Professional Update EIS Learning Reps Training Meeting 6th November 2014, Glasgow Kenneth Muir Chief Executive, GTCS In Scotland, we are all engaged in what I am sure will be seen in years to comes as a point where we are
experiencing and delivering a paradigm shift in moving a good education system to becoming a great one; a system that sustains continuous improvement in outcomes for learners and ongoing professional learning for teachers. Teaching Scotland
January 2014 Challenges facing Scottish Education Closing the attainment gap Delivering the aspirations of Curriculum for Excellence
Creating a world-class, sustainable, futureproofed education system Supporting teaching staff to deliver high quality learning and teaching
Talking up the teaching profession National System Alignment Revised Professional Standards Professional Update New Examinations and Awards
Scottish College of Educational Leadership Teaching Scotlands Future ES and Inspectio n
CfE Professiona l Learning National system alignment Putting the learner at the centre personalised, customer or learner-centric Supporting achievement by and for all Establishing an effective performance framework that allows continuous review
and improvement Reconceptualising the model of teacher professionalism (Professional Update, revised Standards, Fitness to Teach, etc) Curriculum for Excellence What is it trying to achieve? Improve outcomes for all learners Close the Gap Improve standards
Create a high performing education system CULTURAL CHANGE Sustain long-term improvements in school and education system en
g rt po ch all Excellent Excellent outcomes outcomes
for for learners learners p su e Direct from the top
Some input from the bottom all Excellent Excellent outcomes outcomes for for learners learners
Build from the bottom rt po ch p su en
ge Steer from the top Qualification s Curriculu m Learning + Teaching
Future Curriculu m Learning + Teaching Quals Building the plane while flying it
The importance of learning and teaching The major source of student variance lies within the person who gently closes the door of the classroom door and performs the teaching act. The remarkable feature of the (research) evidence is that the biggest effects on student learning occur when teachers become learners of their own teaching.
John Hattie Visible Learning The changing role of teachers 21st c. learning focuses on the need to develop students cognitive, inter- and intrapersonal capacities. However, a necessary precursor to this is that teachers capacity for, and awareness of, their own learning needs to be developed Leading learning in 21st century schools Bull and Gilbert (2013)
Investing in teachers The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change. Teaching Scotlands Future 2011
Revised Professional Standards Professional Values and Personal Commitment Social Justice Integrity
Trust and Respect Professional Commitment Professional Standards and Professional Update Professional Standards have
significant potential to provide the necessary provocation for teachers to think about their work, practice and professional identity in quite fundamentally, different and generative ways. Sachs J (2010) Professional Standards and Professional Update If Standards are to become the basis for promoting high quality
professional learning, they need to be regarded as a series of signposts to guide an integrated professional learning agenda, rather than a series of discrete accomplishments to be ticked. Timperley (2011) Using Professional Standards to support Professional Learning The Standards for
Registration (mandatory, comprising the SPR and the SFR) The Standard for Career-long Professional Learning The Standards for Leadership and Management (for middle leaders and
Head Teachers) Professional Skills and Abilities Professional Knowledge and Understanding Profession al Values and Personal
Commitme nt Key purposes of Professional Update To maintain and improve the quality of our teachers as outlined in the relevant Professional Standards and to enhance the impact they have on pupils learning
To support, maintain and enhance teachers continued professionalism and the reputation of the teaching profession in Scotland Key principles of Professional Update: teachers have.....
a responsibility to consider their own development needs an entitlement to a system of supportive PRD confirmation that they are maintaining the high standards required of a teacher Prof. Update what do I need to do?
Update your contact details to GTC Scotland via MyGTCS Engage in professional learning
Self-evaluate against the appropriate GTC Scotland Professional Standard Discuss this engagement and the impact of this, as part of the PRD process Maintain a record of professional learning Share confirmation of this engagement with GTC Scotland every 5 years (line manager) Fully Registered: (General) and (Associate) Status General Status: for classroom teaching; certain university posts in ITE; and certain
LA posts Associate Status: suitable for anyone wishes to stay on GTCS Register but not teaching What has been done about Professional Update for supply teachers? Supply Teachers:
Engagement in PU is required but proportionate Specific advice on our website Local information from employers Discussions during validations to clarify links to line managers, access to PL opportunities, how to facilitate
contact , inclusion in IT systems Special arrangements for retired supply teachers engaging in supply (up to 5 years) Very occasional supply work and no line manager direct submission possible to GTC Scotland How does Professional Update affect retired teachers? Retired Teachers: Not intending to do supply: can opt for Associate status Basic Version of PU applies (contact details and values section
of Standards only), but access to MyGTCS system still available Intending to do supply: must retain General status can seek PU sign-off in final year and do supply work for up to 5 years - Modified Version of PU process applies Supply teaching for more than 5 years Full Version of PU applies similar arrangement for teachers who retired prior to August 2014 when PU sign-off was not available
Examples of Professional Learning Self-evaluation and critical reflection processes Experiential, action or enquiry-based learning Professional dialogue with colleagues, other professionals, parents, and learners Focused professional reading and research Leading or engaging in practitioner enquiry/action research Critical analysis of reading, learning and impact on professional practice Learning about aspects of the curriculum or pedagogical practice Peer support e.g. coaching or mentoring
Classroom visits/peer observation Online learning/blogs Keeping a reflective record of Professional Learning Reflect on PL and consider its impact
Recording systems exist to support the process, not drive it Each employer decides which system to use could be MyGTCS, Gateway (CPD Manager), or other online system Not expected to record every detail
Phasing for Professional Update 20% of teachers will complete P/U each year from national implementation in 2014 Teachers with registration years ending in: - 9 and 4 = 2014/15 - 0 and 5 = 2015/16
- 1 and 6 = 2016/17 - 2 and 7 = 2017/18 - 3 and 8 = 2018/19 For example: 1995 registration = 5 = 2015/16 The importance of TEACHERS Sustainable development can never be done to or even for teachers. It can only ever be achieved by and with them. Hargreaves and Fullan (2012) The quality of an educational system cannot outperform the quality of its teachers. The only
way to improve outcomes is to improve learning and teaching. McKinsey GTC Scotland [email protected] [email protected]org.uk @GTCSKen
