teacher professionalism in scotland winnie mallon
TRANSCRIPT
Teacher Professionalism Teacher Professionalism in Scotlandin Scotland
Winnie MallonWinnie Mallon
Learning Outcomes and Learning Outcomes and Success CriteriaSuccess Criteria
Know aboutKnow about the Scottish system of teacher the Scottish system of teacher regulationregulation
UnderstandUnderstand the background to recent changes the background to recent changes and current thinkingand current thinking
AppreciateAppreciate (and (and empathise withempathise with?) the issues ?) the issues we face in improving the quality of teacher we face in improving the quality of teacher educationeducation
Lively discussion and debate, with some next steps identified
Teacher RegulationTeacher Regulation
The General Teaching Council for Scotland – The General Teaching Council for Scotland – independent since April 2012 (GTCS)independent since April 2012 (GTCS)
Strategic aimsStrategic aims Contribute to the development of a world class Contribute to the development of a world class
education system in Scotlandeducation system in Scotland Maintain and enhance professional standards…in Maintain and enhance professional standards…in
collaboration with partnerscollaboration with partners Be recognised as an advocate for the teaching Be recognised as an advocate for the teaching
professionprofession www.gtcs.org.ukwww.gtcs.org.uk
A teacher in Scotland must..A teacher in Scotland must..
Meet and uphold the Standard for Full Meet and uphold the Standard for Full RegistrationRegistration
Work 35 hours per week (22.5 teaching)Work 35 hours per week (22.5 teaching) Engage in 35 hours CPD per yearEngage in 35 hours CPD per year Maintain a record of CPDMaintain a record of CPD Undertake an annual Professional Undertake an annual Professional
Review and Development interviewReview and Development interview Every 5 years undertake Professional Every 5 years undertake Professional
UpdateUpdate
Drivers for change and Drivers for change and improvementimprovement
OECD 2007OECD 2007 HMIe 2009HMIe 2009 PISA 2009PISA 2009
Curriculum for Excellence (CfE)Curriculum for Excellence (CfE)
underachievement
Teaching Scotland’s FutureTeaching Scotland’s Future
The two most important and The two most important and achievable ways in which school achievable ways in which school education can realise the high education can realise the high aspirations Scotland has for its aspirations Scotland has for its young people are through young people are through supporting and strengthening, supporting and strengthening, firstly the firstly the quality of teachingquality of teaching, and , and secondly, the secondly, the quality of leadershipquality of leadership..
What kind of teachers do we need?What kind of teachers do we need?
“…“…reflective, accomplished and reflective, accomplished and enquiring professionals who have enquiring professionals who have the capacity to fully engage with the capacity to fully engage with the complexities of education and the complexities of education and to be key actors in shaping and to be key actors in shaping and leading educational change”leading educational change”
Taking the TSF recommendations forwardTaking the TSF recommendations forward
Revision of the StandardsRevision of the Standards Revision of entry requirementsRevision of entry requirements Development of Masters level CPDDevelopment of Masters level CPD Partnerships with Local authorities, Partnerships with Local authorities,
schools and universitiesschools and universities Professional UpdateProfessional Update
The Professional StandardsThe Professional Standards
Three overarching themesThree overarching themes
ValuesValues
Learning for SustainabilityLearning for Sustainability
LeadershipLeadership
Professional ValuesProfessional Valuesand Personal Commitmentand Personal Commitment
Social justiceSocial justice
IntegrityIntegrity
Trust and respectTrust and respect
Professional commitmentProfessional commitment
The Standard for Full RegistrationThe Standard for Full Registration
Student teacher to Student teacher to fully registered teacherfully registered teacher
The Standard for Career-long The Standard for Career-long professional learningprofessional learning
The Standard for Career-long The Standard for Career-long professional learningprofessional learning
Core principles of practitioner enquiryCore principles of practitioner enquiry Enquiring dispositionEnquiring disposition Thinking criticallyThinking critically Questioning beliefs and assumptionsQuestioning beliefs and assumptions Lead learning experiencesLead learning experiences Adaptive expertAdaptive expert
The Standards for Leadership The Standards for Leadership and Managementand Management
The Standards for Leadership The Standards for Leadership and Managementand Management
To support individual self-evaluation and To support individual self-evaluation and reflection as an integral part of leadership reflection as an integral part of leadership developmentdevelopment
Strategic vision, professional knowledge and Strategic vision, professional knowledge and understanding and Interpersonal Skills and understanding and Interpersonal Skills and AbilitiesAbilities
Professional ActionsProfessional Actions Middle leadersMiddle leaders Headteachers – Standard for HeadshipHeadteachers – Standard for Headship
Continuing professional Continuing professional developmentdevelopment
Professional Review and Development Professional Review and Development (PRD)(PRD)
Professional UpdateProfessional Update
Education ScotlandEducation Scotland
Other providersOther providers
IssuesIssues
Engagement of the professionEngagement of the profession
Teachers’ salary and conditions of Teachers’ salary and conditions of serviceservice
Capacity for changeCapacity for change
Growth pointsGrowth points
New models of school experience for New models of school experience for student teachersstudent teachers
Development of Masters level Development of Masters level programmes of study – government programmes of study – government fundingfunding
Partnerships between university Partnerships between university schools of education and local schools of education and local authoritiesauthorities
CfE – teachers working collaborativelyCfE – teachers working collaboratively
What difference does it all make?What difference does it all make?
IMPACT?
LEARNING AND TEACHING
SCHOOLIMPROVEMENT
WIDERCOMMUNITY
Plenary: Learning Outcomes and Plenary: Learning Outcomes and Success CriteriaSuccess Criteria
Know aboutKnow about the Scottish system of teacher the Scottish system of teacher regulationregulation
UnderstandUnderstand the background to recent changes the background to recent changes and current thinkingand current thinking
AppreciateAppreciate (and (and empathise withempathise with?) the issues ?) the issues we face in improving the quality of teacher we face in improving the quality of teacher educationeducation
Lively discussion and debate, with some next steps identified