the role of the gtcs in encouraging early professional learning and development for teachers
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The role of the GTCS in encouraging early professional learning and development for teachers. Teacher Education Advancement Network Conference Glasgow 21 May 2010 Tom Hamilton, Rosa Murray, Mairi McAra. The General Teaching Council for Scotland: Background. - PowerPoint PPT PresentationTRANSCRIPT
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The role of the GTCS in encouraging The role of the GTCS in encouraging early professional learning and early professional learning and
development for teachers development for teachers
Teacher Education Advancement Teacher Education Advancement Network Conference Network Conference
Glasgow 21 May 2010Glasgow 21 May 2010
Tom Hamilton, Rosa Murray, Mairi Tom Hamilton, Rosa Murray, Mairi McAraMcAra
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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 Act of Scottish Powers extended by Act of Scottish Parliament in 2000Parliament in 2000
Powers further extended by Statutory Powers further extended by Statutory Instrument, summer 2006 - competenceInstrument, summer 2006 - competence
Announcement of independent status for Announcement of independent status for the GTCS January 2008the GTCS January 2008
Government GTCS independence Government GTCS independence consultation outcomes published February consultation outcomes published February 20102010
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Traditional RoleTraditional Role
Guardian/Gatekeeper:Guardian/Gatekeeper: Initial Teacher EducationInitial Teacher Education ProbationProbation Exceptional AdmissionsExceptional Admissions
Protector:Protector: ConductConduct DisciplineDiscipline
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2121stst Century Role Century RoleAs above plus:As above plus:
Standards:Standards: Standard for Initial Teacher Standard for Initial Teacher EducationEducation
Standard for Full RegistrationStandard for Full RegistrationStandard for Chartered TeacherStandard for Chartered TeacherStandard for HeadshipStandard for Headship
Continuing Professional DevelopmentContinuing Professional Development
Teacher Induction SystemTeacher Induction System
Chartered Teacher ProgrammeChartered Teacher Programme
Framework for Professional RecognitionFramework for Professional Recognition
Disciplinary Issues:Disciplinary Issues: Child ProtectionChild ProtectionThe internetThe internetCompetenceCompetence
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GTCS: Principal AimsGTCS: Principal Aims
To contribute to the quality of teaching and To contribute to the quality of teaching and learninglearning and the development of a world-and the development of a world-class education system in Scotlandclass education system in Scotland
To maintain and enhance standards of To maintain and enhance standards of professional competence in schools and professional competence in schools and colleges in collaboration with partners colleges in collaboration with partners including teachers, employing authorities, including teachers, employing authorities, teacher education institutions, parents and teacher education institutions, parents and the Scottish Executive Education the Scottish Executive Education DepartmentDepartment
To be recognised as a voice and advocate To be recognised as a voice and advocate for the teaching professionfor the teaching profession
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Teachers MatterTeachers Matter‘‘Research shows that teacher quality is significantly and Research shows that teacher quality is significantly and
positively correlated with pupil attainment and that it is the positively correlated with pupil attainment and that it is the
most important within school aspect explaining studentmost important within school aspect explaining student
performance.’performance.’
Commission of the European Communities (2007)Commission of the European Communities (2007)
Improving the Quality of Teacher EducationImproving the Quality of Teacher Education
‘‘The quality of an education system cannot exceed the The quality of an education system cannot exceed the
quality of its teachers.’quality of its teachers.’
McKinsey and Company (2007)McKinsey and Company (2007)
How the world’s best-performing school systems come out How the world’s best-performing school systems come out
on topon top
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StandardsStandards
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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The Standard for Initial The Standard for Initial Teacher EducationTeacher Education
The Standard for Initial Teacher The Standard for Initial Teacher Education (SITE) specifies what is Education (SITE) specifies what is expected of a student teacher at the expected of a student teacher at the end of Initial Teacher Education, end of Initial Teacher Education, seeking provisional registration with seeking provisional registration with the General Teaching Council for the General Teaching Council for Scotland.Scotland.
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The Standard for Full The Standard for Full RegistrationRegistration
The Standard for Full Registration (SFR) specifies what is The Standard for Full Registration (SFR) specifies what is expected of a teacher seeking full registration with the expected of a teacher seeking full registration with the General Teaching Council for Scotland.General Teaching Council for Scotland.
Three main purposes: Three main purposes:
a clear and concise description of the professional a clear and concise description of the professional qualities qualities and capabilities teachers are expected to and capabilities teachers are expected to develop in the course develop in the course of induction;of induction;
a professional standard against which reliable and a professional standard against which reliable and consistent consistent decisions can be made on the fitness of decisions can be made on the fitness of new teachers for full new teachers for full registration with GTC Scotland;registration with GTC Scotland;
a baseline professional standard which will apply to all a baseline professional standard which will apply to all teachers throughout their careers.teachers throughout their careers.
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Teacher Induction SchemeTeacher Induction Scheme
Guaranteed post for yearGuaranteed post for year
-- 0.7 contact0.7 contact-- 0.3 continuing professional development0.3 continuing professional development
CPD programme: CPD programme:
-- individual, individual, -- school, school, -- local authority local authority
Designated supporter in school 0.1Designated supporter in school 0.1
-- Observations, advice, support and target Observations, advice, support and target settingsetting-- Reports to GTCSReports to GTCS
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The Teacher Induction The Teacher Induction Scheme – A Scottish Success Scheme – A Scottish Success
StoryStoryYearYear Commenced Commenced % Awarded Full % Awarded Full
Registration Registration
2002-032002-03 August 2002: 2120August 2002: 2120 June 2003: 97.5%June 2003: 97.5%
2003-042003-04 August 2003: 1845August 2003: 1845 June 2004: 98%June 2004: 98%
2004-052004-05 August 2004: 2093August 2004: 2093 June 2005: 98%June 2005: 98%
2005-062005-06 August 2005: 2737August 2005: 2737 June 2006: 98.4%June 2006: 98.4%
2006-072006-07 August 2006: 3554August 2006: 3554 June 2007: 98%June 2007: 98%
2007-082007-08 August 2007: 3582August 2007: 3582 June 2008: 97.6%June 2008: 97.6%
2008-092008-09 August 2008: 3082August 2008: 3082 June 2009: 98%June 2009: 98%
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OECD Reviews of National Policies OECD Reviews of National Policies for Education: Quality and Equity of for Education: Quality and Equity of
Schooling in Scotland December Schooling in Scotland December 20072007
Scotland’s approach to teacherScotland’s approach to teacher
induction is world class…induction is world class…
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Framework for Professional Framework for Professional RecognitionRecognition
Introduced January 2006Introduced January 2006 Recognition - 595 (541 Recognition - 595 (541
teachers)teachers)
eg Leadership, Global eg Leadership, Global citizenship, Learning supportcitizenship, Learning support
Registration - 419 (388 Registration - 419 (388 teachers)teachers)
Primary – Secondary (S1-2), Primary – Secondary (S1-2), (S1-6)(S1-6)
Secondary – additional subjectsSecondary – additional subjects
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Chartered TeacherChartered Teacher
Launched summer 2003Launched summer 2003
July 2004 – 14 chartered July 2004 – 14 chartered teachersteachers
March 2010 – 1010 chartered March 2010 – 1010 chartered teachersteachers
Masters level qualification – 12 Masters level qualification – 12 modulesmodules
GTCS accreditation route – now closedGTCS accreditation route – now closed Self fundedSelf funded Salary increment after every two Salary increment after every two
modulesmodules All 32 local authorities have CTsAll 32 local authorities have CTs Revised Standard launched 2009Revised Standard launched 2009 Programmes currently being Programmes currently being
reaccreditedreaccredited
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Standard for Chartered Standard for Chartered TeacherTeacher
Professional Values & Personal
Commitment
Professional Skills & Abilities
Professional Knowledge &
Understanding
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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
Encourages ‘competence’ but stifles Encourages ‘competence’ but stifles ‘excellence’‘excellence’
Yet…Yet… Professional values and personal commitmentProfessional values and personal commitment
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Professional Review and Professional Review and DevelopmentDevelopment
35 hours contractual CPD each year35 hours contractual CPD each year
Annual Professional Review and Annual Professional Review and Development InterviewDevelopment Interview
Standard for Full RegistrationStandard for Full Registration
Code of Professionalism and Code of Professionalism and ConductConduct
