Current Reforms to Teacher
Education in Scotland
National Implementation Board
September 2013
Timeline
January 2011: Teaching Scotland’s Future
June 2011: National Partnership Group (NPG) established
November 2012 and onwards –
National Implementation Board established
2012
2011
November 2012: NPG report and
Scottish Government response published
March 2011: Scottish Government response
International Context
• School education is one of the most important policy areas for
governments across the world.
• Human capital in the form of a highly educated population is
now accepted as a key determinant of economic success.
• Evidence of relative performance internationally has become
a key driver of policy.
• Evidence suggests that the foundations of successful
education lie in the quality of teachers and their leadership.
National Context
•
Curriculum for Excellence
•
‘Teaching Profession for the 21st Century’ (2001).
•
Teaching Scotland’s Future (2011),
Advancing Professionalism in Teaching (2011),
National Partnership Group Report (2012)
•
General Teaching Council for Scotland
•
Aspiring and early-phase teachers
Key themes: Teaching Scotland’s Future
and the National Partnership Group
• Recognise commitment and hard work of teachers
• Quality of teaching and leadership fundamental to improving
quality: must be central to educational policy
• Teaching is a complex, challenging activity: develop enhanced
professionalism and leadership across each teacher’s career
• Teacher education too fragmented and haphazard: coherent
approach needed to underpin new concept of partnership
–
–
–
–
Rigorous selection.
More relevant learning.
To higher standards.
With more effective use of evidence, time and resources.
What does this mean for teachers?
Redeveloped
National
Framework
Improved
Revised
Professional
e-portfolio
Professional
forEducation
Educational
toto
Standards
undertake
Review
allow
Scotland
Leadership
teachers
and
to
accredited
website
help
Development
toand
develop
record
with
school-based
new
expertise
their
Scottish
process
professional
to updated
College
learning
and experience
for
guidance
at
learning
Educational
mastersand
level
• More
Moreopportunity
opportunities
to
work
with
universities
inaccess
the
development
and
Leadership
resources
on
aimed
career-long
at supporting
professional
teachers’
learning
leadership development
assessment
of
student
teachers
Professional learning across the early phase
• Access
Partnerships
Access
toworking
an
‘Aspiring
between
Teachers’
local to
authorities
website
universities
being
Shift from
traditional
models
of
student
teacher
learning
to
Students
to
literacy
and
in groups
numeracy
reflect
diagnostic
onand
and
assessments
develop
practice
and
developed
to improve
student and probationer
direct impact
on pupils’the
learning
support
materials
experience
Career-long Professional Learning: key messages
from Education Scotland guidance
•
•
•
•
•
•
•
Evidence-based, critical self-evaluation
Shift from reflective professionals to enquiring professionals
Planned, deep, relevant and sustained professional learning
Masters-level learning
Blend and balance of professional learning activities
Collegiate and collaborative professional learning activities
High impact professional learning: learners, self, school,
system
• Evaluation and analysed evidence of impact
• Underpins professional review and professional update
Mentoring matters: key messages from
Education Scotland’s guidance
• Mentoring is a process designed to support and encourage
people to manage their own learning, maximise their
potential, develop their skills and improve their performance
• Mentoring is an interpersonal partnership and helpful
relationship based on mutual trust and respect
• Mentors provide mentees with opportunities to reflect upon
their skills and their performance and identify ways of
developing and progressing them
• Mentoring is about mentees becoming more self-aware and
taking responsibility for their own learning and development
Professional Standards and Professional Update
New Standards came into force in
August 2013.
The Standard for Career-long Professional
Learning helps teachers develop their
expertise and experience across all areas of
their professional practice and become
enquiring and accomplished professionals.
The Standard for Full Registration continues
to be the baseline professional standard for
competence.
The Standard for Leadership and
Management supports the professional
learning of teachers in, or aspiring to,
formal leadership roles.
Professional Update will be a requirement for all teachers rolled out from August 2014. It
will ensure teachers have an entitlement to supportive professional learning and confirm
that they have maintained high standards.
Professional Enquiry
Framework for Educational Leadership
Leadership
is the
to: high performing
Purpose of
framework
is toability
develop
- develop
aavision
forbeing
change
based
shared
Framework
Establishing
isleaders
currently
Scottish
College
developed
foron
Educational
into values
an
interactive
Leadershiptool
managing
in challenging
times
which leads to improvements in outcomes for learners
- enable and support others to develop
Professional Review and Development
Current guidance (2002) is being updated
Revised guidance based on key features of
effective PRD:
– Entitlement and responsibility of all teachers
– Positive impact on professional learning and
outcomes for pupils
– Takes place within a supportive, challenging and
collegiate culture
– Self-evaluation
– Professional dialogue
– Professional learning record
Further information
The National Implementation Board website
http://www.teachingscotlandsfuture.org.uk
Comments on any areas of this work can be made to the NIB
NIB@scotland.gsi.gov.uk
Education Scotland website
http://www.educationscotland.gov.uk
GTCS website
http://www.gtcs.org.uk