1. Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow

2. 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) Report on teacher education called ‘Teaching Scotland’s Future’ made 50 recommendations all of which have 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 Consultant on education TEACHING SCOTLAND’S FUTURE

3. Increasingly Powerful Drivers School education is one of the most important and contested policy areas for governments across the world. Evidence of relative performance internationally has become a key driver of policy. Human capital in the form of a highly educated population is seen as a key determinant of social justice and economic success. The pace and character of social, economic and technological change has profound implications for how we conceive education in the future. TEACHING SCOTLAND’S FUTURE

4. The Challenge Developing a vision and a strategy to address ‘wicked issues’ and to engage positively with a very uncertain future AND Taking action to make this happen TEACHING SCOTLAND’S FUTURE

5. Successful Learners in the 21 st Century Persistent, resilient, able to manage impulse Can change, adapt, transfer skills Deep knowledge Skills to access information, as well as retain it Have learned how to learn Strong interpersonal/ intrapersonal skills Responsible, global citizens Strong core skills TEACHING SCOTLAND’S FUTURE

6. Search for Success Early focus on expansion of provision 1957 Sputnik - Alphabet soup curriculum reform Standards movement - measurement mania School effectiveness Professional conspiracies – competition & inspection Teachers Matter - “It’s the teacher, stupid” A new synthesis? TEACHING SCOTLAND’S FUTURE

7. States and individuals need high levels of education for future economic, social and personal wellbeing Innovation is integral to educational quality - create the future not recreate the past Models of governance and change need to be dynamic and promote alignment ↓ RETHINK APPROACH TO AND RELATIONSHIP BETWEEN TEACHING / LEADERSHIP / CURRICULUM / INSPECTION TEACHING SCOTLAND’S FUTURE

8. Lessons from High-Performing Systems Clarity of purpose – values and curriculum High expectations of achievement Enabling all young people to achieve their potential Emphasis on early learning High quality teachers Culture of professional learning High quality leadership at all levels Outward looking with a strong culture of innovation Intelligent accountability Reflective and self-evaluative TEACHING SCOTLAND’S FUTURE

9. How much do teachers matter? 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 (OECD) 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) The quality of an education system cannot exceed the quality of its teachers (McKinsey & Co 2007) TEACHING SCOTLAND’S FUTURE

10. We need teachers who - have high-levels of expertise – subject, pedagogy and theory have secure values – personal and professional accountability for the wellbeing of all young people take prime responsibility for their own development use and contribute to the collective understanding of successful teaching and learning see professional learning as an integral part of educational change engage in well-planned and well-researched innovation. TEACHING SCOTLAND’S FUTURE

11. How do we do it? Select and develop high quality people A continuum of teacher learning - framework of standards Alignment and partnership Professional review and development Coaching and mentoring Optimum use of ICT for professional learning. Masters-level study is the norm Relentless focus on impact on young people’s learning. TEACHING SCOTLAND’S FUTURE

12. Role of NTQF Capture characteristics of high quality teacher Common language of quality Key reference point for teacher education – pre and post qualification Incentive for career-long professional growth Basis for evaluating progress Credibility as a learned profession Dynamic contribution to embedded innovation Contributes to aligned policy and practice TEACHING SCOTLAND’S FUTURE

13. Possible NTQF Structures Set of broad domains Key elements within each domain Exemplification of behaviours Differentiation by career stage TEACHING SCOTLAND’S FUTURE

14. Three NTQF Structures Scotland 3 Domains - Professional Knowledge and Understanding / Professional Skills and Abilities /Professional Values and Personal Commitment Professional Standards within each domain – each with an illustration of practice Separate sets of standards for initial teacher education / full registration / Chartered Teacher / Headship TEACHING SCOTLAND’S FUTURE

15. Three NTQF Structures Australia 3 Domains of teaching – Professional Knowledge / Professional Practice / Professional Engagement 7 standards across these domains Focus areas and descriptors for each standard Characterised at 4 career stages – Graduate / Proficient / Highly Accomplished / Lead TEACHING SCOTLAND’S FUTURE

16. Three NTQF Structures Northern Ireland 3 broad headings (domains) – Professional Values and Practice / Professional Knowledge and Understanding / Professional Skills and Application 27 Competence statements sub-divided into aspects Exemplified at 4 career stages – initial / Induction / Early Professional Development / CPD, Collaborative Practice and School Improvement. TEACHING SCOTLAND’S FUTURE

17. Common Areas Knowledge of subject matter Pedagogy – subject and transversal Dispositions – values in relation to learning and wellbeing of all young people Professional development including reflection/self evaluation Wider responsibilities – to colleagues and educational policy and development – distributed leadership TEACHING SCOTLAND’S FUTURE

18. Wicked Issues Specificity – behavioural competence / more integrative standards Contested views on education and role of the teacher Dispositions – integral or ideological imposition Static / dynamic contribution Simplicity / complexity / comprehensiveness Ownership and language Legacy / inertia TEACHING SCOTLAND’S FUTURE

19. Big Messages Teachers matter Build on the past but do not be imprisoned by it Hearts and minds / authenticity Coherence and alignment Culture of aspiration, reflection and optimism Confident and respected profession: demanding selection/clear standards/focus on all students More professional engagement in educational development TEACHING SCOTLAND’S FUTURE

20. NTQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow

21. Implications Be clear about quality Examine values Signal responsibility for all young people, irrespective of background, ethnicity or ability Much more than classroom practice Responsibility for impact on learning Promote reflection and self evaluation All stages in a career Promote team ethos Leadership TEACHING SCOTLAND’S FUTURE

22. Possible Steps Overview paper – compelling vision / authenticity / guiding principles Determine framework – domains, standards, illustrations, stages Systems analysis – prerequisites, dependencies and consequentials Engagement – hearts and minds Clear adoption strategy TEACHING SCOTLAND’S FUTURE