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VOICE Scotland National Conference 8th November 2014, Perth
Kenneth Muir Chief Executive, GTCS
Closing the attainment gap
Delivering the aspirations of Curriculum for Excellence
Creating a world-class, sustainable, “future- proofed” education system
Supporting teaching staff to deliver high quality learning and teaching
“Talking up” the teaching profession
What are schools for?
What should students learn (in them)?
How is success in education measured?
What is the role and purpose of the teacher in
a world defined by change, complexity,
fluidity and uncertainty?
How do we best support teachers to delivery
high quality education?
Revised Professional Standards
Professional Update
Professional
Learning
CfE
ES and Inspection
Teaching Scotland’s Future
Scottish College of Educational Leadership
New Examinations, Awards and Insight
• Putting the learner at the centre - personalised, customer or learner-centric
• Supporting achievement by and for all
• Establishing an effective performance framework that allows continuous review and improvement
• Reconceptualising the model of teacher professionalism (Professional Update, revised Standards, Fitness to Teach, etc)
Improve outcomes for all learners
Close the Gap Improve standards
Curriculum for Excellence What is it trying to achieve?
Create a high performing education system
Sustain long-term improvements in school and education system
CULTURAL CHANGE
Excellent outcomes
for learners
Direct from the top
Some input from the bottom
Excellent outcomes
for learners
Steer from the top
Build from the bottom
Curriculum Learning + Teaching
Qualifications
Curriculum Learning + Teaching
Quals
“The major source of student variance lies within the person who gently closes the door of the classroom door and performs the teaching act.” “The remarkable feature of the (research) evidence is that the biggest effects on student learning occur when teachers become learners of their own teaching.” John Hattie “Visible Learning”
21st c. learning focuses on the need to develop students’
cognitive, inter- and intra-
personal capacities. However,
a necessary precursor to this
is that teachers’ capacity for, and awareness of, their own learning needs to be developed
“Leading learning in 21st century schools” Bull and Gilbert (2013)
“ The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change”.
“Teaching Scotland’s Future” 2011
Investing in teachers
Social Justice
Integrity
Trust and Respect
Professional Commitment
“Professional Standards have significant potential to provide the necessary provocation for teachers to think about their work, practice and professional identity in quite fundamentally, different and generative ways.”
Sachs J (2010)
“If Standards are to become the basis for promoting high quality professional learning, they need to be regarded as a series of signposts to guide an integrated professional learning agenda, rather than a series of discrete accomplishments to be ticked.”
Timperley (2011)
Professional Skills and Abilities
Professional Knowledge and Understanding
Professional Values and Personal Commitment
•The Standards for Registration (mandatory, comprising the SPR and the SFR) • The Standard for Career-long Professional Learning • The Standards for Leadership and Management (for middle leaders and Head Teachers)
The key areas of career-long professional learning are:
Pedagogy, learning and subject knowledge; Curriculum and Assessment; Enquiry and Research;
Educational contexts and current debates in policy, education and practice; Sustaining and developing professional
learning; Learning for sustainability
Professional Update
ITE TIS FR
• Entry Memorandum & Guidelines • Teaching Qualifications • Qualified Outside Scotland
•Registration • Dual Registration
Provisional Registration
Full Registration
(General)
The Enquiring Professional
Professional Qualifications & Professional Registration
Professional Recognition
SFR
SFR SPR
SCLPL
SLM
Professional Review + Devt.
To maintain and improve the quality of our teachers as outlined in the relevant Professional Standards and to enhance the impact they have on pupils’ learning To support, maintain and enhance teachers’ continued professionalism and the reputation of the teaching profession in Scotland
a responsibility to consider their own
development needs
an entitlement to a system of supportive PRD
confirmation that they are maintaining the
high standards required of a teacher
Update your contact details to GTC Scotland via
MyGTCS
Engage in professional learning
Self-evaluate against the appropriate GTC
Scotland Professional Standard
Discuss this engagement and the
impact of this, as part of the PRD process
Maintain a record of professional learning
Share confirmation of this engagement with
GTC Scotland every 5 years (line manager)
General Status: for classroom teaching; certain university posts in ITE; and certain LA posts
Associate Status: suitable for anyone wishes to stay on GTCS Register but not teaching
Supply Teachers:
Engagement in PU is required but proportionate
Specific advice on our website
Local information from employers
Discussions during validations to clarify links to line managers, access to PL opportunities, how to facilitate contact , inclusion in IT systems
Special arrangements for retired supply teachers engaging in supply (up to 5 years)
Very occasional supply work and no line manager – direct submission possible to GTC Scotland
Retired Teachers:
Not intending to do supply: ◦ can opt for Associate status ◦ Basic Version of PU applies (contact details and values
section of Standards only), but access to MyGTCS system still available
Intending to do supply: ◦ must retain General status ◦ can seek PU sign-off in final year and do supply work for
up to 5 years - Modified Version of PU process applies ◦ Supply teaching for more than 5 years – Full Version of PU
applies ◦ similar arrangement for teachers who retired prior to
August 2014 when PU sign-off was not available
Self-evaluation and critical reflection processes Experiential, action or enquiry-based learning Professional dialogue with colleagues, other
professionals, parents, and learners Focused professional reading and research Leading or engaging in practitioner enquiry/action
research Critical analysis of reading, learning and impact on
professional practice Learning about aspects of the curriculum or
pedagogical practice Peer support e.g. coaching or mentoring Classroom visits/peer observation Online learning/blogs
• Reflect on PL and consider its impact
• Recording systems exist to support the process, not drive it
• Each employer decides which system to use – could be MyGTCS, Gateway (CPD Manager), or other online system
• Not expected to record every detail
20% of teachers will complete P/U each year from national implementation in 2014
Teachers with registration years ending in:
- 9 and 4 = 2014/15
- 0 and 5 = 2015/16
- 1 and 6 = 2016/17
- 2 and 7 = 2017/18
- 3 and 8 = 2018/19
For example: 1995 registration = 5 = 2015/16
What are schools for?
What should students learn (in them)?
How is success in education measured?
What is the role and purpose of the teacher in
a world defined by change, complexity,
fluidity and uncertainty?
How do we best support teachers to delivery
high quality education?
Teachers should be:
“Increasingly expert practitioners whose professional practice and relationships are rooted in strong values, who take responsibility for their own development and who are developing their capacity both to use and contribute to the collective understanding of the teaching and learning process.”
“Teaching Scotland’s Future” 2011
