1. TEACHING SCOTLAND’S FUTURE ETF Regional Workshop Turin April 2011 Some implications of ‘Teaching Scotland’s Future’ Professor Graham Donaldson CB

2. Who am I? Former head of Scottish education inspectorate (HMIE) and Chief Professional Advisor on Education to Scottish Government Current President of Standing International Conference of Inspectorates (SICI) Just published report on teacher education called ‘Teaching Scotland’s Future’ which has been accepted in full by the Scottish Government OECD international ‘expert’ – reviews of Australian and Portuguese education Professor of education at the University of Glasgow TEACHING SCOTLAND’S FUTURE

3. Context School education is one of the most important policy areas for all governments – globalisation and technology changing accepted norms. Human capital in the form of a highly educated population is now accepted as a key determinant of economic success. Issues associated with social inclusion represent one of the key challenges for policy Evidence of relative performance internationally has become a key driver of policy. Increasingly, evidence suggests that the foundations of successful education lie in the quality of teachers and their leadership. TEACHING SCOTLAND’S FUTURE

4. TEACHING SCOTLAND’S FUTURE Teachers Matter OECD 2005 Overall, the research results indicate that raising teacher quality is vital for improving student achievement, and is perhaps the policy direction most likely to lead to substantial gains in school performance. Students of the most effective teachers have learning gains four times greater than the learning gains of the least effective teachers (Sanders and Rivers 1996).

5. Remit To consider the best arrangements for the full continuum of teacher education in Scotland. The Review looked at initial teacher education, induction, and professional development, and the interaction between them. TEACHING SCOTLAND’S FUTURE

6. Twenty-first Century Teacher This Review endorses the vision of teachers as 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. It sees professional learning as an integral part of educational change, acting as an essential part of well planned and well researched innovation. TEACHING SCOTLAND’S FUTURE

7. Key themes Teaching is both complex and challenging, and requires the highest standards of professional competence and commitment. Leadership is based on fundamental values and habits of mind which must be acquired and fostered from entry into the teaching profession. The imperatives which are driving education policy internationally have profound and, as yet, not fully addressed implications for the teaching profession and its leadership. TEACHING SCOTLAND’S FUTURE

8. Key themes (2) Career-long teacher education should be at the heart of this process, with implications for its philosophy, quality, coherence, efficiency and impact. Teacher educators should be credible and directly engaged with practice –theory/research/practice not separate Alignment and partnership are essential to achieving sustained quality TEACHING SCOTLAND’S FUTURE

9. Early Phase rigorous selection of students applying to enter teacher education – strong values/good academic qualifications/social and interpersonal skills establish ethical and value base for teaching first part of career-long learning – not discrete/planned with induction/partnership relevance - address inclusion/ underachievement/ ASN/ behaviour management/ assessment as part of high quality education theory matters integral not complementary/theory through practice/ reflection and research school experience – quality standards/hub schools TEACHING SCOTLAND’S FUTURE

10. Career-long learning professional standards – coherence/continue to build twenty-first century teachers ‘Standard for Active Registration’ individual/corporate balance local/team-based – move away from isolated set- piece events/widen concept of teacher educator professional review and development – open and reflective Focus on impact on learning TEACHING SCOTLAND’S FUTURE

11. IMPLICATIONS Focus on teacher quality and leadership Shaping the future not cloning the past Alignment – educational policy/career-long learning/school practice/contracts/accountability Concept of teacher professionalism – autonomy with obligations and accountability Inclusive education not something separate from high quality education Active leadership TEACHING SCOTLAND’S FUTURE

12. PRIORITIES/PROJECTS – How to - attract and select people of high quality and strong ethical standards establish professional standards - extended and restricted professionalism - career-long learning align policy, practice and accountability – build effective leadership create and reinforce an open culture which embraces collegiality and individuality promote strong partnerships ensure consistent high quality TEACHING SCOTLAND’S FUTURE

13. “High quality people achieve high quality outcomes for all young people.” TEACHING SCOTLAND’S FUTURE