Revising the Scottish Teacher Education Standards - and their place in creating Effective Teachers Tom Hamilton Director of Education and Professional Learning May 2012

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.

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 Social Work Scotland Education Scotland Independent Members Quality Assurance Agency for Higher Education Scottish Government Scottish Qualifications Authority Scottish Teacher Education Committee (Universities) Scottish Youth Parliament Unions 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:GTCSUniversities Local Authorities 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

Consultation, Confirmation and Implementation Online:Website Webinar Social media Face-to-face regional meetings Autumn 2012 GTCS 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 Encourages ‘competence’ but stifles ‘excellence’ Encourages ‘competence’ but stifles ‘excellence’Yet… Professional values and personal commitment Professional values and personal commitment

Contact Web: