1. The Role of a Professional Regulatory Body in Achieving the Priorities of Teacher Education TEAN Conference May 2014 Tom Hamilton Director of Education and Professional Learning

2. Teaching Scotland’s Future (2011) (Donaldson Report) The Standards: ‒ The Standards for Registration (Provisional, Full) ‒ The Standard for Career-Long Professional Learning ‒ The Standards for Leadership and Management (Middle Leadership, Headship) Priorities for Teacher Education in Scotland

3. Aspects of Professional Development Professional Knowledge and Understanding Professional Skills and Abilities Professional Values and Personal Commitment

4. GTCS Model of the Teacher Initial teacher education (ITE) 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.

5. What is Teacher Education? Continuum of teacher education: ‒ Initial Teacher Education – university/LA/school partnership ‒ Teacher Induction Scheme (TIS) ‒ Career-long professional learning (C-LPL) ‒ Leadership and Management ‒ Individual/school/national priorities Forms of C-LPL: ‒ Individual training/learning/scholarship ‒ Practitioner enquiry ‒ Learning communities ‒ Lesson study ‒ Courses ‒ Masters level study

6. Providers of Teacher Education? Universities Local Authorities Schools Unions Subject groups Teachers Private providers: NGOs/Charities/Interest groups/ Business/Industry

7. GTCS Role Legislation Registration Regulation: conduct and competence ITE: Determination of Teaching Qualifications, Guidelines, Entry Memo, Accreditation Standards Professional Recognition Professional Update (PU) Public Interest

8. GTCS and Research GTCS research: ‒ TIS ‒ PU Commissioned research: ‒ Partnership Joint research: ‒ Accomplished teaching Teacher Researcher Programme Papers and conferences

9. International Interest Albania, Armenia, Austria, Australia, Barbados, Botswana, Canada, Chile, China, Croatia, Cyprus, Czech Republic, Denmark, Egypt, Finland, Germany, Greece, Iceland, Ireland, Jamaica, Japan, Kenya, Kosovo, Lebanon, Lithuania, Montenegro, Netherlands, New Zealand, Norway, Poland, Portugal, Singapore, South Africa, Spain, Sweden, Taiwan, Thailand, UK (other parts), USA, Yemen European study visits: Feb 2007, Feb 2009, Feb 2012, Feb 2014 OECD visit March 2007

10. Other Teaching Councils Australian states New Zealand South Africa Canadian provinces Wales Northern Ireland Ireland But... Wales, NZ, British Columbia, England

11. Conclusion Trust Public interest Involvement of stakeholders Consultation Communication

12. Contact Web:www.gtcs.org.ukwww.gtcs.org.uk e-mail:gtcs@gtcs.org.ukgtcs@gtcs.org.uk #gtcsPU#gtcsPL