Professional Pathways: The Cpd Continuum

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Presentation by Tom Hamilton, Director of Educational Policy, GTC Scotland

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Professional Pathways: The Cpd Continuum

  1. 1. Professional Pathways: The CPD Continuum Tom Hamilton Director of Educational Policy
  2. 3. <ul><li>Many delegates commented that it was important to train and support teachers who are able to respond to uncertainty, in order that they become agents of change rather than the recipients of change. Schools recognise the importance of values, ethics and teachers’ attitudes to change, and would want those aspects of professional life to be supported and developed. Training should also help teachers who wish to reflect on their own practice, develop other staff, look outside their immediate school environment and work in teams. </li></ul>European Commission Education and Culture (June 2005) Conference on the Common European Principles for Teacher Competences and Qualifications
  3. 4. How the world’s best-performing school systems come out on top McKinsey and Company Sept 2007 <ul><li>Enabling teachers to learn from each other </li></ul><ul><li>Unlike other professions, where professionals naturally operate in teams, teachers generally work alone, denying them natural opportunities to learn from each other. Several school systems employ strategies aimed to change this by creating schools in which teacher regularly observe each others’ practice, thereby producing an environment which stimulates the sharing of knowledge on what works and what does not, encouraging teachers to give each other feedback and helps shape a common aspiration and motivation for improving the quality of instruction. These systems are some of the best performing of all the systems we studied. </li></ul>
  4. 5. Communication from the Commission of the European Communities to the Council and the European Parliament Improving the Quality of Teacher Education 2007 <ul><li>The quality of teaching is one key factor in determining whether the European Union can increase its competitiveness in the globalised world. Research shows that teacher quality is significantly and positively correlated with pupil attainment and that it is the most important within-school aspect explaining student performance (its effects are much larger than the effects of school organisation, leadership or financial conditions). Furthermore, other studies have found positive relationships between in-service teacher training and student achievement and ‘suggest that an in-service training program … raised children's achievement …(and) suggest that teacher training may provide a less costly means of increasing test scores than reducing class size or adding school hours’. </li></ul>
  5. 6. <ul><li>Nothing is as fundamental to the quality of students’ learning in schools as the knowledge, judgement and skill of their teachers. </li></ul><ul><li>Lawrence Ingvarson </li></ul>
  6. 7. <ul><li>It is now clear that the single most important determinant of what students learn is what their teachers know. </li></ul><ul><li>Linda Darling-Hammond </li></ul>
  7. 8. <ul><li>The introduction of staged career pathways for teachers based on Professional Standards </li></ul><ul><li>A Standards-based professional learning and development system </li></ul>
  8. 9. Framework of Standards Standard for Chartered Teacher Continuing Professional Development Maintain and enhance SFR, SCT, SforH Headteacher Development Induction SFR SfH Leadership and Management Teacher Education SITE Professional Recognition Enhance SFR
  9. 10. Standard for Full Registration (May 2007) <ul><li>The SFR needs to serve three main purposes. It has to provide: </li></ul><ul><li>a clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of induction; </li></ul><ul><li>a professional standard against which reliable and consistent decisions can be made on the fitness of new teachers for full registration with GTC Scotland; </li></ul><ul><li>a baseline professional standard which will apply to all teachers throughout their careers. </li></ul>
  10. 11. Aspects of Professional Development Professional Values & Personal Commitment Professional Skills & Abilities Professional Knowledge & Understanding
  11. 12. Criticisms of Standards Models <ul><li>Standards as common sense (control mechanisms?) </li></ul><ul><li>Standards as quality assurance and accountability </li></ul><ul><li>Standards as quality improvement </li></ul><ul><li>Standards for certification </li></ul><ul><li>Mechanistic and technicist approach which restricts reflective practice and encourages conformity </li></ul><ul><li>Encourages ‘competence’ but stifles ‘excellence’ </li></ul><ul><li>Yet… </li></ul><ul><li>Professional values and personal commitment </li></ul>
  12. 13. <ul><li>The Scottish Professional Standards </li></ul><ul><li>both in process and content provide a </li></ul><ul><li>real opportunity to clean up the </li></ul><ul><li>damage of technical standards. </li></ul><ul><li>Technical standards are based on and </li></ul><ul><li>encourage a reduction in professional </li></ul><ul><li>practice. </li></ul>
  13. 14. <ul><li>Valid Teaching Standards clarify what </li></ul><ul><li>teachers should get better at over </li></ul><ul><li>the long term. </li></ul><ul><li>Developing within the Standards </li></ul><ul><li>enables teachers to play a stronger </li></ul><ul><li>role in defining long-term goals for </li></ul><ul><li>their professional learning and </li></ul><ul><li>career . </li></ul>
  14. 15. <ul><li>A strategic approach to the </li></ul><ul><li>Professional Standards. </li></ul><ul><li>Using the Standards for: </li></ul><ul><li>- Transformational CPD </li></ul><ul><li>- The development of leadership at all levels </li></ul><ul><li>- Building capacity within schools </li></ul>
  15. 16. <ul><li>- The basis of discussion within PRD. </li></ul><ul><li>- To re-professionalise the profession. </li></ul><ul><li>- To build confidence and trust within the profession. </li></ul><ul><li>- To promote deep cognitive learning. </li></ul><ul><li>- To build a capacity for change and risk-taking among teachers. </li></ul>
  16. 17. <ul><li>- To develop a culture that supports and challenges practice with clear criteria, openness and co-operation through the Professional Standards. </li></ul>
  17. 18. Improving Scottish Education HMIE (January 2009) <ul><li>Professional freedom and responsibility </li></ul><ul><li>The developing approach to change in education assumes a commitment to </li></ul><ul><li>personal and professional development on the part of every educator. </li></ul><ul><li>Priorities are: </li></ul><ul><li>fostering a culture in which individuals see themselves as members of a professional community which takes responsibility for its own learning; </li></ul><ul><li>making the best use of both time and expertise in planning for essential continuing professional development, including the sharing of good practice; </li></ul><ul><li>adopting open and objective approaches to self-evaluation in establishments and services, taking full account of the views of learners, and planning and implementing improvements based directly on these approaches; </li></ul><ul><li>engaging constructively with other professionals to ensure children and young people are supported to be successful; and </li></ul><ul><li>increasing teachers’ capacity to operate confidently and competently within a less directed environment. </li></ul>
  18. 19. The Standard for Full Registration <ul><li>A commitment to lifelong learning and personal development and enquiry is at the heart of being a learning profession. As this commitment is regarded as a responsibility for all teachers, Continuing Professional Development needs to be presented as a continuum which extends from ITE, through induction (probation) and on throughout the whole of a teacher’s career. </li></ul>
  19. 20. A Chartered Teacher Claim Reflection Evidence Professional Practice Theory and Research Impact
  20. 21. International Education
  21. 22. Professional Recognition: International Education

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