Teacher Professionalism in Scotland

1. Teacher Professionalism in Scotland Winnie Mallon

2. 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

3. 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 standards…in collaboration with partners • Be recognised as an advocate for the teaching profession • www.gtcs.org.uk

4. 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

5. Drivers for change and improvement • OECD 2007 • HMIe 2009 • PISA 2009 • Curriculum for Excellence (CfE) underachievement

6. Teaching Scotland’s 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.

7. 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”

8. 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

9. The Professional Standards

10. Three overarching themes • Values • Learning for Sustainability • Leadership

11. Professional Valuesand Personal Commitment • Social justice • Integrity • Trust and respect • Professional commitment

12. The Standard for Full Registration

13. Student teacher to fully registered teacher

14. The Standard for Career-long professional learning

15. 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

16. The Standards for Leadership and Management

17. 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

18. Continuing professional development • Professional Review and Development (PRD) • Professional Update • Education Scotland • Other providers

19. Issues • Engagement of the profession • Teachers’ salary and conditions of service • Capacity for change

20. 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

21. What difference does it all make?

22. 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

23. Bedankt voor uw aandacht! winnie.mallon@education.glasgow.gov.uk winniemallon@hotmail.com