DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS Guidelines for Initial Teacher Education Courses in Scotland The Standard for Initial Teacher Education The Standard for Full Registration December 2006
Contents General Introduction Guidelines for Initial Teacher Education Courses in Scotland 1 Introduction... 5 1.1 Purpose and status... 5 1.2 The aims of teacher education... 5 1.3 Partnership in initial teacher education... 5 1.4 Initial teacher education in the context of continuing professional development... 5 2 Conditions for the Approval of All Courses of Initial Teacher Education... 6 3 Requirements for Programmes... 6 3.1 Requirements applying to ALL programmes... 6 3.2 Requirements applying to programmes leading to the award of a Teaching Qualification (Primary Education)... 7 3.3 Requirements applying to programmes leading to the award of a Teaching Qualification (Secondary Education)... 8 The Standard for Initial Teacher Education in Scotland 1 Introduction... 11 2 The Nature and Scope of the Standard for Initial Teacher Education... 12 3 Programmes of Initial Teacher Education in Context... 13 4 Learning, Teaching and Assessment... 14 5 Aspects of Professional Development... 15 The Standard for Initial Teacher Education... 17 Guidelines and Standards
The Standard for Full Registration 1 Introduction... 27 2 The Standard in Context... 27 3 The Transition from Student to Teacher... 28 4 Professional Development of the New Teacher... 29 5 The Professional Standard and Illustrations of Professional Practice... 30 6 Judgements about Teachers Capabilities in Relation to the SFR... 31 The Standard for Full Registration... 32 Standard for Initial Teacher Education and Standard for Full Registration Cross-Referencing... 43 Guidelines and Standards 1
2 Guidelines and Standards
General Introduction This publication has four elements: The Guidelines for Initial Teacher Education Courses in Scotland; The Standard for Initial Teacher Education (SITE); The Standard for Full Registration (SFR); and A Cross Referencing between SITE and SFR. The Ministerial Response to the Review of Initial Teacher Education, Stage 2, challenged the Scottish Executive Education Department and the General Teaching Council for Scotland to review the Professional Standards for teachers and a decision was taken that this also presented an opportunity to review and update the Guidelines for Initial Teacher Education Courses in Scotland which had last been published in 1998. Because the Standard for Initial Teacher Education relates to the university sector it was originally developed and published jointly by the General Teaching Council for Scotland and the Quality Assurance Agency for Higher Education and this link has been maintained. While reviewing the three principal elements within this document an extensive consultation exercise was completed with online comments invited, focus groups held across the country and extensive discussions within the various stakeholder communities. These exercises have led to this new combined publication with its three interrelated sections. It maps out the early professional development of teachers in Scotland and then indicates their ongoing professional journey as they maintain and enhance their teaching by making use of the Standard for Full Registration. The joint publication of the document stresses the collaborative approach and the mutual consensus there is in Scotland towards teacher education. However, in recognition of the fact that different groups will have specific interests in each of the sections of the document at different times, the various sections of the document are also available separately. So, for example, fully registered teachers considering the SFR as part of the professional review and development process used in Scottish schools will be able to gain access specifically to that section. The final section of this publication gives a side-by-side cross-referencing of the Standard for Initial Teacher Education and the Standard for Full Registration. The intention here is to allow those particularly interested in the transition from student teacher to probationer teacher to fully registered teacher to see what types of progress should be made as this process develops. It is hoped that this publication and its constituent parts will be of use to all communities with an interest in the development of Scottish teachers. Guidelines and Standards 3
Guidelines for Initial Teacher Education Courses in Scotland December 2006 4 Guidelines and Standards
Guidelines for Initial Teacher Education Courses* in Scotland 1 Introduction 1.1 Purpose and status All programmes of initial teacher education (ITE) in Scotland require the approval of Scottish Ministers, under regulation 4 of the Teachers (Education, Training and Recommendation for Registration) (Scotland) Regulations 1993. These guidelines set out the Ministers policy on the content, nature and duration of programmes leading to teaching qualifications (TQs) for the primary and secondary sectors. They supersede those which were issued in 1998 and come into effect from the start of academic session 2007/2008. 1.2 The aims of teacher education The overall aim of programmes of initial teacher education is to prepare student teachers to become competent, thoughtful, reflective and innovative practitioners, who are committed to providing high quality teaching and learning for all pupils. Programmes must ensure that student teachers meet the requirements of the Standard for Initial Teacher Education. The means by which such professionals will be developed is through programmes whose design match in with the Quality Assurance Agency for Higher Education s requirements and the Standard for Initial Teacher Education in Scotland. 1.3 Partnership in initial teacher education Initial teacher education in Scotland is provided by the universities in partnership with schools and education authorities. Each of the partners has particular priorities, roles and responsibilities as have been highlighted in documents such as the Review of Initial Teacher Education Stage: 2 Report of the Review Group (Scottish Executive 2005) and the Ministerial Response to it, Student Teacher Placements within Initial Teacher Education (HMIE 2005), and Reflecting on the Teacher Induction Scheme (GTCS 2005). Good partnership arrangements take full account of the partners' mutual aims and their respective priorities and responsibilities All partners, the GTCS and SEED will continue to keep the quality of arrangements for partnership under consideration. 1.4 Initial teacher education in the context of continuing professional development Initial teacher education, as the first stage in the process of professional education, is the foundation on which all further professional development is built. Newly qualified teachers are provisionally registered with the General Teaching Council and only attain full registration on successful completion of a probationary period (normally one year) which allows them to achieve the Standard for Full Registration Fully-registered teachers are thereafter * The relevant legislation uses the term course but increasingly within Higher Education the term programme is preferred and hence it will be used throughout this document. Guidelines and Standards 5
expected to be committed to lifelong learning and to identify their own professional development needs through a process of self-evaluation and review which allows them to maintain and enhance the Standard for Full registration. While some universities may continue to offer Additional Teaching Qualifications, which will remain subject to accreditation and approval, other opportunities for teachers to gain professional recognition or additional registration are provided through the General Teaching Council for Scotland s Framework for Professional Recognition/Registration. 2 Conditions for the Approval of All Courses of Initial Teacher Education As a general rule, the Scottish Ministers will only approve those programmes of initial teacher education which meet the following conditions: Programmes must be subject to validation and review processes under the auspices of a university or degree awarding institution. These processes must involve external members from outside the university teaching the programme. Programmes must be accredited by to the General Teaching Council for Scotland as leading to registration as a primary or secondary teacher. The minimum requirements for entry to programmes in any year will be those laid down in the relevant 'Memorandum on Entry Requirements to Courses of Initial Teacher Education in Scotland'. Programmes must meet the requirements set out in Section 3, below. 3 Requirements for Programmes The requirements in this section apply to the pattern of programme provision at the time of publication. This does not preclude the development of other types of provision and universities are free to discuss alternative proposals with the GTCS and SEED. 3.1 Requirements applying to ALL programmes The system of selection of student teachers must take into account available reports on individual applicants, their experience and interests and the extent to which they match personal characteristics desirable in a teacher. Student teachers should only be admitted to a programme after an interview which should normally involve personnel from both the university and education authorities/schools. Programmes must contain clear arrangements and criteria for recognising prior learning and experience, and offer opportunities for part-time and distance learning wherever this is appropriate. Satisfactory completion of an enhanced Disclosure Scotland check will be required as part of the application process as a condition of admission. Student teachers completing the programme and gaining the award of a teaching qualification (TQ) must have demonstrated that they have met the Standard for Initial Teacher Education. 6 Guidelines and Standards
Programmes must: have effective partnership arrangements; have an appropriate balance of professional studies, subject studies and relevant school educational placement experience; contain clear arrangements for updating in line with national developments and new perspectives arising from educational research; meet the QAA Benchmarks which are within the Standard for Initial Teacher Education; and allow student teachers to meet the Standard for Initial Teacher Education. Programmes must prepare teachers to be responsive to the range and diversity of the needs of all pupils. School experience placements (or other relevant educational placement experience such as within Children s Services provision) must provide the practical context to illustrate and develop the skills, understanding and content being developed in the programme. They will normally be undertaken in blocks of time, but may also include a series of days. Each placement block must be assessed. Within partnerships, placements must be jointly planned with the roles and responsibilities of staff clearly defined. Programmes must develop in student teachers an understanding of the importance of partnership between the different sectors of education in order to ensure the smooth transition of pupils from one sector to another. Programmes must address current educational issues and develop in student teachers the flexibility to play a positive part in new educational developments, such as A Curriculum for Excellence, by encouraging a disposition for professional enquiry. Programmes which offer a Gaelic medium pathway must ensure that at the end of the programme student teachers can demonstrate the Standard for Initial Teacher Education through Gaelic. The quality of student teachers' teaching and classroom management must be assessed and the award of a teaching qualification will be conditional on such quality being satisfactory. 3.2 Requirements applying to programmes leading to the award of a Teaching Qualification (Primary Education) General Programmes must prepare teachers to teach children through two full years of pre-school education, and those attending primary school. They must ensure that all new teachers are able to deliver teaching programmes which are appropriate for these stages. New teachers must, therefore, have knowledge and understanding of children's learning and development and be able to deliver the full curriculum. They should also have an awareness of the transition issues between pre-school, primary and secondary schools. Programmes must make student teachers aware of their contribution to pupils development, including the acquisition of core skills. They should also raise student teachers awareness of primary teachers wider role in protecting the children they teach. Guidelines and Standards 7
Student teachers must, therefore, undertake blocks of experience, including in a pre-school environment, and giving appropriate coverage to the range of stages of the primary school. Bachelor of Education (Primary Education) Degrees BEd programmes leading to a TQ (Primary Education) must involve 4 academic years of full-time study or equivalent part-time study. At least 30 weeks must be devoted to school/educational placement experience. More than half of this experience should occur in the final 2 years of the programme, with a substantial block taking place in the last year. Programmes must contain appropriate elements of study to allow student teachers to extend and deepen their knowledge, understanding and experience in order to meet the Standard for Initial Teacher Education. Other Undergraduate Programmes Leading to a Primary Teaching Qualification Concurrent programmes (where the final degree is awarded and a TQ is awarded separately) must involve four academic years full-time study or the equivalent part-time study. Universities must ensure that, on graduation, student teachers have an area of specialism within the Primary curriculum. There must be a total of school/educational placement experience equivalent to that in a PGDE (Primary) programme, ie a minimum of 18 weeks. Professional Graduate Diploma in Education (PGDE) : Primary The PGDE (Primary) programme must be a full-time programme, lasting for a minimum of 36 weeks, or the equivalent on a part-time basis. At least 50% of the programme must be devoted to school/educational placement experience which will occur in each school term, with a block of at least 4 weeks taking place towards the end of the programme. Programmes must contain appropriate elements of study to allow student teachers to extend and deepen their knowledge, understanding and experience in order to meet the Standard for Initial Teacher Education and should enable all student teachers to build on relevant elements of their degree programme for use in primary schools. 3.3 Requirements applying to programmes leading to the award of a Teaching Qualification (Secondary Education) General Programmes must be designed to prepare teachers to teach pupils in secondary schools in one or more subjects and will lead to a TQ (Secondary Education) in a subject (or subjects). Consideration must also be given to the needs of adults taught in some secondary schools. Student teachers' study of the secondary curriculum must cover current national guidance and prepare student teachers to identify and meet pupils' needs in the cross-curricular aspects of their subjects, including literacy and numeracy. Student teachers must have some experience and understanding of the primary sector, the secondary/further education/higher education interface and of progression beyond formal education into the world of work. 8 Guidelines and Standards
Programmes must make student teachers aware of the contribution made by their subject(s) to the secondary school curriculum and to pupils' development, including the acquisition of core skills. They should also raise student teachers' awareness of secondary teachers' wider role in schools beyond subject teaching, through contributing to the ethos of the school and to interdisciplinary studies. Professional Graduate Diploma in Education (PGDE) : Secondary The PGDE (Secondary) programme must be a full-time programme lasting for a minimum of 36 weeks, or the equivalent on a part-time basis. At least 50% of the programme must be devoted to school/educational placement experience which should take place in each school term with a block of at least 4 weeks taking place towards the end of the programme. In the case of student teachers seeking a qualification in more than one subject, the arrangements for school experience must allow student teachers to meet the requirements for the Standard for Initial Teacher Education in each subject. Student teachers undertaking a PGDE (Secondary) programme leading to a TQ or TQs in physics, chemistry or biology must also be appropriately prepared to teach general science from S1 to S4. Undergraduate programmes leading to secondary Teaching Qualifications Concurrent programmes (where the final degree is awarded in a Secondary subject and a TQ in that subject is awarded separately) must involve at least three and a half academic years full-time study or the equivalent part-time study. Universities must ensure that, on graduation, student teachers' level of academic attainment in their subject specialism complies with the relevant PGDE (Secondary) entry requirements in the 'Memorandum on Entry Requirements to Courses of Teacher Education in Scotland'. There must be a total of school/educational placement experience equivalent to that in a PGDE (Secondary) programme, ie a minimum of 18 weeks. Concurrent programmes leading to a TQ or TQs in physics, chemistry or biology must prepare student teachers to teach general science in S1 to S4. Programmes in which the degree awarded at the end of the programme is also a TQ are normally Bachelor of Education (BEd) programmes. Such programmes must involve 4 academic years full-time study or the equivalent part-time study. Universities must ensure that, on graduation, student teachers' level of academic attainment in their subject specialism complies with the relevant PGDE (Secondary) entry requirements in the Memorandum on Entry Requirements to Courses of Initial Teacher Education in Scotland. Not less than 30 weeks of the programme must be devoted to school/educational placement experience. In the case of the BEd (Technology) a minimum of 24 weeks must be spent on school experience and a further minimum of 6 weeks on industrial placement. The industrial placements must be an integral part of the programme and should be drawn from a range of industrial, commercial and service organisations. Guidelines and Standards 9
The Standard for Initial Teacher Education December 2006 10 Guidelines and Standards
The Standard for Initial Teacher Education in Scotland 1 Introduction The Standard for Initial Teacher Education (SITE) specifies what is expected of a student teacher at the end of Initial Teacher Education, seeking provisional registration with the General Teaching Council for Scotland. It is the first in a suite of Standards which provide a framework for the professional development of teachers throughout their careers. The other Standards are the Standard for Full Registration, the Standard for Chartered Teacher and the Standard for Headship. The elements of the Standard provide a comprehensive and unitary set of benchmark statements which are the requirements for each programme of Initial Teacher Education in Scotland. 1.1 The vision The benchmark information is based on a vision of the newly qualified teacher who, having successfully completed a programme in Initial Teacher Education in Scotland, can function as an effective teacher, is committed to professional development and reflection, professional enquiry and is able to engage collaboratively with colleagues in the profession, with other groups and agencies, and with the various members of the communities served by education. The benchmark information directly informs the process of designing suitable programmes of study. There will be a clear relationship between benchmark information and criteria for assessment. Attention has been paid to the identification of the distinctive features expected of student teachers who have successfully completed programmes of Initial Teacher Education in Scotland. The benchmark information therefore specifies the standard of skills, abilities, knowledge, understanding and values which programmes should address and assess. This is the Standard for Initial Teacher Education in Scotland. 1.2 The educational framework The Standard for Initial Teacher Education is defined in terms of benchmark statements which belong to the suite of such statements developed by the Quality Assurance Agency for Higher Education, but also takes account of: the professional nature of programmes of Initial Teacher Education which entail both academic and practical elements; the Accreditation and Review Procedures of the General Teaching Council for Scotland (GTCS); the benchmark statements of QAA in relation to Education Studies; The Professional Review and Development processes used in Scottish schools; the national continuing professional development framework; the other Standards in use in Scottish teacher education and development: the Standard for Full Registration, the Standard for Chartered Teacher, the Standard for Headship; and universities continuing and developing partnerships with education authorities and schools. Guidelines and Standards 11
1.3 Audience It is expected that this statement of the Standard for Initial Teacher Education will be useful for: the student teachers who undertake these programmes; those involved in designing, approving, validating and accrediting programmes; those who teach and assess in these programmes, including staff in universities and schools; those engaged in external examining; those who are responsible for the assessment, review and monitoring of programmes; prospective employers; those who are responsible for building CPD on the statements indicated in this document including those involved in the delivery and management of the Teacher Induction Scheme; and those members of other professions, and the public more generally, who have an interest in the professional education of teachers. 2 The Nature and Scope of the Standard for Initial Teacher Education 2.1 Professionalism Initial Teacher Education programmes are concerned with the professional education and development of student teachers, preparing them for work in schools in Scotland and beyond, and acting as a basis for continuing personal and professional development. These programmes are professionally demanding, seeking to ensure that teachers are committed to excellence, professionally responsible and are able to work in a world of change and accountability, in an environment influenced by its social, economic, cultural and political contexts. 2.2 Expectations The information specifies the expectations of programmes of Initial Teacher Education in Scotland, including those taken as: dedicated undergraduate programmes (eg BEd, BTechEd, BMusEd); concurrent undergraduate programmes of Initial Teacher Education (eg BA/BSc with Professional Education); professional graduate programmes (eg PGDE Primary and PGDE Secondary). 2.3 Level of performance The information describes the level of performance expected of student teachers who successfully complete a programme leading to the award of a Teaching Qualification (Primary Education), or a Teaching Qualification (Secondary Education). Programmes of Initial Teacher Education should enable student teachers to achieve an appropriate threshold level of performance (with such adjustments as may be required under the Disability Discrimination Act) in relation to each of the elements of the Standard. Programmes should also enable student teachers to develop strengths in some of them. Programmes of study should allow student teachers to develop and demonstrate evidence in specific areas with a view to transferring these skills to other areas of their practices as professionals or to be further development through Continuing Professional Development. Those who 12 Guidelines and Standards
design and deliver programmes will be expected to take decisions on specific contexts, methods of learning or teaching, or approaches to assessment indicating how they relate to the Standard. 3 Programmes of Initial Teacher Education in Context 3.1 Core professional interests Programmes of Initial Teacher Education are dynamic, changing and developing. They prepare student teachers to undertake progressively the professional duties required of teachers, and to reflect on the values and principles underpinning the curriculum, on the purposes of education, and on the nature of the education system, not only to respond to changes in the professional context, but also to contribute to that process of change. The range of core professional interests and requirements for the teacher will include: taking a professional responsibility for enabling all young people to become confident individuals, responsible citizens, successful learners and effective contributors; having a secure knowledge and understanding of the subject area(s) for which (s)he will be responsible; managing pupil behaviour and the classroom effectively and promoting positive behaviour and respectful relationships in school; being accountable for contributing to the education of the whole child or young person, and taking professional responsibility for developing the personality, talents and mental, spiritual and physical attributes of each child or young person; engaging with current educational issues and contributing to the processes of curriculum research and development, staff development and school development; undertaking a range of approaches to teaching to facilitate the learning of pupils, including the appropriate use of information and communications technology (ICT); having confidence in their role in supporting and protecting children, including identifying where children need help and understanding the steps to take in line with child protection procedures; understanding the legal and professional aspects of a teacher s position of trust in relation to pupils; promoting equality of opportunity among all people in an inclusive society, and actively taking steps to counter discrimination; promoting the learning of those pupils who encounter barriers to learning, including those who are in need of additional support in particular areas of the curriculum; and those with emotional and behavioural difficulties; reporting the success and progress of pupils to parents and other interested parties; taking responsibility for and being committed to their own professional development arising from professional enquiry and reflection on their own and other professional practices, and being involved in collegial professional development with colleagues; using research and other forms of valid evidence to inform choice, change and priorities in promoting educational practices and progress; relating appropriately as a developing professional to other teachers, colleagues from other professions, para-professionals and agencies in support of the pupils, and experience of working collaboratively with them; and undertaking administrative duties as required in a school. It should be noted that these core interests have to be put into practice in different social, cultural, linguistic and educational settings. This will include taking account of the education of children for whom English is an additional language and of Gaelic medium education, as well as denominational education and education in other distinctive contexts. Guidelines and Standards 13
From the above, it is clear that programmes will involve student teachers spending a significant proportion of time in schools or other relevant educational establishments. As a result, they will have opportunities for direct experience of teaching and caring for children or young people, and engaging professionally with other teachers, para-professionals, parents and members of other professions. 3.2 Key educational principles This document contains statements which represent core professional interests. Other requirements may emerge with time and in the specific contexts in which teachers are working. Since these professional requirements and interests depend on an understanding of key educational principles, programmes of Initial Teacher Education will be expected to: draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place; provide student teachers with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts; encourage student teachers to engage in discussion with pupils; encourage student teachers to engage with fundamental questions concerning the aims and values of education and its relationship to society; provide opportunities for student teachers to engage with and draw on educational theory, research, policy and practice; encourage professional reflection on educational processes in a wide variety of contexts; develop in student teachers the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner; and promote a range of qualities in student teachers, including intellectual independence and critical engagement with evidence. 4 Learning, Teaching and Assessment 4.1 The processes of learning and teaching In programmes of Initial Teacher Education, it is expected that particular attention will be given to the processes of learning and teaching. Universities will work in partnership with schools and other agencies to provide a variety of approaches to learning and teaching so that student teachers will have experience of a wide range of strategies and approaches to education. Programmes will include individualised study as well as active participation in group activities, working with other professionals, and working as part of a team. Particular attention will be paid to the effective use of ICT to facilitate learning and teaching. 4.2 School/educational placement based work There will be a significant involvement of student teachers in schools and other educational settings. Learning through working with practising teachers and other professional staff is a central feature of Initial Teacher Education. It is expected that each university will have and continue to develop a scheme to facilitate partnership with local authorities and include independent schools. 14 Guidelines and Standards
4.3 Assessment The assessment of student teachers will be undertaken using an appropriate range of methods of gathering evidence about their success and progress. It will include the use of data from universities, as well as from schools and other places in which the student teacher is undertaking her/his professional education. Schemes of assessment will be developed as part of the programmes of study for student teachers and these schemes will relate to this benchmark information. 5 Aspects of Professional Development Programmes of Initial Teacher Education need to promote three main aspects of professional development: Professional knowledge and understanding; Professional skills and abilities; Professional values and personal commitment. The significance of placing these aspects within a triangle is to emphasise that they are not simply lists of competences or outcomes. They are inherently linked to each other in the development of the teacher, and one aspect does not exist independently of the other two. It is this interrelationship among all three which develops the professionalism of the teacher and leads to appropriate professional action. The inter-relationship is illustrated in the model below. The programmes which are developed will be the result of the interaction among these aspects. Each programme will offer a distinctive balance and emphasis but will develop all three. Statements have been produced for each of the aspects. Programmes will be designed to give attention to each of these and to their interaction. The statements incorporate the expected features of student teacher performance in Initial Teacher Education as well as the requirements of academic study. Professional values and personal commitment Professional skills and abilities Professional knowledge and understanding Guidelines and Standards 15
5.1 Transferable skills Programmes of Initial Teacher Education help student teachers to develop skills which are transferable to other areas of study and professional employment. These transferable skills are not additional to the benchmark statements, but are the outcomes for successful student teachers who have completed a programme which addresses all the elements of the Standard. They are not specified but emerge from the elements of the Standard. 5.2 Key elements contained in the Standard for Initial Teacher Education The Elements of the Standard which specify what is expected of a student teacher at the end of Initial Teacher Education and also specify the design requirements for programmes of Initial Teacher Education. Expected features which are intended to clarify and illustrate aspects of student teacher performance which the programme is designed to achieve. These features will be used by universities in designing assessment strategies to ensure that the requirements for student teacher performance in Initial Teacher Education are met. By the end of programmes of Initial Teacher Education, newly qualified teachers are expected to be responsible for a class of pupils. However, they should continue to receive appropriate support as probationer teachers. During the period of probation, they will be working towards achieving the Standard for Full Registration and becoming fully registered with the General Teaching Council for Scotland. 16 Guidelines and Standards
Standard for Initial Teacher Education 1 Professional Knowledge and Understanding 1.1 Curriculum Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 1.1.1 Acquire a knowledge and understanding of the relevant area(s) of pre-school, primary or secondary school curriculum. Demonstrate knowledge, understanding and practical skills in the area of the curriculum or subject(s) to be taught, referring this to national guidance as appropriate. Know how to match the level of the curriculum and subject(s) to the needs of pupils. Know how to use, design and adapt materials for learning and teaching to stimulate, support and challenge pupils. 1.1.2 Acquire the knowledge and understanding to fulfil their responsibilities in respect of crosscurricular themes including citizenship, creativity, enterprising attitudes, literacy and numeracy; personal, social and health education; and ICT, as appropriate to the sector and stage of education. For all student teachers Know how to promote and support the individual development, well-being and social competence of the pupils in their class/register groups; and show commitment to raising these pupils expectations of themselves and others. Know how to apply knowledge and understanding of personal, social and health education (including drug education), and, when appropriate, vocational education at a level which stimulates and challenges pupils being taught, and raises awareness of relevant issues. Have knowledge and understanding of, for example, sustainable development, equal opportunities, additional support needs, citizenship, international education, education for work, enterprise. Demonstrate appropriate knowledge and understanding of ICT and its uses in education and educational settings, referring to current national guidance. For student teachers at the pre-school and primary stages Demonstrate knowledge and understanding of the content of the curriculum in relation to literacy and numeracy as set out in national guidance. Demonstrate that their planning and work with pupils is based on a secure knowledge and understanding of the developmental stages of literacy and numeracy in children. Demonstrate knowledge and understanding of the methods and underlying theories for effective teaching of literacy and numeracy; and select the most appropriate methods to meet pupils needs. Guidelines and Standards 17
Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: For student teachers at the secondary stage Demonstrate knowledge and understanding of the demands of their subject in relation to literacy and numeracy. Know how to match the demands of work in their own subject with pupils skills in literacy and numeracy. Know how to promote attainment in literacy and numeracy necessary for pupils work in their subject area. 1.1.3 Acquire the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach. Know how to plan for effective learning in the area(s) of the curriculum or subject(s) to be taught, or themes being studied. Demonstrate the knowledge and understanding to justify what is taught within the area of the curriculum or subject(s), in relation to its value in the curriculum; its contribution to children s learning and general development; and its relevance to the needs of the pupils being taught. 1.1.4 Acquire an understanding of the nature of the curriculum and its development. Show an understanding of the principles of structure, breadth, balance, progression and continuity in the curriculum to encourage challenge and enjoyment, personalisation and choice, coherence and relevance. Know about and understand the processes of change and development in the curriculum. Know how to draw on relevant comparisons with other sectors and systems. 18 Guidelines and Standards
1.2 Education systems and professional responsibilities Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 1.2.1 Acquire a broad and critical understanding of the principal features of the education system, educational policy and practice. Demonstrate an understanding of the national framework for, and developments in, the Scottish education system. Know about and understand the provisions of the United Nations Convention on the Rights of the Child and the Children (Scotland) Act 1995. Know about and understand international, national, and local guidelines on caring for children and teachers roles and responsibilities in this area. Know about and understand the legal and professional aspects of a teacher s position of trust in relation to pupils. Demonstrate an understanding of principles of equality of opportunity and social justice and of the need for anti-discriminatory practices. 1.2.2 Acquire a good working knowledge of the sector in which they teach and their professional responsibilities within it. Demonstrate an understanding of the system in which they are working, including: the role and organisation of education authorities; the organisation and management of schools and resources; how classroom learning and teaching relate to school policy and development planning; quality assurance; staff development and review; and the work of parental representative bodies in education. Demonstrate a working knowledge of the teacher s contractual, pastoral and legal responsibilities. Demonstrate an awareness of their responsibilities for contributing to the ethos of the school, for example, by promoting positive relationships between staff, pupils and parents. For teachers in Catholic schools, an awareness of the distinctive ethos of the school is expected. Know about reporting to parents and guardians on their children s progress and discussing matters related to their children s personal, social and emotional development in a sensitive and constructive way. Demonstrate an understanding of the roles and responsibilities of staff within the school, including their responsibility for school improvement. Know about the roles of other professionals and how to work with them. Know about the informal school curriculum and the contribution they might make to it. Guidelines and Standards 19
1.3 Principles and perspectives Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 1.3.1 Draw on relevant principles, perspectives and theories to inform professional values and practices. Have knowledge and understanding of the stages of child development which they are able to use to take account of their pupils needs. Have knowledge and understanding of the main theories of learning and draw on these in thinking about and planning their own teaching and pupils learning. Show the ability to discuss the principles informing their own view of education, the curriculum and professional practice, drawing on a knowledge and understanding of moral and religious values and philosophical ideas in a changing society. 1.3.2 Acquire an understanding of research and its contribution to education. Know how to access and apply relevant findings from educational research. Know how to engage appropriately in the systematic investigation of practice. 2 Professional Skills and Abilities 2.1 Teaching and learning Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 2.1.1 Plan coherent, progressive teaching programmes which match their pupils needs and abilities, and justify what they teach. 2.1.2 Communicate effectively, using a variety of media, to stimulate pupils and achieve the objectives of lessons. Demonstrate that they are able to devise and implement plans for effective teaching and learning in the area(s) of the curricular or subjects(s) to be taught, or themes being studies. Demonstrate that they are able to justify the content of their teaching in terms of its place in the curriculum, its contribution to children s learning and general development, and its relevance to the needs of the pupils being taught. Demonstrate that they are able to use appropriate strategies to motivate and sustain the interest of all pupils during a lesson. Demonstrate that they can communicate with pupils clearly and offer explanations in a stimulating manner. Demonstrate that they can question pupils effectively and respond to their questions and their contributions to discussions. 20 Guidelines and Standards
Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 2.1.3 Employ a range of teaching strategies and justify their approach. Demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to the subject, topic and pupils needs. Demonstrate that they can use a range of teaching approaches and homework to reinforce and extend work in class. Demonstrate that they can select and use a wide variety of resources, including ICT and, where appropriate, the outdoor environment, in a considered way and in a number of different learning and teaching situations. Demonstrate the ability to teach individuals, groups and classes. Demonstrate the ability to evaluate and justify the approaches taken to learning and teaching and their impact on pupils. 2.1.4 Set expectations and a pace of work which make appropriate demands on all pupils. Demonstrate that they have high but realistic expectations of pupils and match tasks and rates of work to the needs of all pupils, including those with additional support needs, and ensure that the more able pupils are effectively challenged. Demonstrate the ability to identify and respond appropriately to pupils with difficulties in, or barriers to, learning and recognise when to seek further advice in relation to their additional support needs. Demonstrate the ability to respond appropriately to gender, social, cultural, religious and linguistic differences among pupils. Demonstrate that they are able to encourage pupils to take initiatives in, and become responsible for, their own learning. 2.1.5 Work effectively in co-operation with other professionals, staff and parents in order to promote learning. Demonstrate that they are able to work co-operatively in the classroom and in multiagency settings with other professionals, staff and parents. Demonstrate the ability to identify the ways in which additional support in the classroom can assist pupils learning. Guidelines and Standards 21
2.2 Classroom organisation and management Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 2.2.1 Organise classes and lessons to ensure that all pupils are safe and productively employed when working individually, in groups or as a class. Know how to plan and provide a well organised, well managed classroom, designed to ensure that all pupils are safe and stimulate the pupils and ensure their health and safety. Know how to co-operate in planning and organising working arrangements involving, as appropriate, nursery nurses, classroom assistants, parent helpers and other ancillary staff. Know how to make full use of space to accommodate whole-class lessons, group and individual work. Know how to make use of the environment and resources outside the school to support teaching and pupils learning. Know how to enable pupils to make full use of well-chosen materials and equipment, including ICT. Know how to use display effectively. Know about and be able to apply appropriate health and safety regulations. 2.2.2 Manage pupil behaviour fairly, sensitively and consistently by the use of appropriate rewards and sanctions and know when it is necessary to seek advice. Show awareness of national advice and demonstrate the ability to use a variety of techniques to encourage pupils, promote positive behaviour and actively celebrate success. Know how to carry out a school s discipline policy, including strategies for preventing bullying and sharing responsibility with colleagues for managing pupil behaviour in and around the school. Know how and when to seek the advice of colleagues in managing pupils behaviour or in identifying and responding to a pupil whose behaviour may show distress or the need for support. Demonstrate that they can justify the approach which they take to managing pupils. Role-model positive behaviour and communication from which pupils can learn. Support pupils to develop positive social skills. 22 Guidelines and Standards
2.3 Pupil assessment Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 2.3.1 Understand and apply the principles of assessment, recording and reporting. Know about the principles and purposes of assessment for learning, including formative and summative assessment and criterion and norm-referenced techniques, to assess pupils attainment and social development. Know about monitoring progress and providing effective feedback to pupils. Demonstrate that they can use assessment techniques appropriate to the age and stage of their pupils and have a knowledge of those required by SQA. Demonstrate that they can use techniques such as observation, questioning, testing, marking of work and teachers reports to establish the levels of attainment of individuals, groups and classes. Know about and make use of as appropriate a range of ways of recording the results of assessment and be able to keep good records. Know about the ways of producing reports for others, including parents and other professionals, which are in line with national guidance and the framework for assessment plans and records. 2.3.2 Use the results of assessment to evaluate and improve teaching and to improve standards of attainment. Know how to monitor progress against national expectations and individual targets, diagnose difficulties, confirm attainment of learning outcomes and set targets for next steps in learning. Know how to use the information obtained from assessments to encourage and reward pupils, to identify their strengths and difficulties in learning and to advise them on ways of overcoming difficulties, making progress and enhancing achievement. Know how to encourage pupils to assess their own learning and engage with them in dialogue about their progress. Know how to use results of assessment to set longer term targets for a class. Know about studies of Scottish and international surveys of pupils attainment. Guidelines and Standards 23
2.4 Professional reflection and communication Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 2.4.1 Access and evaluate professionally relevant literature. Demonstrate that they can use appropriate search techniques to identify relevant literature. Demonstrate that they can analyse and evaluate a range of texts. Demonstrate that they can use what they have learned to broaden understanding and improve practices. 2.4.2 Construct and sustain reasoned and coherent arguments about educational matters and professional practices. Demonstrate that they can frame clear questions in discussing educational matters. Demonstrate the ability to justify and substantiate an argument, using evidence as appropriate, and draw appropriate conclusions. Demonstrate that they can produce written reports which are well-structured, convincingly argued and technically accurate. 2.4.3 Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development and school development planning. Know how to draw on evidence in making decisions about professional practice. Know how to adopt a questioning approach to their professional practice and engage appropriately in professional enquiry such as action research. Know how to contribute to the processes of curriculum development and school development planning. 3 Professional Values and Personal Commitment Elements of the Standard Expected features By the end of the programme of initial teacher education, student teachers will: 3.1 Value and demonstrate a commitment to social justice, inclusion and protecting and caring for children. Demonstrate that they respect and value children and young people as unique, whole individuals. Demonstrate respect for the rights of all children and young people without discrimination as defined in the United Nations Convention on the Rights of the Child 1991, the Children (Scotland) Act 1995, the Standards in Scotland s Schools Act etc 2000 and the Additional Support for Learning Act 2005. 24 Guidelines and Standards
Demonstrate commitment to promoting and supporting the Children s Charter and the Framework for Standards for protecting children and young people. Demonstrate that they value and promote fairness and justice and adopt antidiscriminatory practices in respect of gender, sexual orientation, race, disability, age, religion, culture and socio-economic background. Demonstrate a willingness to intervene effectively to promote, support, and safeguard the individual development, well-being and social competence of the pupils in their class/register groups, and to raising these pupils expectations of themselves and others. Know how to follow local child protection procedures, demonstrate an understanding of their role in keeping children safe and well and of the importance of sharing concerns about the safety or wellbeing of a child. 3.2 Value themselves as growing professionals by taking responsibility for their professional learning and development. Demonstrate a commitment to self-evaluation, lifelong learning and continuing professional development. Demonstrate a professional commitment to meeting deadlines, seeking, accepting and acting upon constructive advice on progress. Demonstrate a willingness to contribute and respond to changes in education policies and practices. Demonstrate commitment to working collegially with fellow student teachers and others involved in the delivery of education and services for children on continuing professional development. 3.3 Value, respect and show commitment to the communities in which they work. Demonstrate a commitment to promoting and responding to partnerships within the community - with professional colleagues, other professions, parents, other agencies and the learners themselves. Know about environmental issues and be able to contribute to education for sustainable development. Know about the factors which contribute to health and well-being and be willing to contribute to promoting healthy lifestyles. Know about the principles of education for citizenship and be willing to encourage pupils to be active, critical and responsible citizens within a local, national, international and global context. Demonstrate a willingness to work co-operatively with other professionals recognising their different skills and possible different value bases. Guidelines and Standards 25
The Standard for Full Registration December 2006 26 Guidelines and Standards
The Standard for Full Registration 1 Introduction 1.1 The Standard for Full Registration (SFR) specifies what is expected of a teacher seeking full registration with the General Teaching Council for Scotland. 1.2 The SFR needs to serve three main purposes. It has to provide: a clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of induction; a professional standard against which reliable and consistent decisions can be made on the fitness of new teachers for full registration with GTC Scotland; a baseline professional standard which will apply to all teachers throughout their careers. 2 The Standard in Context Relationship to the Standard for Initial Teacher Education 2.1 The SFR builds on The Standard for Initial Teacher Education (SITE) in Scotland. SITE specifies the range of attributes expected of a newly-qualified teacher in Scotland. Elements of the Standard and expected features are organised into three inter-related categories: professional knowledge and understanding; professional skills and abilities; professional values and personal commitment. The same three categories are used as organisers for the SFR. 2.2 Induction for newly-qualified teachers takes place very largely in the context of the school (or schools) in which they work. The experience is, therefore, different from ITE. The SFR implicitly assumes that the overall expectations of the ITE Standard will be maintained and improved as newlyqualified teachers gain in experience, and that the SFR will then be maintained by teachers throughout their careers (with such adjustments as may be required under the Disability Discrimination Act). Guidelines and Standards 27
Continuing Professional Development 2.3 A commitment to lifelong learning and personal development and enquiry is at the heart of being part of a learning profession. As this commitment is regarded as a responsibility for all teachers, Continuing Professional Development (CPD) needs to be presented as a continuum which extends from ITE, through induction (probation) and on throughout the whole of a teacher s career. 2.4 As new teachers work towards the SFR, they need guidance and support to address specific development needs. This support will usually be delivered through structured induction programmes. Local authority arrangements for a formal professional development and review process also make a key contribution to encouraging self-reflection on the part of new teachers and helping them to prioritise areas for development. 2.5 The SFR, in line with the professional review and development model used in Scottish schools, identifies professional reflection and self-evaluation as integral to good professional practice and to school improvement. Newly-qualified teachers will have become accustomed to engaging in selfevaluation within ITE. They will expect the emphasis on this professional skill to extend into their wider role as a teacher and to have an entitlement to appropriate CPD. Such professional reflection and self-evaluation is therefore at the heart of the use of the SFR for all fully registered teachers. 3 The Transition from Student to Teacher 3.1 Newly-qualified teachers have to adjust to responsibilities which require them to adopt a significantly wider role from that expected of student teachers. Most are acutely aware of this change as they face up to the whole job of being responsible for pupils in their class or classes, as well as a range of other duties. It is not surprising that, in the early weeks or months, new teachers can be pre-occupied with class organisation and management. It is an ongoing challenge to: ensure that all pupils make progress in their learning; promote positive behaviour; reflect on and develop their own ways of managing pupils; maintain a purposeful, safe learning environment. 3.2 In addition, newly-qualified teachers have to adjust to changes in the status and expectations surrounding their work within the school. As teachers, as part of the challenge of proving themselves fit for full registration, they have: a duty as an employee and full member of the school staff; a responsibility for operating in line with local authority and school policies; a responsibility for facilitating the overall welfare and development of pupils in their class or classes; a full, or fuller timetable; full programmes of work to deliver; a responsibility to parents and guardians. 28 Guidelines and Standards
3.3 In broad terms, new teachers have to accommodate and deliver the professional obligations expected of teachers in Scotland. On a day-to-day basis, alongside teaching their classes, they need to establish routines for duties such as the safety and welfare of pupils; record-keeping; reporting to parents; and meeting administrative requirements. On a wider front, some contribution to the life of the school as a whole will be expected, as will be the use of enquiry, creativity and imagination in order to maintain and enhance the knowledge and skills needed to teach well. In moving to full registration status, teachers will also have to reflect on the values and personal commitment expected of a good practitioner. 3.4 These different expectations require the new teachers to develop their professional expertise from the standard expected at the end of ITE to that for full registration. 4 Professional Development of the New Teacher 4.1 New teachers need to have a range of experiences which will enable them to develop further professionally in relation to: being a reflective practitioner, capable of effective self-evaluation which improves their practice; working as a member of a team of teachers; working with other professionals and other adults with a role to play; working with the wider community outwith the school. 4.2 A central challenge in seeking to define a standard for full registration is deciding what is an appropriate expectation in terms of someone developing from novice to fully registered status. It would be unreasonable to expect most new entrants to display within a year or so all the problem-solving skills of an effective teacher with five or more years of experience. At the same time, the SFR is the gateway to the profession. It must therefore constitute a standard of capability in relation to teaching in which pupils, parents, the profession itself and the wider community can have confidence. The SFR must be comprehensive enough to be reassuring for all interested parties and yet realistic and achievable. 4.3 The experiences needed by the new teacher should be accessible in a variety of ways. The most important source of development opportunities will be the experience of doing the day-to-day job, along with the support arrangements provided by colleagues in the school. The value of discussing and sharing their successes and concerns about work should not be under-estimated, in terms of assisting both professional development and personal growth. There will also be more formal CPD opportunities which could be school-based or offered through local authorities or other agencies. Guidelines and Standards 29
5 The Professional Standard and Illustrations of Professional Practice 5.1 The SFR is defined by the Professional Standard and the illustrations of professional practice. 5.2 The professional standard for full registration describes the requirements which teachers must meet to gain full registration. It was developed from the Standard for ITE and is organised under the same three aspects of professional development: professional knowledge and understanding; professional skills and abilities; professional values and personal commitment. The following diagram, also used in the Standard for ITE, is designed to emphasise that it is the inter-relationship among the three aspects which develops the professionalism of the teacher. Professional values and personal commitment Professional skills and abilities Professional knowledge and understanding The new teacher s induction experience and subsequent CPD activities should foster professional development in all three aspects, leading to professionalism and appropriate professional action. 5.3 The elements of the professional standard together with the illustrations of professional practice are intended to clarify and illustrate, particularly to new teachers and those advising, supporting or reviewing them, what needs to be achieved. They also provide a baseline professional standard which applies to all teachers throughout their careers. 30 Guidelines and Standards
6 Judgements about Teachers Capabilities in Relation to the SFR 6.1 The SFR is defined by the professional standard and the illustrations of professional practice. Together, these descriptions of practice give an indication of what a new teacher needs to attain to achieve full registration. They will inform the process of self-evaluation by new teachers and provide a structured background against which new teachers will be assessed. 6.2 The scope of this document is limited to defining the Standard and does not address in detail how judgements will or should be made. It is not intended that the illustrations of professional practice should be used as a checklist. In broad terms, the person reviewing the work of the new teacher needs to be re-assured that the capabilities described by the professional standard are achieved. Where the teacher or the observer thinks that further development is needed to overtake the professional standard the illustrations of professional practice provide a focus for what needs to be done. 6.3 The period of induction should take place in a climate of support. New teachers should be encouraged to seek advice and help, both from their peers other class teachers and the school managers. The need for support will vary depending on the capabilities of the new teachers and the circumstances of the schools in which they work. For example, a new teacher faced with a number of pupils with identified learning needs might need considerable direct assistance. 6.4 Staff responsible for reviewing the work of new teachers will also take account of more holistic quality indicators in forming a view of an individual s capability in relation to the SFR. Such indicators would include the new teacher: having sought the respect of pupils in classes taught; being valued by other members of staff; having a purposeful class ethos; making a contribution to whole-school aspects; being trusted by parents; enabling pupils to make good progress; and attending to the welfare of pupils in classes taught. These holistic quality indicators are not a formal part of the SFR. However, they could provide a useful way of supporting judgements made when reviewers are discussing progress with new teachers or completing their reports at the end of the induction period. Further advice and guidance related to how judgements are made about teachers capabilities in relation to the SFR are included in the document Achieving the Standard for Full Registration : Guidance for New Teachers and Schools, available on the GTCS website. Guidelines and Standards 31
The Standard for Full Registration 1 Professional Knowledge and Understanding 1 New teachers during their induction period are provisionally registered with the GTC Scotland. The term registered teacher is used in the standard to apply to a teacher who has successfully completed an induction period and is therefore fully registered. 1.1 Curriculum The Professional Standard Illustrations of Professional Practice 1.1.1 Registered teachers 1 have detailed knowledge and understanding of the relevant areas of the pre-school, primary or secondary school curriculum. have secure knowledge and understanding of the theory and practical skills required in the curriculum or subject(s) to be taught, referring to national guidance as appropriate; successfully match the level of the curriculum or subject(s) to be taught to needs of pupils; use design and adapt appropriately materials for learning and teaching which stimulate, support and challenge pupils; have informed knowledge of some current developments in subjects taught and how these may be integrated into their teaching and resources for learning. 1.1.2 Registered teachers have sufficient knowledge and understanding to fulfil their responsibilities for crosscurricular themes including citizenship, creativity, enterprising attitudes, literacy and numeracy; personal, social and health education; and ICT. (As appropriate to the sector and stage of development.) effectively promote and support the individual development, well-being and social competence of the pupils in their classes/register groups; and have a commitment to raising those pupils expectations of themselves and others; capably apply knowledge and understanding of personal, social, vocational and health education (including drug education) at a level which stimulates and challenges pupils being taught, and raises their awareness of relevant issues; demonstrate in depth knowledge and understanding of, for example, sustainable development, equal opportunities, additional support needs, citizenship, international education, education for work, enterprise; have sound knowledge and understanding of current guidance on the use of ICT in schools; use available ICT to enhance learning and teaching. Registered teachers in pre-school and primary have appropriate and increasing knowledge and understanding of the content of the curriculum in relation to literacy and numeracy as set out in national guidance; 32 Guidelines and Standards
plan work for pupils which is consistently based on a secure knowledge and understanding of the developmental stages of literacy and numeracy in children; demonstrate knowledge and understanding of the methods and underlying theories for effective teaching of literacy and numeracy; and skilfully select the most appropriate methods to meet pupils needs. Registered teachers in secondary... have appropriate and increasing knowledge and understanding of the demands of their subject in relation to literacy and numeracy; consistently match the demands of work in their own subject with pupils skills in literacy and numeracy; effectively promote attainment in literacy and numeracy necessary for pupils work in their subject area. 1.1.3 Registered teachers demonstrate the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach. Registered teachers show detailed awareness of aspects of planning such as short-term and long-term planning to ensure effective learning in the area(s) of the curriculum or subject(s) to be taught, or themes being studied; demonstrate appropriate knowledge and understanding to justify convincingly what is taught within the area of the curriculum or subject(s), in relation to its value in the curriculum; its contribution to children s learning and general development; and its relevance to the needs of the pupils being taught. 1.1.4 Registered teachers understand the nature of the curriculum and its development. demonstrate detailed understanding of the principles of structure, breadth, balance, continuity and progression in the curriculum to encourage challenge and enjoyment, personalisation and choice, coherence and relevance; have sound working knowledge and understanding of the processes of change and development in the curriculum; knowledgeably draw on relevant comparisons with other sectors and systems; promote pupils learning by highlighting conceptual connections with other curriculum areas, subjects or stages. Guidelines and Standards 33
1.2 Education Systems and Professional Responsibilities The Professional Standard Illustrations of Professional Practice 1.2.1 Registered teachers have a broad, critical understanding of the principal features of the education system, educational policy and practice, and of their part in it. have understanding, enhanced by their experience, of the national framework for, and developments in, the Scottish education system; have knowledge, informed by extended teaching experience, of the impact of national and local policies on teaching and learning; have a sound working knowledge of current, relevant legislation and of guidelines within and surrounding education such as documents relating to children s rights and protecting children which affect teachers daily responsibilities; understand and apply proficiently, in an educational context, the principles of equality of opportunity and social justice and of the need for anti-discriminatory practice. 1.2.2 Registered teachers have detailed working knowledge of their sector, of the school(s) in which they teach, and of their professional responsibilities within them. have sound knowledge of the role and organisation of their employing authority, its policies and development priorities; have positive working knowledge and understanding of the organisation and management of their school(s), including: school development planning; procedures for staff development and review; quality assurance and school improvement; and the relationship of these features to their responsibilities for classroom learning and teaching; are reliable in following school/stage/departmental administrative procedures in matters to do with their immediate teaching responsibilities, eg use of resources and assessment records; have good working knowledge of the parental representative bodies in education; have thorough working knowledge and understanding of their contractual, pastoral and legal responsibilities as teachers; understand the importance of and adeptly fulfil their role in positively promoting school ethos in informal as well as formal areas of the curriculum. For teachers in Catholic schools, an understanding of, and commitment to, the distinctive ethos of the school is expected; have knowledge and good understanding of their own role and responsibilities as teachers in relation to other school staff, professionals, para-professionals, agencies and parents organisations; understand the importance of effectively and knowledgeably reporting to parents or guardians on children s progress and discuss matters related to their children s personal, social and emotional development in a sensitive and constructive way. 34 Guidelines and Standards
1.3 Principles and Perspectives The Professional Standard Illustrations of Professional Practice 1.3.1 Registered teachers articulate their professional values and practices and relate them to theoretical principles and perspectives. demonstrate sound knowledge and understanding of the stages of child development which they are able to use to take an holistic account of their pupils needs; demonstrate detailed knowledge and understanding of the main theories of learning and draw on these in thinking about and planning their own teaching and pupils learning; demonstrate the ability to discuss thoughtfully the principles informing their own view of education, the curriculum and professional practice drawing on their own professional development. 1.3.2 Registered teachers have researchbased knowledge relating to learning and teaching and a critical appreciation of the contribution of research to education in general. productively access and relate research knowledge to their teaching circumstances; discuss critically how systematic investigation of, and reflection on, classroom practice informs and develop teaching and learning. 2 Professional Skills and Abilities 2.1 Teaching and Learning The Professional Standard Illustrations of Professional Practice 2.1.1 Registered teachers are able to plan coherent, progressive and stimulating teaching programmes which match their pupils needs and abilities, and they can justify what they teach. devise and successfully implement plans for effective teaching and learning in the area(s) of the curriculum or subject(s) to be taught, or themes being studied; justify skilfully the content of their teaching in terms of its value in the curriculum, its contribution to children s learning and general development, and its relevance to the needs of the pupils being taught. Guidelines and Standards 35
2.1.2 Registered teachers communicate clearly making skilful use of a variety of media, and interact productively with pupils, individually and collectively. 2.1.3 Registered teachers use a range of teaching strategies and resources which they can evaluate and justify in terms of curriculum requirements and of the needs and abilities of their pupils. 2.1.4 Registered teachers set and maintain expectations and pace of work for all pupils. 2.1.5 Registered teachers work cooperatively with other professionals, staff and parents use of a variety of communicative styles, strategies and media to capture and sustain pupil interest; communicate the purpose of lessons and activities, and give explanations, in a stimulating manner at the appropriate level(s) for pupils in their class/classes; communicate with pupils in ways which involve them actively in classwork; communicate effectively with pupils as individuals; are sensitive to the impact of their personal style of communication on pupils and others in the classroom. consistently select creative and imaginative strategies for teaching and learning appropriate to the subject, topic and interests and needs of pupils; use a judicious balance of teaching approaches; skilfully adopt and deploy a wide variety of innovative resources, including ICT and, where appropriate, the outdoor environment; set and mark homework which is varied in form, with clear purpose in relation to class work; consistently evaluate and competently justify their approaches to teaching and learning and take action to improve the impact on pupils. have high expectations of and set realistic challenges for pupils; ensure learning tasks are varied in form, differentiated and devised to build confidence and promote progress of all pupils, including those with additional support needs and high attaining pupils; effectively identify and respond appropriately to pupils with difficulties in, or barriers to, learning and seek advice in relation to their child protection and additional support needs; possess sensitive and positive attitudes towards differences among pupils (eg gender, social, cultural, religious, linguistic); ensure pupil initiative and independent learning are successfully encouraged and nurtured. create and sustain appropriate working relationships with teacher education student teachers, teachers, classroom assistants, visiting professionals, support staff and other professionals engaged in protecting children; ensure effective use of support staff to assist pupil learning and welfare; interact effectively with parents or guardians, particularly when reporting on children s progress or their personal, social or emotional development. 36 Guidelines and Standards
2.2 Classroom Organisation and Management The Professional Standard Illustrations of Professional Practice 2.2.1 Registered teachers organise and manage classes and resources to achieve safe, orderly and purposeful activity. ensure their classroom or work area is organised to be safe, visually attractive and stimulating, with effective displays of pupils work; plan and skilfully organise their classroom to facilitate whole-class, group and individual work and promote independence in pupils learning; plan and efficiently organise the work of nursery nurses, classroom assistants and other helpers in the classroom; organise and productively manage classroom resources and ICT to support teaching and pupils learning; use the environment and resources outside of the classroom and school knowledgeably to support teaching and pupils learning; use classroom display effectively; know fully about and apply appropriately health and safety regulations. 2.2.2 Registered teachers manage pupil behaviour and classroom incidents fairly, sensitively and consistently, making sensible use of rewards and sanctions, and seeking and using the advice of colleagues when necessary. show an understanding of pupils behaviour, reflecting sensitivity towards their school, family and community life; show in depth awareness of national advice and use, in a consistent way, a variety of techniques to encourage pupils, promote positive behaviour and celebrate success; positively implement the school discipline policy including strategies to prevent bullying, and manage pupil behaviour in and around the school, in a fair, consistent and informed manner; seek and use advice from colleagues and promoted staff in managing more serious acts of indiscipline; evaluate and justify the approaches taken to managing pupils and, when necessary, take action to improve them; appropriately identify pupils whose behaviour signifies distress or the need for additional support and know what action to take. Guidelines and Standards 37
2.3 Assessment of Pupils The Professional Standard Illustrations of Professional Practice 2.3.1 Registered teachers understand and apply the principles of assessment, recording and reporting. apply formative and summative assessment including criterion and norm-referenced techniques to assess pupils attainments, monitor progress and provide effective feedback to pupils; select and use a range of assessment techniques and instruments, including those required by SQA, to promote and monitor learning, as an integral part of the teaching process, without dominating it; skilfully use a range of techniques and evidence including observation, assignments, tests, marking of work, teachers reports and analysis of results to establish the levels of attainment of individuals, groups and classes; produce and maintain well-organised, accurate and succinct records of assessments and use the results to monitor and report on pupils progress; are able to produce clear and informative reports for parents. 2.3.2 Registered teachers use the results of assessment to evaluate and improve their teaching, and the learning and attainment of the children they teach. effectively monitor progress against individual targets and national standards, confirm attainment of learning outcomes, and set next steps in learning; are able to recognise issues outwith their competence and seek appropriate advice; are able to diagnose difficulties and give sound advice to pupils on ways of overcoming them and making progress; ensure feedback from assessment is given in a positive and encouraging manner and that pupils have experience of success; ensure pupils are individually engaged in dialogue about their progress, encouraged to assess themselves and set realistic personal targets; use assessment information to set and achieve longer-term targets for a class, including satisfactory levels of performance in national examinations; use assessment information adeptly to identify barriers to learning and devise ways of overcoming such barriers, where appropriate with support for learning staff and others within and outwith school; knowledgeably use Scottish and international comparative studies of pupil attainment to inform expectations of pupils. 38 Guidelines and Standards
2.4 Professional Reflection and Communication The Professional Standard Illustrations of Professional Practice 2.4.1 Registered teachers learn from their experience of practice and from critical evaluation of relevant literature in their professional development. ensure research literature is regularly accessed and critically reviewed; thoughtfully select and use relevant research findings to enhance their teaching approaches and the effective learning of pupils. 2.4.2 Registered teachers convey an understanding of practice and general educational matters in their professional dialogue and communication. possess, in discussion of educational matters, thorough understanding of the important issues; write in a clear and concise way to substantiate arguments and conclusions. 2.4.3 Registered teachers reflect on and act to improve their own professional practice, contribute to their own professional development, and engage in the process of curriculum development. ensure decisions about professional practice draw on sound evidence and what they have learned from their own experience of teaching; evaluate rigorously and adapt their classroom practice systematically to take account of impact on pupils; show productive participation in professional dialogue and engagement with the processes of curriculum development and school development planning; effectively and efficiently maintain a record of their own professional development activities and reflections, including a post-induction plan. Guidelines and Standards 39
3 Professional Values and Personal Commitment The Professional Standard Illustrations of Professional Practice 3.1 Registered teachers show in their day-to-day practice a commitment to social justice, inclusion and caring for and protecting children. positively respect and value children and young people as unique, whole individuals; fully respect the rights of all children and young people without discrimination as defined in the United Nations Convention on the Rights of the Child 1991, the Children (Scotland) Act 1995, the Standards in Scotland s Schools Act etc 2000 and the Additional Support for Learning Act 2005; know about the Framework for Standards for protecting children and young people; value and soundly promote fairness and justice and adopt anti-discriminatory practices in all regards, including gender, sexual orientation, race, disability, age, religion, culture and socioeconomic background; promote, support and safeguard the individual development, well-being and social competence of the pupils in their classes/register groups, raise these pupils expectations of themselves and others; and encourage mutual respect and positive attitudes show awareness of child development in their practice, including children s needs for security, safety, positive attachments and developed personal, social and communication skills in order to make the most of their learning opportunities; have confidence in identifying child protection concerns, taking action to protect children from abuse or neglect where necessary, and play their part in promoting a caring school ethos where staff are available and accessible to listen and provide help. 3.2 Registered teachers take responsibility for their professional learning and development. show a firm commitment to self-evaluation, lifelong learning and continuing professional development as key means to improving practice and widening areas of expertise; show a professional commitment to meeting deadlines, seeking, accepting and acting upon constructive advice on progress; productively contribute and respond to changes in education policies and practices; work collegially with fellow teachers and others involved in the delivery of children s services on continuing professional development. 3.3 Registered teachers value, respect and are active partners in the communities in which they work. have positive relationships and partnerships within the community with professional colleagues, with other professions, with parents, with other agencies and with the learners themselves; 40 Guidelines and Standards
know about environmental issues and are able to contribute effectively to education for sustainable development; know about the factors which contribute to health and well-being and are willing to contribute positively to promoting healthy lifestyles; know in detail about the principles of education for citizenship and encourage pupils to be active, critical and responsible citizens within a local, national, international and global context; work co-operatively with other professionals actively recognising their different skills and possible different value bases. Guidelines and Standards 41
Standard for Initial Teacher Education and Standard for Full Registration Cross-Referencing December 2006 42 Guidelines and Standards