the role of gtc scotland in preparing new teachers tom hamilton director of education, registration...

The role of GTC Scotland in preparing new teachers

Tom HamiltonDirector of Education, Registration and

Professional Learning

SQA CfE Conference June 2015

#gtcsPU #gtcsPL

History:• Set up by Act of Parliament in 1965: Non-Departmental Public Body • GTCS became independent April 2012: Professional Statutory

Regulatory Body

Vision:GTC Scotland aspires to:• maintain the confidence of the public through effective governance

and by always working in the public interest• be a world leader in professional education issues• maintain and enhance standards of learning and teaching• actively promote teacher professionalism

Aims:• To contribute to improving the quality of teaching and learning• To maintain and improve teachers’ professional standards

The General Teaching Council for Scotland: Background

Independent GTCS Functions

• Keep a register of teachers• Establish and review the standards of education

and training appropriate to school teachers• Establish and review the standards of conduct and

professional competence expected of a registered teacher

• Investigate the fitness to teach of individuals who are, or are seeking to be, registered

• Maintain a scheme of Professional Update for teachers

Independent GTCS

It is for the GTCS to determine what constitutes a recognised teaching qualification for individuals seeking registration as a school teacher.

A determination may make such provision about the education and training required to attain such a qualification as the GTCS thinks fit.

GTCS Model of the Teacher

Teacher education should prepare new teachers who:

• have professional values, • are reflective and innovative,• are experts in pedagogy,• are agents of change rather than recipients of it, • are autonomous while recognising their place within systems,• have commitment, resilience and high levels of self-efficacy, • have appropriate subject content and pedagogic content knowledge,• are accountable and consider the impact of their teaching on pupils and

learners,• know about research and scholarship and where appropriate actively practise

research,• are committed to their own ongoing professional development, • are aware of education’s links to other fields,• are committed to working with other professionals within and beyond

education. 

Standards

• The Standards for Registration (Provisional, Full)

• The Standard for Career-Long Professional Learning

• The Standards for Leadership and Management (Middle Leadership, Headship)

New Teachers Preparation

• Guidelines for Initial Teacher Education

• Entry Memorandum

• Accreditation of ITE programmes

• Teacher Induction Scheme

Innovations

• Psychology• Dance• DLite PGDE• Primary/Secondary Hybrid• Top-Up PGC/DE• Western Isles

International Interest

Albania, Armenia, Australia, Austria, Azerbaijan, Barbados, Belarus, Botswana, Canada, Chile, China, Croatia, Denmark, Egypt, Finland, Georgia, Germany, Greece, Iceland, India, Ireland, Jamaica, Japan, Kazakhstan, Kenya, Kosovo, Lebanon, Lithuania, Moldova, Montenegro, Netherlands, New Zealand, Norway, Poland, Qatar, Russian Federation, Singapore, South Africa, Sweden, Taiwan, Thailand, Ukraine, UK (other parts), USA, Yemen

European study visits: Feb 2007, Feb 2009, Feb 2012, Feb 2014

OECD visit 2007Future OECD visit 2015

Contact

Web:www.gtcs.org.uk

e-mail: gtcs@gtcs.org.uk