Achieving the Standard for Full Registration Mairi McAra Professional Officer Early Professional Learning General Teaching Council for Scotland email: mairi.mcara@gtcs.org.uk

The Teaching Profession By law, all teachers who wish to teach in publically funded schools must register with GTCS. 2,169 primary schools 378 secondary schools 86,000 teachers on GTCS register 57,000 actively teaching 3,168 probationers in 2008/09

By law, all teachers who wish to teach in publically funded schools must register with GTCS.

2,169 primary schools

378 secondary schools

86,000 teachers on GTCS register

57,000 actively teaching

3,168 probationers in 2008/09

Achieving the Standard for Full Registration The role of GTCS in Probation The aims of Probation Roles and responsibilities The Standard Reasons for non-registration Profile completion Concluding comments

The role of GTCS in Probation

The aims of Probation

Roles and responsibilities

The Standard

Reasons for non-registration

Profile completion

Concluding comments

Role of GTCS in Probation

Role of GTCS in Probation Providing support Professional Learning and Development Department Email probation@gtcs.org.uk Call 0131 314 6039 www.probationerteacherscotland.org.uk Regularly updated guidance Discussion forums Documentation

Providing support

Professional Learning and Development Department

Email probation@gtcs.org.uk

Call 0131 314 6039

www.probationerteacherscotland.org.uk

Regularly updated guidance

Discussion forums

Documentation

Role of GTCS in Probation Enhancement role Involved from the start Research and evaluate Seminars to share good practice

Enhancement role

Involved from the start

Research and evaluate

Seminars to share good practice

Role of GTCS in Probation Regulatory role Statutory responsibility Profiles: Interim 1 (Interim 2 end of March if CC or U) Final Problems Time limits Certificate of Full Registration (Permanent Post) Interim Profile December 2009 Final Profile June 2010 Start Probation Year

Regulatory role

Statutory responsibility

Profiles:

Interim 1

(Interim 2 end of March if CC or U)

Final

Problems

Time limits

Role of GTCS in Probation Complete Registration Process (Current address, fee payment, overseas clearance, disclosures) Welcome letter , Certificate of Provisional Registration July/August 2009 Allocation to LA May 2009 Recommendation for Registration June/July 2009 Registration Department 0131 314 6000

Aims of Probation

Aims of Probation

Aims of Probation The curriculum The bigger picture and your role in it Articulate professional values and practices Programmes of teaching and learning Teaching and learning strategies Work co-operatively Classroom organisation and behaviour management Assessment Critical personal reflection and CPD

The curriculum

The bigger picture and your role in it

Articulate professional values and practices

Programmes of teaching and learning

Teaching and learning strategies

Work co-operatively

Classroom organisation and behaviour management

Assessment

Critical personal reflection and CPD

Aims of Probation Newly qualified teacher Fully registered teacher

Routes through Probation Two routes: Teacher Induction Scheme (TIS) Government funded 190 days guaranteed post with support Alternative Route 270 days apply for own work (supply) no guaranteed support

Two routes:

Teacher Induction Scheme (TIS)

Government funded

190 days

guaranteed post with support

Alternative Route

270 days

apply for own work (supply)

no guaranteed support

Aims of Probation Class contact requirement (TIS) Teaching: maximum 15.75 hours (0.7 FTE) minimum 12.38 hours (0.55 FTE) CPD: 6.75 hours (0.3 FTE) Total 22.5 hours (1.0 FTE)

Class contact requirement (TIS)

Teaching:

maximum 15.75 hours (0.7 FTE)

minimum 12.38 hours (0.55 FTE)

CPD:

6.75 hours (0.3 FTE)

Total 22.5 hours (1.0 FTE)

Aims of Probation Teaching appropriate timetable Primary sole responsibility gaining experience across curriculum one class Secondary sole responsibility working with range of stages from S1–S6 significant element pursuing SQA courses gaining experience in a second subject

Teaching appropriate timetable

Primary

sole responsibility

gaining experience across curriculum

one class

Secondary

sole responsibility

working with range of stages from S1–S6

significant element pursuing SQA courses

gaining experience in a second subject

Aims of Probation Supporter Meetings (weekly) Observed Sessions (9 (approximately 1 every 3–4 weeks) the supporter (a key person) appropriate implementation timetabled focused feedback and agreed actions

Supporter Meetings (weekly)

Observed Sessions (9 (approximately 1 every 3–4 weeks)

the supporter (a key person)

appropriate implementation

timetabled

focused

feedback and agreed actions

Aims of Probation CPD Experiences (guideline) 0.1: team teaching/collaborative working other stages or departments support for learning second subject or specialisms 0.1: enhanced planning and preparation 0.1: specific CPD experiences core CPD experiences individual CPD experiences

CPD Experiences (guideline)

0.1: team teaching/collaborative working

other stages or departments

support for learning

second subject or specialisms

0.1: enhanced planning and preparation

0.1: specific CPD experiences

core CPD experiences

individual CPD experiences

Aims of Probation CPD: the bigger picture Standard for Chartered Teacher (SCT) Continuing Professional Development Maintain and enhance SFR, SCT, SfH Probation (SFR) Standard for Headship (SfH) Leadership and Management Teacher Education (SITE) Professional Recognition Enhance SFR

CPD: the bigger picture

Roles and responsibilities

Probationer’s responsibilities Timetable CPD and the probation process Seek advice and guidance School’s policies and development plan Use the regular meetings with the supporter Review and reflect on teaching and learning Self-evaluate and monitor professional development Maintain a record of professional development Identify and record appropriate critical incidents and evidence to use as a focus of discussion with your supporter

Timetable

CPD and the probation process

Seek advice and guidance

School’s policies and development plan

Use the regular meetings with the supporter

Review and reflect on teaching and learning

Self-evaluate and monitor professional development

Maintain a record of professional development

Identify and record appropriate critical incidents and evidence to use as a focus of discussion with your supporter

Professional Development Portfolio ITE Profile and subsequent PDAPs Timetable Record of Meetings with Supporter Record of Observed Sessions Record of CPD local authority programme school activities personal activities Results of reflection on practice

ITE Profile and subsequent PDAPs

Timetable

Record of Meetings with Supporter

Record of Observed Sessions

Record of CPD

local authority programme

school activities

personal activities

Results of reflection on practice

Supporter’s responsibilities Get to know the probationer Create a climate for discussion Co-ordinate the probationer’s CPD programme Monitor and evaluate progress Provision of CPD opportunities Provide pastoral support, when appropriate Oversee action plans and portfolio Monitor the school support programme Encourage the probationer to reflect Profile completion Liaise with the local authority

Get to know the probationer

Create a climate for discussion

Co-ordinate the probationer’s CPD programme

Monitor and evaluate progress

Provision of CPD opportunities

Provide pastoral support, when appropriate

Oversee action plans and portfolio

Monitor the school support programme

Encourage the probationer to reflect

Profile completion

Liaise with the local authority

The Standard for Full Registration (SFR)

Purpose of the SFR A clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of Probation 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 for all teachers throughout their careers

A clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of Probation

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 for all teachers throughout their careers

SITE/SFR: aspects of professional development Professional Values & Personal Commitment Professional Skills & Abilities Professional Knowledge & Understanding

SFR: Professional Knowledge and Understanding Curriculum content Cross-curricular themes Planning knowledge Curriculum nature and development Education system, policy and practice Sector issues Professional values and practices Research-based knowledge

Curriculum content

Cross-curricular themes

Planning knowledge

Curriculum nature and development

Education system, policy and practice

Sector issues

Professional values and practices

Research-based knowledge

SFR: Professional Skills and Abilities Long-term/short-term planning Communication with pupils Teaching and learning strategies and resources Expectations and pace of work Working with other adults Organising and managing resources Managing pupil behaviour Assessment, recording and reporting Self-evaluating, self-reflecting, acting to improve Research and critically review literature Convey understanding of practice and general educational matters

Long-term/short-term planning

Communication with pupils

Teaching and learning strategies and resources

Expectations and pace of work

Working with other adults

Organising and managing resources

Managing pupil behaviour

Assessment, recording and reporting

Self-evaluating, self-reflecting, acting to improve

Research and critically review literature

Convey understanding of practice and general educational matters

SFR: Professional Values and Personal Commitment Commitment to social justice, inclusion, caring for and protecting children Taking responsibility for professional learning and development Value, respect and active partners in work community

Commitment to social justice, inclusion, caring for and protecting children

Taking responsibility for professional learning and development

Value, respect and active partners in work community

Reasons for non-registration

Reasons for non-registration Professional Knowledge and Understanding Knowledge and understanding of the subject/curriculum Knowledge of the breadth of the curriculum Understanding of national and local policy and its impact on the work of a teacher, particularly requirements related to national assessment

Professional Knowledge and Understanding

Knowledge and understanding of the subject/curriculum

Knowledge of the breadth of the curriculum

Understanding of national and local policy and its impact on the work of a teacher, particularly requirements related to national assessment

Reasons for non-registration Professional Skills and Abilities Inability to plan programmes of work to meet the needs of pupils Communication difficulties with pupils and colleagues Use of a limited range of teaching strategies Inability to set appropriate expectations Inability to work with other colleagues Poor classroom organisation and management Difficulties in managing pupil behaviour Difficulties in reflecting on own practice and acting to improve practice

Professional Skills and Abilities

Inability to plan programmes of work to meet the needs of pupils

Communication difficulties with pupils and colleagues

Use of a limited range of teaching strategies

Inability to set appropriate expectations

Inability to work with other colleagues

Poor classroom organisation and management

Difficulties in managing pupil behaviour

Difficulties in reflecting on own practice and acting to improve practice

Reasons for non-registration Professional Values and Personal Commitment Inability to take responsibility for own professional learning and development

Professional Values and Personal Commitment

Inability to take responsibility for own professional learning and development

Online Profiles

Online Profile completion Online Profiles accessed from both websites: Probationer Teacher Scotland www.probationerteacherscotland.org.uk GTCS www.gtcs.org.uk

Online Profiles accessed from both websites:

Probationer Teacher Scotland www.probationerteacherscotland.org.uk

GTCS www.gtcs.org.uk

Accessing Online Profiles from www.probationerteacherscotland.org.uk Step 1: select the “LOG IN” button Step 2: enter your details Username: GTCS registration number (six digits) Password: (at first log-in this will be set as your GTCS registration number) Date of birth (dd/mm/yyyy)

Step 1: select the “LOG IN” button

Step 2: enter your details

Username: GTCS registration number (six digits)

Password: (at first log-in this will be set as your GTCS registration number)

Date of birth (dd/mm/yyyy)

Accessing Online Profiles from www.gtcs.org.uk Step 1: select the “Login/register” button Step 2: enter your details Username: GTCS registration number (six digits) Password: (at first log-in this will be set as your GTCS registration number) Date of birth (dd/mm/yyyy)

Step 1: select the “Login/register” button

Step 2: enter your details

Username: GTCS registration number (six digits)

Password: (at first log-in this will be set as your GTCS registration number)

Date of birth (dd/mm/yyyy)

Online Profiles Primary Secondary Select the link on the left hand side for “Probationer Profiles” to be taken into the Profiles System:

Select the link on the left hand side for “Probationer Profiles” to be taken into the Profiles System:

Initial Professional Development Action Plan (IPDAP) Bridging the gap between your ITE / Career Entry Profile

Bridging the gap between your ITE / Career Entry Profile

Initial Professional Development Action Plan (IPDAP) Share profile for entry into the teaching profession with supporter Share achievements and qualities Share main areas for further professional development (Complete self-evaluation) Enter agreed targets and action

Share profile for entry into the teaching profession with supporter

Share achievements and qualities

Share main areas for further professional development

(Complete self-evaluation)

Enter agreed targets and action

Concluding comments

Concluding comments GTCS role, advice and support Roles and responsibilities Student to Probationer Probationer and Supporter The Standard Evidencing your experience and progress

GTCS role, advice and support

Roles and responsibilities

Student to Probationer

Probationer and Supporter

The Standard

Evidencing your experience and progress

And finally . . . Grab the opportunity!

Grab the opportunity!