The role of GTC Scotland in preparing new teachers Tom Hamilton Director of Education, Registration and Professional Learning SQA CfE Conference June 2015 #gtcsPU#gtcsPL

History: Set up by Act of Parliament in 1965: Non-Departmental Public Body GTCS became independent April 2012: Professional Statutory Regulatory Body Vision: GTC Scotland aspires to: maintain the confidence of the public through effective governance and by always working in the public interest be a world leader in professional education issues maintain and enhance standards of learning and teaching actively promote teacher professionalism Aims: To contribute to improving the quality of teaching and learning To maintain and improve teachers’ professional standards The General Teaching Council for Scotland: Background

Independent GTCS Functions Keep a register of teachers Establish and review the standards of education and training appropriate to school teachers Establish and review the standards of conduct and professional competence expected of a registered teacher Investigate the fitness to teach of individuals who are, or are seeking to be, registered Maintain a scheme of Professional Update for teachers

Independent GTCS 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.

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.

Standards The Standards for Registration (Provisional, Full) The Standard for Career-Long Professional Learning The Standards for Leadership and Management (Middle Leadership, Headship)

New Teachers Preparation Guidelines for Initial Teacher Education Entry Memorandum Accreditation of ITE programmes Teacher Induction Scheme

Innovations Psychology Dance DLite PGDE Primary/Secondary Hybrid Top-Up PGC/DE Western Isles

International Interest Albania, Armenia, Australia, Austria, Azerbaijan, Barbados, Belarus, Botswana, Canada, Chile, China, Croatia, Denmark, Egypt, Finland, Georgia, Germany, Greece, Iceland, India, Ireland, Jamaica, Japan, Kazakhstan, Kenya, Kosovo, Lebanon, Lithuania, Moldova, Montenegro, Netherlands, New Zealand, Norway, Poland, Qatar, Russian Federation, Singapore, South Africa, Sweden, Taiwan, Thailand, Ukraine, UK (other parts), USA, Yemen European study visits: Feb 2007, Feb 2009, Feb 2012, Feb 2014 OECD visit 2007 Future OECD visit 2015

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