AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
3. Closing the attainment gap
Delivering the aspirations of Curriculum for
Excellence
Creating a world-class, sustainable, “future-proofed”
education system
Supporting teaching staff to deliver high
quality learning and teaching
“Talking up” the teaching profession
4. Revised Professional
Standards
Professional
Update
National
E-Portfolio
CfE
Scottish
College of
Educational
Leadership
ES and
Inspection
Teaching
Scotland’s
Future
New
Examinations
and Awards
5. • Putting the learner at the centre -
personalised, customer or learner-centric
• Supporting achievement by and for all
• Establishing an effective performance
framework that allows continuous review
and improvement
• Reconceptualising the model of teacher
professionalism (Professional Update,
revised Standards, Fitness to Teach, etc)
6.
7. “The major source of student
variance lies within the person
who gently closes the door
of the classroom door and
performs the teaching act.”
“The remarkable feature of the
(research) evidence is that the
biggest effects on student learning
occur when teachers become
learners of their own teaching.”
John Hattie “Visible Learning”
8. 21st c. learning focuses on the need to
develop students’ cognitive, inter-and
intra-personal capacities.
However, a necessary precursor to this
is that teachers’ capacity for, and
awareness of, their own learning
needs to be developed
“Leading learning in 21st century schools” Bull and Gilbert (2013)
9. Supporting teaching staff
“ The most successful education systems
invest in developing their teachers as
reflective, accomplished and enquiring
professionals who are able, not simply
to teach successfully in relation to
current external expectations, but who
have the capacity to engage fully with
the complexities of education and to be
key actors in shaping and leading
educational change”.
“Teaching Scotland’s Future” 2011
10.
11.
12. To maintain and improve the quality of our
teachers as outlined in the relevant
Professional Standards and to enhance the
impact they have on pupils’ learning
To support, maintain and enhance
teachers’ continued professionalism and
the reputation of the teaching profession in
Scotland
13. “Professional Standards have significant
potential to provide the necessary
provocation for teachers to think
about their work, practice and
professional identity in quite
fundamentally, different and
generative ways.”
Sachs J (2010)
14. “If Standards are to become the basis
for promoting high quality
professional learning, they need to be
regarded as a series of signposts to
guide an integrated professional
learning agenda, rather than a series
of discrete accomplishments to be
ticked.”
Timperley (2011)
15. Social Justice
Integrity
Trust and Respect
Professional Commitment
16. Professional Skills and Abilities
Professional
Knowledge and
Understanding
Professional
Values and
Personal
Commitment
17. a responsibility to consider their own
development needs
an entitlement to a system of supportive PRD
confirmation that they are maintaining the
high standards required of a teacher
18. Update your contact details to GTC Scotland via
MyGTCS
Engage in professional learning
Self-evaluate against the appropriate GTC
Scotland Professional Standard
Discuss this engagement and the
impact of this, as part of the PRD process
Maintain a professional learning record and
portfolio of evidence
Share confirmation of this engagement with
GTC Scotland every 5 years (line manager)
19. Self-evaluation and critical reflection processes
Experiential, action or enquiry-based learning
Professional dialogue with colleagues, other
professionals, parents, and learners
Focused professional reading and research
Leading or engaging in practitioner enquiry/action
research
Critical analysis of reading, learning and impact on
professional practice
Learning about aspects of the curriculum or
pedagogical practice
Peer support e.g. coaching or mentoring
Classroom visits/peer observation
Online learning/blogs
20. 20% of teachers will complete P/U each year from
national implementation in 2014
Teachers with registration years ending in:
- 9 and 4 = 2014/15
- 0 and 5 = 2015/16
- 1 and 6 = 2016/17
- 2 and 7 = 2017/18
- 3 and 8 = 2018/19
For example: 1995 registration = 5 = 2015/16
21.
22. What is it, what will it look like and
how will it affect you?
23. NIB and SG commissioned GTCS to carry out a
scoping study
This was undertaken by GTCS with input from
ADES, Scottish Government and Education
Scotland
Views sought from teachers and local
authority personnel, survey and focus groups
24. Inconsistent approach to recording and accessing
PL across authorities
Systems vary from paper-based approaches to
bespoke authority developed software
Significant impact on teacher. Need system that
supports from Shetland to Solway
Strong desire for a national system which will
include course identification, booking and
evaluation
25. Inequality in the efficiency, portability
and value of systems used for
recording, managing and accessing
professional learning opportunities in
each local authority
26. From the Local Authority survey:
Of the 31 authorities to respond:
13 use paper-based systems
13 use Gateway
6 use MyGTCS
4 use in-house systems
4 use ‘other’ i.e. combination of the above
3 use SOPRA
27. What are the systems most commonly used for:
Local authorities
Course booking (14)
Advertising courses (10)
Collating teacher evaluations of courses (10)
Analysis of training reqs at LA level (7)
Confirmation of course attendance (4)
Administration of courses (venue and catering) (3)
Course funding / budget recharging (2)
28. What are the systems most commonly used for:
Teachers
Professional learning record (24)
Supporting their PRD process (23)
Professional learning plan (9)
Self-evaluation (8)
Completing the PU sign off process (5)
Recording contact details (3)
Recording evidence of impact of professional learning (3)
29. Support for a National E-Portfolio:
26 authorities supportive
All 26 indicated this should be hosted via MyGTCS
Others indicated ambivalence or status quo
What features would you like to see in a National E-Portfolio?
1. Portability and transferability
2. Ability to measure against the Professional
Standards for the purposes of self-evaluation
3. Ability to link to MyGTCS
4. Ability to provide management tools such as
reporting, professional learning catalogue etc
30. Some comments:
It will be beneficial to teachers as they progress through their
careers
Would be a fair and consistent approach for all and helpful for
teachers moving between authorities
It should add value to what already exists in terms of
professional learning
It should not increase teacher workload; it must be streamlined,
intuitive and easily accessible
31. 1. The National E-Portfolio should be housed
within MYGTCS
Why?
Well established and credible system which
is already supporting 50,000+ registered
teachers and other users
32. A project implementation group should be
set up to manage the development of
MyGTCS into the National E-Portfolio
Who?
Local authorities, Education Scotland, trade
unions, Scottish Government
33. Not ‘big bang’ this will take time
Phase in E-Portfolio by working with
authorities using paper-based systems in the
first instance and then encouraging other
authorities to join as their contracts with
existing suppliers end
35. CPD
MyGTCS /
National E-Portfolio
LA
MIS
PL
Find
Professional Learning
Communities
LA access here
L
A
L
A
L
A
L
A
L
A
Teacher access
here
GLOW
36. Allows teachers to document their professional
learning and record their outcomes of this
activity and link this to the Professional
Standards and Professional Update
Is easily accessible to teachers through
MyGTCS or GLOW accounts and links to PL Find
Over time will replace local authority PL
systems
Learning Directorate, Scottish Government, August 2014
37. The Portfolio will follow teachers between
new posts and to new employers – like the
MyGTCS account it moves with you
It will be secure and visible only to the
individual teacher, with permissions
allowing individuals to share information
with their line manager, employer HR
Department and others as appropriate
Learning Directorate, Scottish Government, August 2014
38. Avoids double entry inputting by teachers
whenever possible and aims at all times to
avoid adding to already busy workloads
Allows teachers to transfer and receive data
from other systems
Has functionality to allow teachers to search
its content
Learning Directorate, Scottish Government, August 2014
39. Can act as an E-Portfolio for the collation of
“Masters level” credit
Development is tested by a user group of
teachers, employers and possibly
universities to ensure functionality and
design meets the professions needs
Will be supported with user training and
guidance
Learning Directorate, Scottish Government, August 2014
40. 1. First meeting of E-Portfolio working group
due to take place November 2014
2. Work will begin on scoping out the system
and developing MyGTCS
3. Ongoing dialogue with teachers and
stakeholders
4. Launch in August 2016
