achieving the standard for full registration: from student to probationer teacher
DESCRIPTION
Achieving The Standard for Full Registration: from student to probationer teacher. Presented by Mairi McAra, Professional Officer, Early Professional Learning, General Teaching Council for Scotland. May 2009.TRANSCRIPT
WWW.GTCS.ORG.UK
Achieving the Standard for Full Achieving the Standard for Full RegistrationRegistration
Mairi McAraProfessional Officer
Early Professional LearningGeneral Teaching Council for Scotland
email: [email protected]
WWW.GTCS.ORG.UK
The Teaching ProfessionThe Teaching Profession
By law, all teachers who wish to By law, all teachers who wish to teach in publically funded teach in publically funded schools must register with GTCS.schools must register with GTCS.
– 2,169 primary schools2,169 primary schools– 378 secondary schools378 secondary schools
– 86,000 teachers on GTCS register86,000 teachers on GTCS register– 57,000 actively teaching57,000 actively teaching– 3,168 probationers in 2008/09 3,168 probationers in 2008/09
WWW.GTCS.ORG.UK
Achieving the Standard Achieving the Standard for Full Registrationfor Full Registration
The role of GTCS in ProbationThe role of GTCS in Probation The aims of ProbationThe aims of Probation Roles and responsibilitiesRoles and responsibilities The StandardThe Standard Reasons for non-registrationReasons for non-registration Profile completionProfile completion Concluding commentsConcluding comments
WWW.GTCS.ORG.UK
Role of GTCS in ProbationRole of GTCS in Probation
WWW.GTCS.ORG.UK
Role of GTCS in ProbationRole of GTCS in Probation
Providing supportProviding support
– Professional Learning and Development Professional Learning and Development DepartmentDepartment
Email [email protected] [email protected] Call 0131 314 6039Call 0131 314 6039
– www.probationerteacherscotland.org.uk
Regularly updated guidanceRegularly updated guidance Discussion forumsDiscussion forums DocumentationDocumentation
WWW.GTCS.ORG.UK
Role of GTCS in ProbationRole of GTCS in Probation
Enhancement roleEnhancement role– Involved from the startInvolved from the start– Research and evaluateResearch and evaluate– Seminars to share good practiceSeminars to share good practice
WWW.GTCS.ORG.UK
Role of GTCS in ProbationRole of GTCS in Probation
Regulatory role Regulatory role
– Statutory responsibilityStatutory responsibility– Profiles:Profiles:
Interim 1 Interim 1 (Interim 2 end of (Interim 2 end of
March if CC or U)March if CC or U) FinalFinal
– Problems Problems – Time limitsTime limits
Certificate of Full Registration
(Permanent Post)
Interim ProfileDecember
2009
Final ProfileJune 2010
Start Probation Year
WWW.GTCS.ORG.UK
Role of GTCS in ProbationRole of GTCS in Probation
Complete Registration Process
(Current address, fee payment, overseas clearance, disclosures)
Welcome letter , Certificate of Provisional Registration
July/August 2009
Allocation to LA
May 2009Recommendation for Registration
June/July 2009
Registration Department 0131 314 6000
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
Achieving the Standard for Full Registration
Guidance for New Teachers and Schools
August 2005
The General Teaching Council for Scotland Clerwood House
96 Clermiston Road Edinburgh EH12 6UT
www.gtcs.org.uk
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation The curriculumThe curriculum The bigger picture and your role in itThe bigger picture and your role in it Articulate professional values and practicesArticulate professional values and practices Programmes of teaching and learningProgrammes of teaching and learning Teaching and learning strategiesTeaching and learning strategies Work co-operativelyWork co-operatively Classroom organisation and Classroom organisation and
behaviour managementbehaviour management AssessmentAssessment Critical personal reflection and CPDCritical personal reflection and CPD
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
Newly qualified teacher
Fully registered teacher
WWW.GTCS.ORG.UK
Routes through ProbationRoutes through Probation
Two routes:Two routes:
1.1. Teacher Induction Scheme (TIS)Teacher Induction Scheme (TIS) Government fundedGovernment funded 190 days190 days guaranteed post with supportguaranteed post with support
2.2. Alternative RouteAlternative Route 270 days270 days apply for own work (supply)apply for own work (supply) no guaranteed supportno guaranteed support
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
Class contact requirement (TIS)Class contact requirement (TIS)– Teaching:Teaching:
maximum 15.75 hours (0.7 maximum 15.75 hours (0.7 FTE)FTE)
minimum 12.38 hours (0.55 minimum 12.38 hours (0.55 FTE)FTE)
– CPD:CPD: 6.75 hours (0.3 FTE)6.75 hours (0.3 FTE)
– Total Total 22.5 hours (1.0 FTE)22.5 hours (1.0 FTE)
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation Teaching appropriate timetableTeaching appropriate timetable
– PrimaryPrimary sole responsibilitysole responsibility gaining experience across curriculumgaining experience across curriculum one classone class
– SecondarySecondary sole responsibilitysole responsibility working with range of stages from S1–S6working with range of stages from S1–S6 significant element pursuing SQA coursessignificant element pursuing SQA courses gaining experience in a second subjectgaining experience in a second subject
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
Supporter Meetings (weekly)Supporter Meetings (weekly) Observed Sessions (9 Observed Sessions (9
(approximately 1 every 3–4 (approximately 1 every 3–4 weeks) weeks) – the supporter (a key person)the supporter (a key person)– appropriate implementationappropriate implementation
timetabledtimetabled focusedfocused feedback and agreed actionsfeedback and agreed actions
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
CPD Experiences (guideline)CPD Experiences (guideline)– 0.1: team teaching/collaborative 0.1: team teaching/collaborative
workingworking other stages or departments other stages or departments support for learningsupport for learning second subject or specialismssecond subject or specialisms
– 0.1: enhanced planning and 0.1: enhanced planning and preparationpreparation
– 0.1: specific CPD experiences0.1: specific CPD experiences core CPD experiencescore CPD experiences individual CPD experiencesindividual CPD experiences
WWW.GTCS.ORG.UK
Aims of ProbationAims of Probation
CPD: the bigger pictureCPD: the bigger picture
Standard for
Chartered Teacher
(SCT)
Continuing Professional Developmen
t
Maintain and enhance SFR, SCT,
SfH
Probation (SFR)
Standard for
Headship (SfH)
Leadership and
Management
Teacher Education (SITE)
Professional Recognition
Enhance SFR
WWW.GTCS.ORG.UK
Roles and responsibilitiesRoles and responsibilities
WWW.GTCS.ORG.UK
Probationer’s Probationer’s responsibilitiesresponsibilities TimetableTimetable
CPD and the probation processCPD and the probation process Seek advice and guidanceSeek advice and guidance School’s policies and development planSchool’s policies and development plan Use the regular meetings with the supporterUse the regular meetings with the supporter Review and reflect on teaching and learningReview and reflect on teaching and learning Self-evaluate and monitor professional Self-evaluate and monitor professional
developmentdevelopment Maintain a record of professional developmentMaintain a record of professional development Identify and record appropriate critical Identify and record appropriate critical
incidents and evidence to use as a focus of incidents and evidence to use as a focus of discussion with your supporterdiscussion with your supporter
WWW.GTCS.ORG.UK
Professional Development Professional Development PortfolioPortfolio
ITE Profile and subsequent PDAPsITE Profile and subsequent PDAPs TimetableTimetable Record of Meetings with SupporterRecord of Meetings with Supporter Record of Observed SessionsRecord of Observed Sessions Record of CPDRecord of CPD
– local authority programmelocal authority programme– school activitiesschool activities– personal activitiespersonal activities
Results of reflection on practiceResults of reflection on practice
WWW.GTCS.ORG.UK
Supporter’s Supporter’s responsibilitiesresponsibilities
Get to know the probationerGet to know the probationer Create a climate for discussionCreate a climate for discussion Co-ordinate the probationer’s CPD programmeCo-ordinate the probationer’s CPD programme Monitor and evaluate progressMonitor and evaluate progress Provision of CPD opportunitiesProvision of CPD opportunities Provide pastoral support, when appropriateProvide pastoral support, when appropriate Oversee action plans and portfolioOversee action plans and portfolio Monitor the school support programmeMonitor the school support programme Encourage the probationer to reflectEncourage the probationer to reflect Profile completionProfile completion Liaise with the local authorityLiaise with the local authority
WWW.GTCS.ORG.UK
The Standard for Full The Standard for Full Registration (SFR)Registration (SFR)
WWW.GTCS.ORG.UK
Purpose of the SFRPurpose of the SFR A clear and concise description of the A clear and concise description of the
professional qualities and capabilities professional qualities and capabilities teachers are expected to develop in teachers are expected to develop in the course of Probationthe course of Probation
A professional standard against which A professional standard against which reliable and consistent decisions can reliable and consistent decisions can be made on the fitness of new teachers be made on the fitness of new teachers for full registration with GTC Scotlandfor full registration with GTC Scotland
A baseline professional standard for all A baseline professional standard for all teachers throughout their careersteachers throughout their careers
WWW.GTCS.ORG.UK
SITE/SFR: aspects of SITE/SFR: aspects of professional developmentprofessional development
Professional Values & Personal Commitment
Professional Skills & Abilities
Professional Knowledge & Understanding
WWW.GTCS.ORG.UK
SFR: Professional Knowledge SFR: Professional Knowledge and Understandingand Understanding
Curriculum contentCurriculum content Cross-curricular themesCross-curricular themes Planning knowledgePlanning knowledge Curriculum nature and developmentCurriculum nature and development Education system, policy and Education system, policy and
practicepractice Sector issuesSector issues Professional values and practicesProfessional values and practices Research-based knowledgeResearch-based knowledge
WWW.GTCS.ORG.UK
SFR: Professional Skills and SFR: Professional Skills and AbilitiesAbilities
Long-term/short-term planningLong-term/short-term planning Communication with pupilsCommunication with pupils Teaching and learning strategies and resourcesTeaching and learning strategies and resources Expectations and pace of workExpectations and pace of work Working with other adultsWorking with other adults Organising and managing resourcesOrganising and managing resources Managing pupil behaviourManaging pupil behaviour Assessment, recording and reportingAssessment, recording and reporting Self-evaluating, self-reflecting, acting to improve Self-evaluating, self-reflecting, acting to improve Research and critically review literatureResearch and critically review literature Convey understanding of practice and general Convey understanding of practice and general
educational matterseducational matters
WWW.GTCS.ORG.UK
SFR: Professional Values and SFR: Professional Values and Personal CommitmentPersonal Commitment
Commitment to social justice, Commitment to social justice, inclusion, caring for and inclusion, caring for and protecting childrenprotecting children
Taking responsibility for Taking responsibility for professional learning and professional learning and developmentdevelopment
Value, respect and active Value, respect and active partners in work communitypartners in work community
WWW.GTCS.ORG.UK
Reasons for non-Reasons for non-registrationregistration
WWW.GTCS.ORG.UK
Reasons for non-Reasons for non-registrationregistration
Professional Knowledge and Professional Knowledge and UnderstandingUnderstanding– Knowledge and understanding of the Knowledge and understanding of the
subject/curriculumsubject/curriculum– Knowledge of the breadth of the Knowledge of the breadth of the
curriculumcurriculum– Understanding of national and local Understanding of national and local
policy and its impact on the work of a policy and its impact on the work of a teacher, particularly requirements teacher, particularly requirements related to national assessmentrelated to national assessment
WWW.GTCS.ORG.UK
Reasons for non-Reasons for non-registrationregistration
Professional Skills and AbilitiesProfessional Skills and Abilities– Inability to plan programmes of work to meet Inability to plan programmes of work to meet
the needs of pupilsthe needs of pupils– Communication difficulties with pupils and Communication difficulties with pupils and
colleaguescolleagues– Use of a limited range of teaching strategiesUse of a limited range of teaching strategies– Inability to set appropriate expectationsInability to set appropriate expectations– Inability to work with other colleaguesInability to work with other colleagues– Poor classroom organisation and managementPoor classroom organisation and management– Difficulties in managing pupil behaviourDifficulties in managing pupil behaviour– Difficulties in reflecting on own practice and Difficulties in reflecting on own practice and
acting to improve practiceacting to improve practice
WWW.GTCS.ORG.UK
Reasons for non-Reasons for non-registrationregistration
Professional Values and Professional Values and Personal CommitmentPersonal Commitment– Inability to take responsibility for own Inability to take responsibility for own
professional learning and developmentprofessional learning and development
WWW.GTCS.ORG.UK
Online ProfilesOnline Profiles
WWW.GTCS.ORG.UK
Online Profile completionOnline Profile completion Online Profiles accessed from Online Profiles accessed from
both websites:both websites:– Probationer Teacher ScotlandProbationer Teacher Scotland
www.probationerteacherscotland.org.uk
– GTCSGTCSwww.gtcs.org.uk
WWW.GTCS.ORG.UK
Accessing Online Profiles Accessing Online Profiles from from
www.probationerteacherscotland.org.uk
Step 1: select the “LOG Step 1: select the “LOG
IN” buttonIN” button
Step 2: enter your detailsStep 2: enter your details– Username: GTCS Username: GTCS
registration number (six registration number (six digits)digits)
– Password: (at first log-in this Password: (at first log-in this will be set as your GTCS will be set as your GTCS registration number)registration number)
– Date of birth (dd/mm/yyyy)Date of birth (dd/mm/yyyy)
WWW.GTCS.ORG.UK
Accessing Online Profiles Accessing Online Profiles fromfrom
www.gtcs.org.uk Step 1: select the Step 1: select the
“Login/register” button“Login/register” button
Step 2: enter your detailsStep 2: enter your details– Username: GTCS Username: GTCS
registration number (six registration number (six digits)digits)
– Password: (at first log-in this Password: (at first log-in this will be set as your GTCS will be set as your GTCS registration number)registration number)
– Date of birth (dd/mm/yyyy)Date of birth (dd/mm/yyyy)
WWW.GTCS.ORG.UK
Online ProfilesOnline Profiles
Primary Secondary
Select the link on the left hand Select the link on the left hand side for “Probationer Profiles” side for “Probationer Profiles” to be taken into the Profiles to be taken into the Profiles System:System:
WWW.GTCS.ORG.UK
Initial Professional Initial Professional Development Action Plan Development Action Plan
(IPDAP)(IPDAP) Bridging the gap between your Bridging the gap between your
ITE / Career Entry ProfileITE / Career Entry Profile
WWW.GTCS.ORG.UK
Initial Professional Initial Professional Development Action Plan Development Action Plan
(IPDAP)(IPDAP) Share profile for entry into the Share profile for entry into the
teaching profession with supporterteaching profession with supporter Share achievements and qualitiesShare achievements and qualities Share main areas for further Share main areas for further
professional developmentprofessional development (Complete self-evaluation)(Complete self-evaluation) Enter agreed targets and actionEnter agreed targets and action
WWW.GTCS.ORG.UK
Concluding commentsConcluding comments
WWW.GTCS.ORG.UK
Concluding commentsConcluding comments
GTCS role, advice and supportGTCS role, advice and support Roles and responsibilitiesRoles and responsibilities
– Student to ProbationerStudent to Probationer– Probationer and SupporterProbationer and Supporter
The StandardThe Standard Evidencing your experience Evidencing your experience
and progressand progress
WWW.GTCS.ORG.UK
And finally . . .And finally . . .
Grab the Grab the opportunity!opportunity!