1. EIS Learning Reps Training Meeting 6 th November 2014, Glasgow Kenneth Muir Chief Executive, GTCS

3.  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

4. Revised Professional Standards Professional Update Professional Learning CfE ES and Inspection Teaching Scotland’s Future Scottish College of Educational Leadership New Examinations and Awards

5. 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)

6. 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

7. Excellent outcomes for learners Excellent outcomes for learners Direct from the top Some input from the bottom support challenge

8. Excellent outcomes for learners Excellent outcomes for learners Steer from the top Build from the bottom support challenge

9. Curriculum Learning + Teaching Qualifications

10. Curriculum Learning + Teaching Quals

14. “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”

15. 21 st 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 21 st century schools” Bull and Gilbert (2013)

16. “ 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

21.  Social Justice  Integrity  Trust and Respect  Professional Commitment

22. “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)

23. “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)

24. 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 )

25.  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

26.  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

27.  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)

29. 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

31. 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

32. 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

33.  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

34. 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

35.  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

40. “Sustainable development can never be done to or even for teachers. It can only ever be achieved by and with them.” Hargreaves and Fullan (2012) “ The quality of an educational system cannot outperform the quality of its teachers. The only way to improve outcomes is to improve learning and teaching.” McKinsey

41. ken.muir@gtcs.org.uk Professional.Update@gtcs.org.uk @GTCSKen