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The Teaching Council Diploma in Professional Education Studies (School Planning) NUI Galway Summer School 2005 Tuesday 21 June Áine Lawlor, Director The.

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Presentation on theme: "The Teaching Council Diploma in Professional Education Studies (School Planning) NUI Galway Summer School 2005 Tuesday 21 June Áine Lawlor, Director The."— Presentation transcript:

1 The Teaching Council Diploma in Professional Education Studies (School Planning) NUI Galway Summer School 2005 Tuesday 21 June Áine Lawlor, Director The Teaching Council

2 Outline of Presentation The Teaching Council Background, functions, current news Other Teaching Councils Continuing Professional Development (Wales) Chartered Teacher (Scotland) Teacher Learning Academy (England) The Role for School Planning

3 Context  OECD Review of Irish Education (1991)  Green Paper: Education For A Changing World (1992)  Report On The National Education Convention (1994)  White Paper: Charting Our Education Future (1995)  Report of the Steering Committee on the establishment of a Teaching Council (1998)

4 The Teaching Council Act, 2001 An Act to promote teaching as a profession; to promote the professional development of teachers; to maintain and improve the quality of teaching in the state; to provide for the establishment of standards, policies and procedures for the education and training of teachers and other matters relating to teachers and the teaching profession; to provide for the registration and regulation of teachers and to enhance professional standards and competence

5 37 Members of Teaching Council  11 Primary Teachers – 9 elected, 2 union nominated  11 Post-Primary Teachers – 7 elected, 4 union nominated  2 nominated by Colleges of Education  2 nominated by specified 3 rd level bodies  4 nominated by school management (2 P + 2 PP)  2 nominated by parent associations ( 1 P + 1 PP)  5 nominated by Minister (inc. 1 ICTU + 1 IBEC)

6 Functions of the Teaching Council  Promote teaching as a profession  Establish codes of professional conduct  Establish and maintain register of teachers Establish procedures and criteria for registration Determine education, training and qualifications required for registration Review and accredit programmes of teacher education for purposes of registration Act as designated authority for recognition of qualifications – EU and non-EU  Establish procedures in relation to induction  Establish procedures and criteria for probation continued …

7 Functions of the Teaching Council  Advise the Minister in relation to Standards for entry to programmes of teacher training Professional development of teachers Teacher supply  Conduct enquiries, where appropriate, re fitness to teach  Conduct or commission research … publish  Represent teaching profession … information  Provide Minister with information as required …  Co-operate with Teaching Council N.I.

8 Other Teaching Councils  GTC Scotland (1966) – 50 members  GTC England (2000) – 64 members  GTC Wales (2000) – 25 members  GTC Northern Ireland (2002) – 33 members  College of Teachers Ontario (1997)  New Zealand Teachers Council (2002) – 11 members

9 2005/ / /2008 £2 Million£2.5 Million£3 Million GTCW Funding for Continuing Professional Development Professional Development Bursary – up to £600 to be spent on a professional development activity of the teacher’s choice, including visits within and outside the UK to observe good practice and exchange ideas. Teacher Research Scholarship – up to £2,500 to undertake action research on an area relevant to the individual’s or school’s development. Teacher Sabbatical – up to £5,000 to enable a teacher to undertake a prolonged period of study or develop transferable skills in a different environment. Professional Development Network – up to £8,000 to enable a group of teachers to work together on a regular basis.

10 Background to Welsh CPD Framework  Welsh Assembly Government (WAG) “The Learning Country” – CPD for all teachers - evidence-based, locally supported, recognised internationally  GTCW - “Continuing Professional Development – An Entitlement for All” (2002) - recognising different stages in a teacher’s career, linked to professional standards and professional development  WAG – “Continuing Professional Development for Teachers – The Way Ahead (2003) – accepted GTCW principles  GTCW Task Group – LEAs, Estyn, WAG

11 Strand 1 Career Progression Strand 2 Professional development, recognition and accreditation Strand 3 Recording and Self reflection Strand 4 Quality Assurance of Providers Professional Milestones in a teacher’s career Related professional standards Qualified Teacher Status Induction Classroom Excellence (AST) Middle Leader Headship and Senior Leader (NPQH) CPD activities undertaken Professional qualifications/ Modules Academic qualifications/ modules Professional Portfolio Career Entry Profile Induction records Performance Management Records Arrangements and guidance to assist teachers in reflecting on CPD undertaken Register of Qualified Teachers Register of Providers Code of Practice and Standards Kitemarking of organisations as CPD Providers Monitoring & inspection of providers Professional Development Framework – Proposed 4 Strands

12 Generic Headings to Group Standards (Competences / Competencies)  Professional characteristics  Knowledge and understanding  Student progress – planning, teaching, monitoring and evaluation  Leadership and management  Communication  Developing oneself and others

13 Embeds professional development Raises standing and status of the teaching profession Raises standards of teaching and learning for students Potential opportunities for recognition / accreditation Offers guide in performance management process Helps providers to plan and monitor Offers greater consistency in setting standards Promotes Good practice Encourages recruitment and retention Highlights professional development opportunities Identifies and supports teachers’ needs Recognises systematic, integrated, career structure Outlines stages and standards Encourages teacher reflection and forward planning Professional Development Framework Highlights expectations and responsibilities

14 GTCW – Purpose of CPD Framework Embeds professional development Identifies and supports teachers’ needs Recognises systematic, integrated, career structure Outlines stages and standards Encourages teacher reflection and forward planning Highlights expectations and responsibilities Highlights professional development opportunities Offers guide in performance management process Potential opportunities for recognition/accreditation Encourages recruitment and retention Promotes good practice Offers greater consistency in setting standards Helps providers to plan and monitor Raises standing and status of the teaching profession Raises standards of teaching and learning for students

15 GTCS Chartered Teacher Programme Route 12-module Masters programme with approved HE provider May get APL – up to 6 modules Accreditation Route Submitting claim for accreditation of previous experience through  Portfolio (3/4 developments)  Reflective Report (10,000 words) Masters degree awarded by HE Provider Chartered Teacher awarded by GTCS Module 1: Self Evaluation

16 GTCS Chartered Teacher  Eligibility Qualified Teacher, Registered, Top of salary scale, CPD Portfolio  77 teachers awarded Chartered Teacher status to date  6,000+ intimations of interest received  2,000+ actively involved at different stages  150+ have completed Part 1(4 modules)  90+ have completed Part 2 (8 modules)

17 GTCE Teacher Learning Academy 6 Stages 1. Associate 2. Senior Associate 3. Member 4. Senior Member 5. Fellow 6. Senior Fellow

18 Identify teacher learning project / Improvement project Identify possible sources of relevant knowledge Identify sources of support and coaching Identify possible sources of evidence Plan the project Engage with relevant knowledge base Access support and coaching Collect evidence Carry it out Evaluate it Disseminate TLA Stage 1- The Learning Process

19 TLA - Submission to Verifier  Contextual Statement Rationale for focus of project Working context Role undertaken  Evidence Written materials, web, CD-ROM, video and audiotape extracts, records of meetings  Reflective and analytical commentary “Prose Approach” Annotated planning document Learning Journal

20 An Irish Approach  Review existing practice  Review documentation  Establish consultation process  Promote the vision  Encourage dialogue  Disseminate draft documents  Organise feedback systems  Plan, implement, review, revise

21 pending change, emerging needs Individual career stage professional knowledge, skills, competence CPD needs profile System The Role of School Planning in Continuing Professional Development student population, orientation traditions, School environment, ethos, syllabi change literacy numeracy multiculturalism technology sciences languages


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