Teacher Professionalism in Scotland

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Teacher Professionalism in Scotland

• Winnie Mallon

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Learning Outcomes and Success Criteria

• Know about the Scottish system of teacher
  regulation
• Understand the background to recent changes and
  current thinking
• Appreciate (and empathise with?) the issues we
  face in improving the quality of teacher education

Lively discussion and debate, with some next
steps identified
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Teacher Regulation

• The General Teaching Council for Scotland
  independent since April 2012 (GTCS)
• Strategic aims
• Contribute to the development of a world class
  education system in Scotland
• Maintain and enhance professional standardsin
  collaboration with partners
• Be recognised as an advocate for the teaching
  profession
• www.gtcs.org.uk

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A teacher in Scotland must..

• Meet and uphold the Standard for Full
  Registration
• Work 35 hours per week (22.5 teaching)
• Engage in 35 hours CPD per year
• Maintain a record of CPD
• Undertake an annual Professional Review and
  Development interview
• Every 5 years undertake Professional Update

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Drivers for change and improvement

• OECD 2007
• HMIe 2009
• PISA 2009
• Curriculum for Excellence (CfE)

underachievement
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Teaching Scotlands Future

• The two most important and achievable ways in
  which school education can realise the high
  aspirations Scotland has for its young people are
  through supporting and strengthening, firstly the
  quality of teaching, and secondly, the quality of
  leadership.

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What kind of teachers do we need?

• reflective, accomplished and enquiring
  professionals who have the capacity to fully
  engage with the complexities of education and to
  be key actors in shaping and leading educational
  change

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Taking the TSF recommendations forward

• Revision of the Standards
• Revision of entry requirements
• Development of Masters level CPD
• Partnerships with Local authorities, schools and
  universities
• Professional Update

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The Professional Standards
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Three overarching themes

• Values
• Learning for Sustainability
• Leadership

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Professional Valuesand Personal Commitment

• Social justice
• Integrity
• Trust and respect
• Professional commitment

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The Standard for Full Registration
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Student teacher to fully registered teacher
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The Standard for Career-long professional learning
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The Standard for Career-long professional learning

• Core principles of practitioner enquiry
• Enquiring disposition
• Thinking critically
• Questioning beliefs and assumptions
• Lead learning experiences
• Adaptive expert

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The Standards for Leadership and Management
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The Standards for Leadership and Management

• To support individual self-evaluation and
  reflection as an integral part of leadership
  development
• Strategic vision, professional knowledge and
  understanding and Interpersonal Skills and
  Abilities
• Professional Actions
• Middle leaders
• Headteachers Standard for Headship

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Continuing professional development

• Professional Review and Development (PRD)
• Professional Update
• Education Scotland
• Other providers

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Issues

• Engagement of the profession
• Teachers salary and conditions of service
• Capacity for change

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Growth points

• New models of school experience for student
  teachers
• Development of Masters level programmes of study
  government funding
• Partnerships between university schools of
  education and local authorities
• CfE teachers working collaboratively

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What difference does it all make?
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Plenary Learning Outcomes and Success Criteria

• Know about the Scottish system of teacher
  regulation
• Understand the background to recent changes and
  current thinking
• Appreciate (and empathise with?) the issues we
  face in improving the quality of teacher education

Lively discussion and debate, with some next
steps identified
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Bedankt voor uw aandacht!

• winnie.mallon_at_education.glasgow.gov.uk
• winniemallon_at_hotmail.com