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AHDS Conference November 2014 - GTCS


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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.

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AHDS Conference November 2014 - GTCS

  1. 1. AHDS Annual Conference 2014 Workshop Martin Osler, Kenneth Muir GTCS
  2. 2.  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
  3. 3. 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
  4. 4. • 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)
  5. 5. “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”
  6. 6. 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)
  7. 7. 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
  8. 8.  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
  9. 9. “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)
  10. 10. “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)
  11. 11.  Social Justice  Integrity  Trust and Respect  Professional Commitment
  12. 12. Professional Skills and Abilities Professional Knowledge and Understanding Professional Values and Personal Commitment
  13. 13.  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
  14. 14.  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)
  15. 15.  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
  16. 16.  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
  17. 17. What is it, what will it look like and how will it affect you?
  18. 18.  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
  19. 19.  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
  20. 20.  Inequality in the efficiency, portability and value of systems used for recording, managing and accessing professional learning opportunities in each local authority
  21. 21. 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
  22. 22. 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)
  23. 23. 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)
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27.  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
  28. 28.  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
  29. 29. MyGTCS E-portfolio GLOW CPD Find LA Systems
  30. 30. 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
  31. 31.  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
  32. 32.  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
  33. 33.  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
  34. 34.  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
  35. 35. 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
  36. 36. Questions?
  37. 37. @GTCS @GTCSKen