TEAN: Creating and maintaining the effectiveness of teachers in Scotland Revising the Scottish Teacher Education Standards – implications for teacher education Tom Hamilton Director of Education and Professional Learning June 2012

The General Teaching Council for Scotland: Background Set up by Act of Parliament in 1965 Set up by Act of Parliament in 1965 Powers extended by Scottish Parliament in 2000 and 2006 Powers extended by Scottish Parliament in 2000 and 2006 Announcement of independent status for the GTCS January 2008 Announcement of independent status for the GTCS January 2008 Scottish Parliament legislation March 2011 Scottish Parliament legislation March 2011 GTCS became independent April 2012 GTCS became independent April 2012

GTCS: Principal Aims To contribute to the quality of teaching and learning and the development of a world-class education system in Scotland To contribute to the quality of teaching and learning and the development of a world-class education system in Scotland To maintain and enhance professional standards in schools and colleges in collaboration with partners. To maintain and enhance professional standards in schools and colleges in collaboration with partners. To be recognised as a voice and advocate for the teaching profession To be recognised as a voice and advocate for the teaching profession

GTCS: General Functions The GTCS’s general functions are: (a) to keep the register; (b) to establish (and to review and change as necessary): (i)the standards of education and training appropriate to school teachers; (ii)the standards of conduct and professional competence expected of a registered teacher.

GTCS and TQs It is for the GTCS to determine what constitutes a recognised teaching qualification for individuals seeking registration as a school teacher. A determination may make such provision about the education and training required to attain such a qualification as the GTCS thinks fit.

Review of Teacher Education in Scotland Teaching Scotland’s Future Graham Donaldson (2011) Literature Review on Teacher Education in the 21st Century Ian Menter et al (2010)

GTCS Model of the Teacher Teacher education should prepare new teachers who: have professional values, have professional values, are reflective and innovative, are reflective and innovative, are experts in pedagogy, are experts in pedagogy, are agents of change rather than recipients of it, are agents of change rather than recipients of it, are autonomous while recognising their place within systems, are autonomous while recognising their place within systems, have commitment, resilience and high levels of self-efficacy, have commitment, resilience and high levels of self-efficacy, have appropriate subject content and pedagogic content knowledge, have appropriate subject content and pedagogic content knowledge, are accountable and consider the impact of their teaching on pupils and learners, are accountable and consider the impact of their teaching on pupils and learners, know about research and scholarship and where appropriate actively practise research, know about research and scholarship and where appropriate actively practise research, are committed to their own ongoing professional development, are committed to their own ongoing professional development, are aware of education’s links to other fields, are aware of education’s links to other fields, are committed to working with other professionals within and beyond education. are committed to working with other professionals within and beyond education.

Existing Standards The Standard for Initial Teacher Education The Standard for Initial Teacher Education The Standard for Full Registration The Standard for Full Registration The Standard for Chartered Teacher The Standard for Chartered Teacher The Standard for Headship The Standard for Headship

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

National Partnership Group Early Phase of Professional Learning Early Phase of Professional Learning Career-Long Professional Learning Career-Long Professional Learning Professional Learning for Leadership Professional Learning for Leadership

Standards Review: Steering Group Standards Review: Steering Group Association of Directors of Education Scotland Association of Directors of Education Scotland Association of Directors of Social Work Scotland Association of Directors of Social Work Scotland Education Scotland Education Scotland Independent Members Independent Members Quality Assurance Agency for Higher Education Quality Assurance Agency for Higher Education Scottish Government Scottish Government Scottish Qualifications Authority Scottish Qualifications Authority Scottish Teacher Education Committee (Universities) Scottish Teacher Education Committee (Universities) Scottish Youth Parliament Scottish Youth Parliament Unions Unions WWF Scotland WWF Scotland

Early Phase of Professional Learning Early Phase of Professional Learning Career-Long Professional Learning Career-Long Professional Learning Professional Learning for Leadership Professional Learning for Leadership + Values, Sustainability and Leadership + Values, Sustainability and LeadershipMembership: GTCS GTCS Universities Universities Local Authorities Local Authorities Teachers Teachers Standards Review: Writing Groups Standards Review: Writing Groups

Revised Standards Standard for Registration (Provisional Registration; Registration) Standard for Registration (Provisional Registration; Registration) Standard for Career-Long Professional Learning (Registered; Accomplished; Lead) Standard for Career-Long Professional Learning (Registered; Accomplished; Lead) Standards for Leadership and Management (Middle Leadership; Headship) Standards for Leadership and Management (Middle Leadership; Headship)

Professional Values and Personal Commitments of all Teachers Introduction Professional values are at the core of the Scottish Professional Standards. The educational experiences of all our learners are shaped by the values of all those who work to educate children and young people. Values are about goodness and are integral to, and demonstrated through all our professional relationships and practices. Values are about doing well by all those for whom we are responsible (including self). They drive all that we do to meet our professional commitments and obligations as educators. Values require to be regularly re-appraised and adapted over the course of our careers. Professionalism also implies the need to ask critical questions of educational policies and practices and to examine our attitudes and beliefs and to make the connections between these and our professional practice to effect transformational change.

Values Social justice Social justice Commitment Commitment Trust and respect Trust and respect Integrity Integrity

Scottish Parliament Mace – and Curriculum for Excellence Wisdom, Wisdom, Justice, Justice, Compassion, Compassion, Integrity. Integrity. Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding. (Proverbs 4:7)

Code of Professionalism and Conduct GTCS 2012 Professional Values and Personal Commitment As a registered teacher you should: be able to show in your day-to-day practice a commitment to social justice and inclusion, take responsibility for your own professional learning and development and be an active partner in the communities in which you work.

Teachers’ Standards in England (from Sept 2012) Preamble (which summarises the values and behaviour that all teachers must demonstrate throughout their careers) Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Personal and Professional Conduct Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: showing tolerance of and respect for the rights of others, showing tolerance of and respect for the rights of others, not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Consultation, Confirmation and Implementation Consult Aug – Sept Online:Website GlowMeets Social media Face-to-face regional meetings Education Committee: 13 Nov 2012 Council: 5 Dec 2012 Session 2013/14

Use of Standards Initial Teacher Education Initial Teacher Education Teacher Induction Scheme Teacher Induction Scheme Professional Update: Professional Update: Professional Review and Development Continuing Professional Development Leadership and Management Leadership and Management Competence Competence

Criticisms of Standards Models Standards as common sense (control mechanisms?) Standards as common sense (control mechanisms?) Standards as quality assurance and accountability Standards as quality assurance and accountability Standards as quality improvement Standards as quality improvement Standards for certification Standards for certification Mechanistic and technicist approach which restricts reflective practice and encourages conformity Mechanistic and technicist approach which restricts reflective practice and encourages conformity Encourage ‘competence’ but stifle ‘excellence’ Encourage ‘competence’ but stifle ‘excellence’Yet… Professional values and personal commitment Professional values and personal commitment

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