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