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The Scottish Standards and teacher professional learning and development

Explore the role of the General Teaching Council for Scotland (GTCS) in setting standards and facilitating professional development for teachers. Learn about the standards for initial teacher education, full registration, chartered teachers, and headship. Discover the importance of professional values, skills, and knowledge, as well as the ongoing need for professional updates. Critiques of standards models are also discussed.

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The Scottish Standards and teacher professional learning and development

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  1. The Scottish Standards and teacher professional learning and development Tom Hamilton Director of Education and Professional Learning ICET Conference Glasgow July 2011

  2. The General Teaching Council for Scotland: Background Set up by Act of UK Parliament in 1965 Powers extended by Act of Scottish Parliament in 2000 Powers further extended by Statutory Instrument, summer 2006 - competence Announcement of independent status for the GTCS January 2008 GTCS becomes independent April 2012

  3. Traditional Role Guardian/Gatekeeper: • Initial Teacher Education • Probation • Exceptional Admissions Protector: • Conduct • Discipline

  4. 21st Century Role As above plus: • Standards: Standard for Initial Teacher Education Standard for Full Registration Standard for Chartered Teacher Standard for Headship • Continuing Professional Development • Teacher Induction System • Chartered Teacher Programme • Framework for Professional Recognition • Disciplinary Issues: Child Protection The internet Competence • Professional Update

  5. Standards • The Standard for Initial Teacher Education • The Standard for Full Registration • The Standard for Chartered Teacher • The Standard for Headship

  6. Aspects of Professional Development Professional Values & Personal Commitment Professional Skills & Abilities Professional Knowledge & Understanding

  7. The Standard for Initial Teacher Education The Standard for Initial Teacher Education (SITE) specifies what is expected of a student teacher at the end of Initial Teacher Education, seeking provisional registration with the General Teaching Council for Scotland.

  8. The Standard for Full Registration The Standard for Full Registration (SFR) specifies what is expected of a teacher seeking full registration with the General Teaching Council for Scotland. The SFR needs to serve three main purposes. It has to provide: • a clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of induction; • a professional standard against which reliable and consistent decisions can be made on the fitness of new teachers for full registration with GTC Scotland; • a baseline professional standard which will apply to all teachers throughout their careers.

  9. Standard for Chartered Teacher Professional Values & Personal Commitment Professional Action Professional Skills & Abilities Professional Knowledge & Understanding

  10. The Standard for Headship

  11. Review of Teacher Education in Scotland

  12. Teaching Scotland’s Future Recommendation 36 A new ‘Standard for active registration’ should be developed to clarify expectations of how fully registered teachers are expected to continue to develop their skills and competences. This standard should be challenging and aspirational, fully embracing enhanced professionalism for teachers in Scotland.

  13. GTCS Independence Article 31 of the Public Services Reform (General Teaching Council for Scotland) Order 2011 places the GTCS under a duty to bring forward a system of re-accreditation for all registered teachers. Professional Update

  14. Professional Update Attaining  Maintaining the Standard 35 hours contractual CPD each year Annual Professional Review and Development Interview Standard for Full Registration Code of Professionalism and Conduct Five yearly signing off to GTCS

  15. Criticisms of Standards Models 1 • Standards as commonsense (control mechanisms?) • Standards as quality assurance and accountability • Standards as quality improvement • Standards for certification Treat with ‘Scepticism and caution’ Judyth Sachs (2003) Teacher Professional Standards: controlling or developing teaching? Teachers and Teaching: theory and practice Vol 9 No 2

  16. Criticisms of Standards Models 2 • Mechanistic and technicist approach which restricts reflective practice and encourages conformity • Encourages competence and stifles excellence Yet… • Professional values and personal commitment

  17. Contact Web: www.gtcs.org.uk e-mail: gtcs@gtcs.org.uk

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