tean: creating and maintaining the effectiveness of teachers in scotland revising the scottish...
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TEAN: Creating and maintaining TEAN: Creating and maintaining the effectiveness of teachers in the effectiveness of teachers in
ScotlandScotland
Revising the Scottish Teacher Education Revising the Scottish Teacher Education Standards – implications for teacher Standards – implications for teacher
educationeducation
Tom HamiltonTom HamiltonDirector of Education and Professional Director of Education and Professional
LearningLearning
June 2012June 2012
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The General Teaching The General Teaching Council for Scotland: Council for Scotland:
BackgroundBackground Set up by Act of Parliament in 1965Set up by Act of Parliament in 1965
Powers extended by Scottish Powers extended by Scottish Parliament in 2000 and 2006Parliament in 2000 and 2006
Announcement of independent status for Announcement of independent status for the GTCS January 2008the GTCS January 2008
Scottish Parliament legislation March Scottish Parliament legislation March 20112011
GTCS became independent April 2012GTCS became independent April 2012
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GTCS: Principal AimsGTCS: Principal Aims
To contribute to the quality of To contribute to the quality of teaching and learningteaching and learning and the and the development of a world-class development of a world-class education system in Scotlandeducation system in Scotland
To To maintain and enhance maintain and enhance professional standards in schools and professional standards in schools and colleges in collaboration with colleges in collaboration with partners.partners.
To be recognised as a voice and To be recognised as a voice and advocate for the teaching professionadvocate for the teaching profession
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GTCS: General GTCS: General FunctionsFunctions
The GTCS’s general functions are:The GTCS’s general functions are:
(a) (a) to keep the register;to keep the register;
(b) (b) to establish (and to review and to establish (and to review and change as necessary):change as necessary):
(i)(i) the standards of education and training the standards of education and training appropriate to school teachers;appropriate to school teachers;
(ii)(ii) the standards of conduct and the standards of conduct and professional competence expected of a professional competence expected of a registered teacher.registered teacher.
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GTCS and TQsGTCS and TQs
It is for the GTCS to determine what constitutes It is for the GTCS to determine what constitutes a recognised teaching qualification for a recognised teaching qualification for individuals seeking registration as a school individuals seeking registration as a school teacher.teacher.
A determination may make such provision about A determination may make such provision about the education and training required to attain the education and training required to attain such a qualification as the GTCS thinks fit.such a qualification as the GTCS thinks fit.
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Review of Teacher Review of Teacher Education in ScotlandEducation in Scotland
Teaching Scotland’s FutureTeaching Scotland’s FutureGraham Donaldson (2011)Graham Donaldson (2011)
Literature Review on Teacher Literature Review on Teacher Education in the 21st CenturyEducation in the 21st Century
Ian Menter et al (2010)Ian Menter et al (2010)
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GTCS Model of the TeacherGTCS Model of the TeacherTeacher education should prepare new teachers who:Teacher education 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 have appropriate subject content and pedagogic content
knowledge,knowledge, are accountable and consider the impact of their teaching on are accountable and consider the impact of their teaching on
pupils and learners,pupils and learners, know about research and scholarship and where appropriate know about research and scholarship and where appropriate
actively practise research,actively 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 are committed to working with other professionals within and
beyond education. beyond education.
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Existing StandardsExisting Standards
The Standard for Initial The Standard for Initial Teacher EducationTeacher Education
The Standard for Full The Standard for Full RegistrationRegistration
The Standard for Chartered The Standard for Chartered TeacherTeacher
The Standard for HeadshipThe Standard for Headship
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Aspects of Aspects of Professional Professional
DevelopmentDevelopment
Professional Values & Personal
Commitment
Professional Skills & Abilities
Professional Knowledge &
Understanding
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National Partnership National Partnership GroupGroup
Early Phase of Professional Early Phase of Professional LearningLearning
Career-Long Professional Career-Long Professional LearningLearning
Professional Learning for Professional Learning for LeadershipLeadership
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Standards Review: Steering Standards Review: Steering GroupGroup
Association of Directors of Education ScotlandAssociation of Directors of Education Scotland Association of Directors of Social Work ScotlandAssociation of Directors of Social Work Scotland Education ScotlandEducation Scotland Independent MembersIndependent Members Quality Assurance Agency for Higher EducationQuality Assurance Agency for Higher Education Scottish GovernmentScottish Government Scottish Qualifications AuthorityScottish Qualifications Authority Scottish Teacher Education Committee Scottish Teacher Education Committee
(Universities)(Universities) Scottish Youth ParliamentScottish Youth Parliament UnionsUnions WWF ScotlandWWF Scotland
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Early Phase of Professional LearningEarly Phase of Professional Learning Career-Long Professional LearningCareer-Long Professional Learning Professional Learning for LeadershipProfessional Learning for Leadership
+ Values, Sustainability and Leadership+ Values, Sustainability and Leadership
Membership: Membership: GTCSGTCS UniversitiesUniversities Local AuthoritiesLocal Authorities TeachersTeachers
Standards Review: Writing Standards Review: Writing GroupsGroups
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Revised StandardsRevised Standards
Standard for Registration Standard for Registration (Provisional Registration; (Provisional Registration; Registration)Registration)
Standard for Career-Long Standard for Career-Long Professional Learning (Registered; Professional Learning (Registered; Accomplished; Lead)Accomplished; Lead)
Standards for Leadership and Standards for Leadership and Management (Middle Leadership; Management (Middle Leadership; Headship)Headship)
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Professional Values and Personal Professional Values and Personal Commitments of all Teachers Commitments of all Teachers
Introduction Introduction
Professional values are at the core of the Scottish Professional values are at the core of the Scottish Professional Standards. The educational experiences of Professional Standards. The educational experiences of all our learners are shaped by the values of all those who all our learners are shaped by the values of all those who work to educate children and young people. Values are work to educate children and young people. Values are about goodness and are integral to, and demonstrated about goodness and are integral to, and demonstrated through all our professional relationships and practices. through all our professional relationships and practices. Values are about doing well by all those for whom we are Values are about doing well by all those for whom we are responsible (including self). They drive all that we do to responsible (including self). They drive all that we do to meet our professional commitments and obligations as meet our professional commitments and obligations as educators. Values require to be regularly re-appraised educators. Values require to be regularly re-appraised and adapted over the course of our careers. and adapted over the course of our careers. Professionalism also implies the need to ask critical Professionalism also implies the need to ask critical questions of educational policies and practices and to questions of educational policies and practices and to examine our attitudes and beliefs and to make the examine our attitudes and beliefs and to make the connections between these and our professional practice connections between these and our professional practice to effect transformational change.to effect transformational change.
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ValuesValues
Social justiceSocial justice CommitmentCommitment Trust and respectTrust and respect IntegrityIntegrity
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Scottish Parliament Mace Scottish Parliament Mace – and Curriculum for – and Curriculum for
ExcellenceExcellence Wisdom, Wisdom, Justice, Justice, Compassion, Compassion, Integrity.Integrity.
Wisdom is the principal thing; Wisdom is the principal thing; therefore get wisdom: and with all therefore get wisdom: and with all thy getting get understanding. thy getting get understanding. (Proverbs 4:7)(Proverbs 4:7)
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Code of Professionalism Code of Professionalism and Conduct GTCS 2012and Conduct GTCS 2012
Professional Values and Personal Professional Values and Personal CommitmentCommitment
As a registered teacher you should:As a registered teacher you should:
be able to show in your day-to-day practice a be able to show in your day-to-day practice a commitment to social justice and inclusion, commitment to social justice and inclusion, take responsibility for your own professional take responsibility for your own professional learning and development and be an active learning and development and be an active partner in the communities in which you partner in the communities in which you work.work.
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Teachers’ Standards in EnglandTeachers’ Standards in England(from Sept 2012)(from Sept 2012)
Preamble (which summarises the values and Preamble (which summarises the values and behaviour that all teachers must demonstrate behaviour that all teachers must demonstrate throughout their careers)throughout their careers)
Teachers make the education of their pupils their Teachers make the education of their pupils their first concern, and are accountable for achieving first concern, and are accountable for achieving the highest possible standards in work and the highest possible standards in work and conduct. Teachers act with honesty and integrity; conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and knowledge and skills as teachers up-to-date and are self-critical; forge positive professional are self-critical; forge positive professional relationships; and work with parents in the best relationships; and work with parents in the best interests of their pupils.interests of their pupils.
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Personal and Professional Personal and Professional ConductConduct
Teachers uphold public trust in the profession Teachers uphold public trust in the profession and maintain high standards of ethics and and maintain high standards of ethics and behaviour, within and outside school, by:behaviour, within and outside school, by:
showing tolerance of and respect for the rights showing tolerance of and respect for the rights of others,of others,not undermining fundamental British values, not undermining fundamental British values, including democracy, the rule of law, individual including democracy, the rule of law, individual liberty and mutual respect, and tolerance of liberty and mutual respect, and tolerance of those with different faiths and beliefsthose with different faiths and beliefsensuring that personal beliefs are not expressed ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or in ways which exploit pupils’ vulnerability or might lead them to break the law.might lead them to break the law.
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Consultation, Confirmation Consultation, Confirmation and Implementationand Implementation
Consult Aug – SeptConsult Aug – Sept
Online:Online: WebsiteWebsite
GlowMeets GlowMeets
Social mediaSocial media
Face-to-face regional meetingsFace-to-face regional meetings
Education Committee: Education Committee: 13 Nov 201213 Nov 2012
Council: Council: 5 Dec 20125 Dec 2012
Session 2013/14Session 2013/14
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Use of StandardsUse of Standards
Initial Teacher EducationInitial Teacher Education Teacher Induction SchemeTeacher Induction Scheme Professional Update:Professional Update:
Professional Review and Professional Review and DevelopmentDevelopment
Continuing Professional DevelopmentContinuing Professional Development Leadership and ManagementLeadership and Management CompetenceCompetence
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Criticisms of Standards Criticisms of Standards ModelsModels
Standards as common sense (control Standards as common sense (control mechanisms?)mechanisms?)
Standards as quality assurance and Standards as quality assurance and accountabilityaccountability
Standards as quality improvementStandards as quality improvement Standards for certificationStandards for certification
Mechanistic and technicist approach which Mechanistic and technicist approach which restricts reflective practice and encourages restricts reflective practice and encourages conformityconformity
Encourage ‘competence’ but stifle ‘excellence’Encourage ‘competence’ but stifle ‘excellence’Yet…Yet… Professional values and personal commitmentProfessional values and personal commitment
