Professional Update at SLF
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1) The document summarizes a proposal by the General Teaching Council for Scotland (GTCS) to implement a new "Professional Update" scheme to help teachers keep their skills and knowledge up to date. 2) Under the new scheme, teachers would engage in annual updates and a more extensive professional update every five years to confirm they are meeting high standards and identify development opportunities. 3) The goals are to maintain and improve teacher quality, support teacher professionalism, and enhance the impact on student learning. Key principles include teacher responsibility for development and access to relevant training opportunities.
Professional Update at SLF
- 1. Professional Update: a positive innovation in Scottish schoolsTony Finn22 September 2011
- 2. Professional Update- Why now?Public Services Reform (GTC Scotland) Order 2011 (Section 31)requires GTCS to set up a scheme of reaccreditationallows GTCS scope to develop such a scheme and to give it an appropriate nameallows for different provision in respect of different types of registered teachersrequires consultation before making or varying a scheme
- 3. GTC Scotland contextIndependence from April 2012
- 4. strengthened powers and increased responsibilities for GTCS
- 5. GTCS review of Professional Standardsstandards of qualification and practice are high butstrong political pressure and press interest in teachers and teaching..a big challenge: GTCS wishes to make this work for teachers
- 6. The national context....A Curriculum for ExcellenceTeaching Scotland’s Future (Donaldson Report)Publication of McCormac ReviewLaunch of Education Scotland and review of ‘How Good is Our School.’
- 7. Some important starting points about professional update....The GTCS scheme will seek to be supportive and helpful Its aim is to help teachers keep their skills up to date. It is about “Improving not proving”It is therefore not linked to competence proceduresOnce guidelines are agreed, each local authority will agree a way forward with professional associations
- 8. What has GTC Scotland done to date? 1consulted very widely with stakeholders agreedthe potential advantages of professional updatebroad principles and purposesconsideredneed to act sensitively and avoid bureaucracywhat we can learn from/avoid in other schemes
- 9. What has GTC Scotland done to date? 2set up a working group torepresent all key interests in Scottish Educationconsider how key issues should be developed review wider issuesplan a programme for implementationpublished an initial statement and draft advice on two areas (Sept 2011)arranged meetings to discuss current thinking and listen to teachers’ views (Oct/Nov, 2011)
- 10. All professions need to keep skills and knowledge up to date....
- 11. What are the key purposes?to maintain and improve the quality of our teachers and to enhance the impact that they have on pupils’ learningto support, maintain and enhance teachers’ continued professionalism.
- 12. Key principles: teachers would have.....a responsibility to consider their own development needs.an entitlement to a system of supportive PRD which would:assist them to identify constructive ways to update their skillsprovide access to opportunities which can address areas they have identified as requiring supporthelp them to manage changeoffer a focus on ways in which they can enhance their careers confirmation that they are maintaining the high standards required of a teacher
- 13. What might this mean in practice...? An annual update, involving submission to GTCS of changes in personal detailscontinuing engagement in professional development at establishment level.a five yearly professional update which builds on the key purposes
- 14. For this to work well, we need:opportunities for teachers to engage in ongoing self- evaluationconstructive and helpful PRD processes and training to ensure this works well in practiceprocesses which help teachers do their current jobs well and also plan for the future Emphasis on the importance of CPD opportunities which are relevant to a teacher’s identified needs clarity in links to the SFR and to relevant ongoing developments in education
- 15. What will GTCS do next?Listen to teachers’ feedback:at meetings across Scotlandthrough online commentsthrough responses from individuals and groupsreview findings and launch a formal consultation around the end of 2011Tackle some big issues which we need to consider more fully Set up a pilot programme in 2012
- 16. The big issues...Professional Update: Perception and realityimprovement of teachers’ skills, not links to competencePRD: supporting and developing a scheme which works for teachersTeachers not currently teaching in schoolsThe role of Head Teachers and employersCommunicationNomenclature
Editor's Notes
- #2: that....
- #5: · Planned GTCS review of Professional Standards· Publication of Teaching Scotland’s Future, which refocuses on career-long learning, reinvigorated approach to 21st century teacher professionalism, CPD continuing to shift from set-piece events, consideration of Active Registration Standard, leadership pathways etc,· Subsequent establishment of National Partnership Groups, with related sub-groups· Publication of McCormac Review, sees professional learning as an integral part of educational change, CPD linked to a revitalised system of PRPD, endorsement of Professional Update· Formation of Education Scotland, incorporating HMIE, LTS, National CPD team, Positive Behaviour Team· Education Scotland review of ‘How Good is Our School.’
- #12: (For example, sharing of evidence to confirm that a teacher has maintained professional skills and understanding.)
- #13: opportunities to engage in ongoing self- evaluation to assess professional skills and needs.the availability of constructive and helpful PRD which offers support and advice and facilitates access to professional development opportunities. Ownership of PRD and CPD by teachers, providing the opportunity to reflect on practice and identify appropriate CPD opportunities to meet individual and school needsthe importance of ensuring that CPD opportunities are relevant to a teacher’s identified needs. CPD is not just about courses and conferences, but can (and should) include a whole range of opportunities, including – reading and research, observation of practice, participation in teacher learning communities and working groups, secondments, etc.........clarity in establishing links to the SFR and to relevant ongoing developments in education.·