieved by and with
them.” Hargreaves and Fullan (2012)
“The quality of an educational system cannot
outperform the quality of its teachers. The only
way to improve outcomes is to improve learning
and teaching.”
McKinsey
