The Role of a Professional Regulatory Body in Achieving the Priorities of Teacher

Education

TEAN Conference May 2014

Tom HamiltonDirector of Education and Professional Learning

• Teaching Scotland’s Future (2011) (Donaldson Report)

• The Standards:

‒The Standards for Registration (Provisional, Full)

‒The Standard for Career-Long Professional Learning

‒The Standards for Leadership and Management (Middle Leadership, Headship)

Priorities for Teacher Education in Scotland

Aspects of Professional Development

Professional Knowledge and Understanding

Professional Skills and Abilities

Professional Values and Personal Commitment

GTCS Model of the Teacher

Initial teacher education (ITE) should prepare new teachers who:

• have professional values, have professional values, • are reflective and innovative,are reflective and innovative,• are experts in pedagogy,are experts in pedagogy,• are agents of change rather than recipients of it, are agents of change rather than recipients of it, • are autonomous while recognising their place within systems,are autonomous while recognising their place within systems,• have commitment, resilience and high levels of self-efficacy, have commitment, resilience and high levels of self-efficacy, • have appropriate subject content and pedagogic content knowledge,have appropriate subject content and pedagogic content knowledge,• are accountable and consider the impact of their teaching on pupils are accountable and consider the impact of their teaching on pupils

and learners,and learners,• know about research and scholarship and where appropriate actively know about research and scholarship and where appropriate actively

practise research,practise research,• are committed to their own ongoing professional development, are committed to their own ongoing professional development, • are aware of education’s links to other fields,are aware of education’s links to other fields,• are committed to working with other professionals within and beyond are committed to working with other professionals within and beyond

education. education. 

What is Teacher Education?

• Continuum of teacher education:

‒ Initial Teacher Education – university/LA/school partnership‒ Teacher Induction Scheme (TIS)‒ Career-long professional learning (C-LPL)‒ Leadership and Management‒ Individual/school/national priorities

• Forms of C-LPL:

‒ Individual training/learning/scholarship ‒ Practitioner enquiry‒ Learning communities‒ Lesson study‒ Courses‒ Masters level study

Providers of Teacher Education?

• Universities• Local Authorities• Schools• Unions• Subject groups• Teachers• Private providers:

NGOs/Charities/Interest groups/ Business/Industry

GTCS Role

• Legislation

• Registration• Regulation: conduct and competence• ITE: Determination of Teaching Qualifications, Guidelines,

Entry Memo, Accreditation• Standards• Professional Recognition• Professional Update (PU)

• Public Interest

GTCS and Research

• GTCS research:‒ TIS‒ PU• Commissioned research:‒ Partnership• Joint research:‒ Accomplished teaching• Teacher Researcher Programme• Papers and conferences

International Interest

Albania, Armenia, Austria, Australia, Barbados, Botswana, Canada, Chile, China, Croatia, Cyprus, Czech Republic, Denmark, Egypt, Finland, Germany, Greece, Iceland, Ireland, Jamaica, Japan, Kenya, Kosovo, Lebanon, Lithuania, Montenegro, Netherlands, New Zealand, Norway, Poland, Portugal, Singapore, South Africa, Spain, Sweden, Taiwan, Thailand, UK (other parts), USA, Yemen

European study visits: Feb 2007, Feb 2009, Feb 2012, Feb 2014

OECD visit March 2007

Other Teaching Councils

• Australian states• New Zealand• South Africa• Canadian provinces• Wales• Northern Ireland• Ireland

But... Wales, NZ, British Columbia, England

Conclusion

• Trust• Public interest• Involvement of stakeholders• Consultation• Communication

Contact

Web: www.gtcs.org.uk

e-mail: gtcs@gtcs.org.uk

#gtcsPU #gtcsPL