professional update at slf
DESCRIPTION
Presentation on the Professional Update scheme given by Tony Finn at the Scottish Learning Festival 2011TRANSCRIPT
WWW.GTCS.ORG.UK
Professional Update: a positive innovation in Scottish schools
Tony Finn22 September 2011
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Professional Update- Why now?
Public Services Reform (GTC Scotland) Order 2011 (Section 31)– requires GTCS to set up a scheme of
reaccreditation– allows GTCS scope to develop such a
scheme and to give it an appropriate name
– allows for different provision in respect of different types of registered teachers
– requires consultation before making or varying a scheme
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GTC Scotland context
Independence from April 2012 strengthened powers and increased
responsibilities for GTCS GTCS review of Professional Standards
standards of qualification and practice are high but strong political pressure and press
interest in teachers and teaching
..a big challenge: GTCS wishes to make this work for teachers
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The national context....
A Curriculum for Excellence Teaching Scotland’s Future
(Donaldson Report) Publication of McCormac
Review Launch of Education Scotland
and review of ‘How Good is Our School.’
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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
procedures Once guidelines are agreed, each local
authority will agree a way forward with professional associations
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What has GTC Scotland done to date? 1
consulted very widely with stakeholders agreed
– the potential advantages of professional update
– broad principles and purposes considered
– need to act sensitively and avoid bureaucracy– what we can learn from/avoid in other
schemes
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What has GTC Scotland done to date? 2
set up a working group to– represent all key interests in Scottish
Education– consider how key issues should be developed – review wider issues– plan a programme for implementation
published 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)
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All professions need to keep skills and knowledge up to date....
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What are the key purposes?
to maintain and improve the quality of our teachers and to enhance the impact that they have on pupils’ learning
to support, maintain and enhance teachers’ continued professionalism.
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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 skills
provide access to opportunities which can address areas they have identified as requiring support
help them to manage change offer a focus on ways in which they can
enhance their careers confirmation that they are
maintaining the high standards required of a teacher
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What might this mean in practice...?
An annual update, involving submission to GTCS of changes in personal details
continuing engagement in professional development at establishment level.
a five yearly professional update which builds on the key purposes
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For this to work well, we need:
opportunities for teachers to engage in ongoing self- evaluation
constructive and helpful PRD processes and training to ensure this works well in practice
processes 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
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What will GTCS do next?
Listen to teachers’ feedback: at meetings across Scotland through online comments through responses from individuals and
groups
review findings and launch a formal consultation around the end of 2011
Tackle some big issues which we need to consider more fully
Set up a pilot programme in 2012
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The big issues...
Professional Update: Perception and reality
improvement of teachers’ skills, not links to competence
PRD: supporting and developing a scheme which works for teachers
Teachers not currently teaching in schools
The role of Head Teachers and employers
Communication Nomenclature
