Professional Recognition Framework Sept 08
- 1. Framework for Professional Recognition/Registration & Rosa Murray Professional Officer (CPD)
- 2. How the world’s best-performing school systems come out on top McKinsey and Company Sept 2007 Enabling teachers to learn from each other Unlike other professions, where professionals naturally operate in teams, teachers generally work alone, denying them natural opportunities to learn from each other. Several school systems employ strategies aimed to change this by creating schools in which teacher regularly observe each others’ practice, thereby producing an environment which stimulates the sharing of knowledge on what works and what does not, encouraging teachers to give each other feedback and helps shape a common aspiration and motivation for improving the quality of instruction. These systems are some of the best performing of all the systems we studied.
- 3. Standard for Full Registration (May 2007) The SFR needs to serve three main purposes. It has to provide: a clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of induction; a professional standard against which reliable and consistent decisions can be made on the fitness of new teachers for full registration with GTC Scotland; a baseline professional standard which will apply to all teachers throughout their careers.
- 4. Aspects of Professional Development Professional Values & Personal Commitment Professional Skills & Abilities Professional Knowledge & Understanding
- 5. The Standard for Full Registration A commitment to lifelong learning and personal development and enquiry is at the heart of being a learning profession. As this commitment is regarded as a responsibility for all teachers, Continuing Professional Development needs to be presented as a continuum which extends from ITE, through induction (probation) and on throughout the whole of a teacher’s career.
- 6. Recognition
- 7. Framework for Professional Recognition The framework for Professional Recognition - Recognises the need for flexibility in the teaching profession. - Recognises that there are many teachers doing excellent work in specific areas of education whose achievements are not recognised by the profession. - Describes how a teacher can gain registration in another subject area or sector of education.
- 8. Key Components A teacher must be able to demonstrate in relation to a specific area of expertise: - enhanced knowledge - extended professional knowledge; - reflection on learning; - reported and shared knowledge (experience with colleagues)
- 9. Areas of Interest/Expertise Curriculum - Primary only Core/Cross Curriculum - Literacy - Numeracy - Assessment - ICT - Supporting pupil learning - ASN - Hearing impaired - ASN - Visually impaired - ASN - Dual hearing/visually impaired - ASN - Dyslexia - ASN - Autism Others - Supporting students/probationer teachers - Leadership - Mentoring/coaching
- 10. The Process Step 1 - Eligibility Full registration 2 years of teaching post SFR
- 11. Step 2 – Personal Evaluation As part of the preparation for professional discussions 1 and 2 the following questions drawn from the key components of the framework should be considered: Recent CPD - influence on teaching - impact - themes - links to school initiatives Professional reading Impact - pupils - self - colleagues
- 12. Step 3 – Professional Discussion 1 Now or the future? Now Professional Discussion 2 Future - development needs - classroom actions - support - impact - evidence - sharing - timescale (min. 12 months)
- 13. Step 4 – Professional Action Portfolio of evidence CPD programme Professional experience Sharing knowledge and experience
- 14. Step 5 – Professional Discussion 2 Area of interest/expertise Professional reading - How has it informed/challenged professional practice? Impact - Pupil learning - Skills - Strategies Next steps Recommendation to GTCS
- 15. Step 6 – Applying for Professional Recognition Complete Professional Recognition Profile Sent to GTCS - certificate - information logged on Register - 5 year lifespan
- 16. Registration
- 17. Professional Recognition/ Registration For secondary teachers - additional subjects - as a primary teacher For primary teachers - to teach in S1/S2 - as a secondary teacher
- 18. Communicating with the Profession Information to teachers - Teaching Scotland (January 2006) - Website (January 2006) Information to schools/local authorities (January 2006) Further letter to Head Teachers (January 2007) CPD Network Talks
- 19. Recognition 442 Registration 264 Chartered Teachers 715 Professional Recognition : 12 September 2008
- 20. Elmore, R. (2000). Building a new structure for school leadership. Five principles that lay the foundation for a model of distributive leadership focused on large-scale improvement in schools: the purpose of leadership is the improvement of instructional practice and performance; instructional improvement requires continuous individual and collective learning; learning requires modelling; the roles and activities of leadership flow from the expertise required for learning and improvement, not from the formal dictates of the institution; and, the exercise of authority requires reciprocity of accountability and capacity.
- 21. HMIE (2007) Leadership for learning: The challenges of leading in a time of change Distributive Leadership: is about actively sharing and spreading responsibility for leadership more widely across staff operating at different levels; is about a move towards the collective leadership of an establishment rather than dependency on the power of one person; is about building a culture that supports and encourages the creativity and leadership potential of learners and staff; reinforces the need for teamwork, partnerships, collaboration, networking and facilitating; and entails that leaders at different levels are working in supportive and complementary ways.