1.
Achieving the Standard for Full Registration Mairi McAra Professional Officer Early Professional Learning General Teaching Council for Scotland email: mairi.mcara@gtcs.org.uk

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

3.
Achieving the Standard for Full Registration <ul><li>The role of GTCS in Probation </li></ul><ul><li>The aims of Probation </li></ul><ul><li>Roles and responsibilities </li></ul><ul><li>The Standard </li></ul><ul><li>Reasons for non-registration </li></ul><ul><li>Profile completion </li></ul><ul><li>Concluding comments </li></ul>

4.
Role of GTCS in Probation

5.
Role of GTCS in Probation <ul><li>Providing support </li></ul><ul><ul><li>Professional Learning and Development Department </li></ul></ul><ul><ul><ul><li>Email probation@gtcs.org.uk </li></ul></ul></ul><ul><ul><ul><li>Call 0131 314 6039 </li></ul></ul></ul><ul><ul><li>www.probationerteacherscotland.org.uk </li></ul></ul><ul><ul><ul><li>Regularly updated guidance </li></ul></ul></ul><ul><ul><ul><li>Discussion forums </li></ul></ul></ul><ul><ul><ul><li>Documentation </li></ul></ul></ul>

6.
Role of GTCS in Probation <ul><li>Enhancement role </li></ul><ul><ul><li>Involved from the start </li></ul></ul><ul><ul><li>Research and evaluate </li></ul></ul><ul><ul><li>Seminars to share good practice </li></ul></ul>

7.
Role of GTCS in Probation <ul><li>Regulatory role </li></ul><ul><ul><li>Statutory responsibility </li></ul></ul><ul><ul><li>Profiles: </li></ul></ul><ul><ul><ul><li>Interim 1 </li></ul></ul></ul><ul><ul><ul><li>(Interim 2 end of March if CC or U) </li></ul></ul></ul><ul><ul><ul><li>Final </li></ul></ul></ul><ul><ul><li>Problems </li></ul></ul><ul><ul><li>Time limits </li></ul></ul>Certificate of Full Registration (Permanent Post) Interim Profile December 2009 Final Profile June 2010 Start Probation Year

8.
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

9.
Aims of Probation

10.
Aims of Probation

11.
Aims of Probation <ul><li>The curriculum </li></ul><ul><li>The bigger picture and your role in it </li></ul><ul><li>Articulate professional values and practices </li></ul><ul><li>Programmes of teaching and learning </li></ul><ul><li>Teaching and learning strategies </li></ul><ul><li>Work co-operatively </li></ul><ul><li>Classroom organisation and behaviour management </li></ul><ul><li>Assessment </li></ul><ul><li>Critical personal reflection and CPD </li></ul>

12.
Aims of Probation Newly qualified teacher Fully registered teacher

13.
Routes through Probation <ul><li>Two routes: </li></ul><ul><ul><li>Teacher Induction Scheme (TIS) </li></ul></ul><ul><ul><ul><li>Government funded </li></ul></ul></ul><ul><ul><ul><li>190 days </li></ul></ul></ul><ul><ul><ul><li>guaranteed post with support </li></ul></ul></ul><ul><ul><li>Alternative Route </li></ul></ul><ul><ul><ul><li>270 days </li></ul></ul></ul><ul><ul><ul><li>apply for own work (supply) </li></ul></ul></ul><ul><ul><ul><li>no guaranteed support </li></ul></ul></ul>

14.
Aims of Probation <ul><li>Class contact requirement (TIS) </li></ul><ul><ul><li>Teaching: </li></ul></ul><ul><ul><ul><li>maximum 15.75 hours (0.7 FTE) </li></ul></ul></ul><ul><ul><ul><li>minimum 12.38 hours (0.55 FTE) </li></ul></ul></ul><ul><ul><li>CPD: </li></ul></ul><ul><ul><ul><li>6.75 hours (0.3 FTE) </li></ul></ul></ul><ul><ul><li>Total 22.5 hours (1.0 FTE) </li></ul></ul>

15.
Aims of Probation <ul><li>Teaching appropriate timetable </li></ul><ul><ul><li>Primary </li></ul></ul><ul><ul><ul><li>sole responsibility </li></ul></ul></ul><ul><ul><ul><li>gaining experience across curriculum </li></ul></ul></ul><ul><ul><ul><li>one class </li></ul></ul></ul><ul><ul><li>Secondary </li></ul></ul><ul><ul><ul><li>sole responsibility </li></ul></ul></ul><ul><ul><ul><li>working with range of stages from S1–S6 </li></ul></ul></ul><ul><ul><ul><li>significant element pursuing SQA courses </li></ul></ul></ul><ul><ul><ul><li>gaining experience in a second subject </li></ul></ul></ul>

16.
Aims of Probation <ul><li>Supporter Meetings (weekly) </li></ul><ul><li>Observed Sessions (9 (approximately 1 every 3–4 weeks) </li></ul><ul><ul><li>the supporter (a key person) </li></ul></ul><ul><ul><li>appropriate implementation </li></ul></ul><ul><ul><ul><li>timetabled </li></ul></ul></ul><ul><ul><ul><li>focused </li></ul></ul></ul><ul><ul><ul><li>feedback and agreed actions </li></ul></ul></ul>

17.
Aims of Probation <ul><li>CPD Experiences (guideline) </li></ul><ul><ul><li>0.1: team teaching/collaborative working </li></ul></ul><ul><ul><ul><li>other stages or departments </li></ul></ul></ul><ul><ul><ul><li>support for learning </li></ul></ul></ul><ul><ul><ul><li>second subject or specialisms </li></ul></ul></ul><ul><ul><li>0.1: enhanced planning and preparation </li></ul></ul><ul><ul><li>0.1: specific CPD experiences </li></ul></ul><ul><ul><ul><li>core CPD experiences </li></ul></ul></ul><ul><ul><ul><li>individual CPD experiences </li></ul></ul></ul>

18.
Aims of Probation <ul><li>CPD: the bigger picture </li></ul>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

19.
Roles and responsibilities

20.
Probationer’s responsibilities <ul><li>Timetable </li></ul><ul><li>CPD and the probation process </li></ul><ul><li>Seek advice and guidance </li></ul><ul><li>School’s policies and development plan </li></ul><ul><li>Use the regular meetings with the supporter </li></ul><ul><li>Review and reflect on teaching and learning </li></ul><ul><li>Self-evaluate and monitor professional development </li></ul><ul><li>Maintain a record of professional development </li></ul><ul><li>Identify and record appropriate critical incidents and evidence to use as a focus of discussion with your supporter </li></ul>

21.
Professional Development Portfolio <ul><li>ITE Profile and subsequent PDAPs </li></ul><ul><li>Timetable </li></ul><ul><li>Record of Meetings with Supporter </li></ul><ul><li>Record of Observed Sessions </li></ul><ul><li>Record of CPD </li></ul><ul><ul><li>local authority programme </li></ul></ul><ul><ul><li>school activities </li></ul></ul><ul><ul><li>personal activities </li></ul></ul><ul><li>Results of reflection on practice </li></ul>

22.
Supporter’s responsibilities <ul><li>Get to know the probationer </li></ul><ul><li>Create a climate for discussion </li></ul><ul><li>Co-ordinate the probationer’s CPD programme </li></ul><ul><li>Monitor and evaluate progress </li></ul><ul><li>Provision of CPD opportunities </li></ul><ul><li>Provide pastoral support, when appropriate </li></ul><ul><li>Oversee action plans and portfolio </li></ul><ul><li>Monitor the school support programme </li></ul><ul><li>Encourage the probationer to reflect </li></ul><ul><li>Profile completion </li></ul><ul><li>Liaise with the local authority </li></ul>

23.
The Standard for Full Registration (SFR)

24.
Purpose of the SFR <ul><li>A clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of Probation </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 for all teachers throughout their careers </li></ul>

25.
SITE/SFR: aspects of professional development Professional Values & Personal Commitment Professional Skills & Abilities Professional Knowledge & Understanding

26.
SFR: Professional Knowledge and Understanding <ul><li>Curriculum content </li></ul><ul><li>Cross-curricular themes </li></ul><ul><li>Planning knowledge </li></ul><ul><li>Curriculum nature and development </li></ul><ul><li>Education system, policy and practice </li></ul><ul><li>Sector issues </li></ul><ul><li>Professional values and practices </li></ul><ul><li>Research-based knowledge </li></ul>

27.
SFR: Professional Skills and Abilities <ul><li>Long-term/short-term planning </li></ul><ul><li>Communication with pupils </li></ul><ul><li>Teaching and learning strategies and resources </li></ul><ul><li>Expectations and pace of work </li></ul><ul><li>Working with other adults </li></ul><ul><li>Organising and managing resources </li></ul><ul><li>Managing pupil behaviour </li></ul><ul><li>Assessment, recording and reporting </li></ul><ul><li>Self-evaluating, self-reflecting, acting to improve </li></ul><ul><li>Research and critically review literature </li></ul><ul><li>Convey understanding of practice and general educational matters </li></ul>

28.
SFR: Professional Values and Personal Commitment <ul><li>Commitment to social justice, inclusion, caring for and protecting children </li></ul><ul><li>Taking responsibility for professional learning and development </li></ul><ul><li>Value, respect and active partners in work community </li></ul>

29.
Reasons for non-registration

30.
Reasons for non-registration <ul><li>Professional Knowledge and Understanding </li></ul><ul><ul><li>Knowledge and understanding of the subject/curriculum </li></ul></ul><ul><ul><li>Knowledge of the breadth of the curriculum </li></ul></ul><ul><ul><li>Understanding of national and local policy and its impact on the work of a teacher, particularly requirements related to national assessment </li></ul></ul>

31.
Reasons for non-registration <ul><li>Professional Skills and Abilities </li></ul><ul><ul><li>Inability to plan programmes of work to meet the needs of pupils </li></ul></ul><ul><ul><li>Communication difficulties with pupils and colleagues </li></ul></ul><ul><ul><li>Use of a limited range of teaching strategies </li></ul></ul><ul><ul><li>Inability to set appropriate expectations </li></ul></ul><ul><ul><li>Inability to work with other colleagues </li></ul></ul><ul><ul><li>Poor classroom organisation and management </li></ul></ul><ul><ul><li>Difficulties in managing pupil behaviour </li></ul></ul><ul><ul><li>Difficulties in reflecting on own practice and acting to improve practice </li></ul></ul>

32.
Reasons for non-registration <ul><li>Professional Values and Personal Commitment </li></ul><ul><ul><li>Inability to take responsibility for own professional learning and development </li></ul></ul>

33.
Online Profiles

34.
Online Profile completion <ul><li>Online Profiles accessed from both websites: </li></ul><ul><ul><li>Probationer Teacher Scotland www.probationerteacherscotland.org.uk </li></ul></ul><ul><ul><li>GTCS www.gtcs.org.uk </li></ul></ul>

35.
Accessing Online Profiles from www.probationerteacherscotland.org.uk <ul><li>Step 1: select the “LOG IN” button </li></ul><ul><li>Step 2: enter your details </li></ul><ul><ul><li>Username: GTCS registration number (six digits) </li></ul></ul><ul><ul><li>Password: (at first log-in this will be set as your GTCS registration number) </li></ul></ul><ul><ul><li>Date of birth (dd/mm/yyyy) </li></ul></ul>

36.
Accessing Online Profiles from www.gtcs.org.uk <ul><li>Step 1: select the “Login/register” button </li></ul><ul><li>Step 2: enter your details </li></ul><ul><ul><li>Username: GTCS registration number (six digits) </li></ul></ul><ul><ul><li>Password: (at first log-in this will be set as your GTCS registration number) </li></ul></ul><ul><ul><li>Date of birth (dd/mm/yyyy) </li></ul></ul>

37.
Online Profiles Primary Secondary <ul><li>Select the link on the left hand side for “Probationer Profiles” to be taken into the Profiles System: </li></ul>

38.
Initial Professional Development Action Plan (IPDAP) <ul><li>Bridging the gap between your ITE / Career Entry Profile </li></ul>

39.
Initial Professional Development Action Plan (IPDAP) <ul><li>Share profile for entry into the teaching profession with supporter </li></ul><ul><li>Share achievements and qualities </li></ul><ul><li>Share main areas for further professional development </li></ul><ul><li>(Complete self-evaluation) </li></ul><ul><li>Enter agreed targets and action </li></ul>

40.
Concluding comments

41.
Concluding comments <ul><li>GTCS role, advice and support </li></ul><ul><li>Roles and responsibilities </li></ul><ul><ul><li>Student to Probationer </li></ul></ul><ul><ul><li>Probationer and Supporter </li></ul></ul><ul><li>The Standard </li></ul><ul><li>Evidencing your experience and progress </li></ul>

42.
And finally . . . <ul><li>Grab the opportunity! </li></ul>