Scottish Teacher Induction Scheme

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The Teacher Induction Scheme was introduced in 2002 to provide a structured programme of experience, continuous professional development and support for newly qualified teachers, wherever they might be placed across Scotland. The Scheme seeks to ensure that, through a process or continuous professional review and development, teachers are supported effectively to achieve the Standard for Full Recognition.

The seminar will report on research conducted by the General Teaching Council for Scotland to evaluate the working of the Teacher Induction Scheme from the perspectives of probationer teachers, supporters and headteachers. It will highlight key issues for the future enhancement of the Scheme.


http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/modelsofsupportinthescottishteacherinductionscheme.asp

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Scottish Teacher Induction Scheme

  1. 1. Models of Support in the Teacher Induction Scheme in Scotland: The Views of Head Teachers and Supporters Ron Clarke Professional Officer (Probation & CPD) General Teaching Council for Scotland September 2007
  2. 2. Probation before 2002 <ul><li>Two years’ teaching experience </li></ul><ul><li>Full time table </li></ul><ul><li>No formal support structure </li></ul><ul><li>Quality of experience a matter of chance </li></ul>
  3. 3. Teacher Induction Scheme <ul><li>Success of TIS attracting worldwide interest </li></ul><ul><li>One year training post </li></ul><ul><li>0.7 FTE class commitment </li></ul><ul><li>0.3 FTE Continuing Professional Development (CPD) </li></ul><ul><li>Nominated Supporter with 0.1 FTE release from timetable </li></ul><ul><li>Weekly meetings </li></ul><ul><li>Monthly observed sessions </li></ul><ul><li>Structured programme of CPD </li></ul><ul><li>Interim and final profile – record progress and confirm achievement of Standard for Full Registration (SFR) </li></ul><ul><li>Research to assess the nature and impact of support mechanism to influence good practice guidelines </li></ul>
  4. 4. Research Methodology - 1 <ul><li>Consultation with school Head Teachers and Supporters </li></ul><ul><li>Structured questionnaires - Head Teachers: </li></ul><ul><li>- Views on key features of induction experience </li></ul><ul><li>- Training and support for Head Teachers </li></ul><ul><li>- Processes of the Teacher Induction System (TIS) </li></ul><ul><li>- Views on their participation in the TIS </li></ul>
  5. 5. Research Methodology - 2 <ul><li>Structured questionnaires – Supporters: </li></ul><ul><li>- Their involvement as Supporters </li></ul><ul><li>Views on : </li></ul><ul><li>- how effectively Initial Teacher Education prepared probationers for Induction </li></ul><ul><li>- operation of the TIS </li></ul><ul><li>- how effectively TIS prepares probationers for a teaching career </li></ul><ul><li>- their own roles in the TIS </li></ul><ul><li>- training for Supporters and facilitation of their role by the school </li></ul>
  6. 6. Findings – Head Teachers <ul><li>HTs well aware of experience TIS is intended to offer probationers </li></ul><ul><li>Relatively little training for HTs on monitoring and evaluating school support for probationers </li></ul><ul><li>Little focussed training for HTs – relied on communication with Supporters </li></ul><ul><li>Would have welcomed training on dealing with struggling probationers </li></ul>
  7. 7. Findings - Supporters <ul><li>Use by HTs of specific criteria in selection, though not defined nationally </li></ul><ul><li>Training for Supporters good in some areas (eg TIS process, reporting), weaker in others (eg working with adults) </li></ul><ul><li>Major frustration: 0.1 non contact time inadequate to give appropriate support and it is often eroded anyway </li></ul>
  8. 8. Overall assessment of TIS 29.5 69.3 20.8 76.4 The 0.7/0.3 contact hours / professional development balance is appropriate. 1.9 96.3 0.7 97.1 The Induction process encouraged and provided opportunities to enhance classroom management skills for the Probationer. 0.6 98.2 0.3 97.7 The Induction process encouraged, and provided opportunities for, reflection on practice by the Probationer. 8.0 89.8 5.6 90.2 The TIS prepares the Probationer well for their early experiences as a fully registered teacher. Disagree/ Strongly Disagree % Agree/ Strongly Agree % Disagree/ Strongly Disagree % Agree/ Strongly Agree % Head Teachers Supporters Statement
  9. 9. TIS in operation - 1 <ul><li>Generally positive responses from both HTs and Supporters </li></ul><ul><li>Value of Supporter meetings and observed sessions rated highly </li></ul><ul><li>CPD activities well matched with specific areas of SFR </li></ul><ul><li>Strong support for the TIS as an effective preparation for newly qualified teachers </li></ul><ul><li>Importance of focus on professional development and reflection – strong role for probationer in planning own CPD </li></ul>
  10. 10. TIS in operation - 2 <ul><li>Issues: </li></ul><ul><ul><li>Primary postgraduate students lacked preparation in classroom management </li></ul></ul><ul><ul><li>ITE and TIS profiles not sufficiently linked to inform CPD planning during probation </li></ul></ul><ul><ul><li>Minority of Supporters found it hard to arrange regular meetings and observed sessions due to other demands – importance of managing these demands </li></ul></ul><ul><ul><li>Some duplication of CPD opportunities at school and local authority level </li></ul></ul><ul><ul><li>The 0.7/0.3 split often perceived as too rigid – some would benefit from more class contact later in the year </li></ul></ul>
  11. 11. Developing the TIS <ul><li>National guidelines developed (‘Publications’ section) </li></ul>
  12. 12. Developing the TIS <ul><li>National guidelines upgraded (‘Publications’ section) </li></ul>
  13. 13. Developing the TIS <ul><li>Specific Probation website (www.gtcs.org.uk) </li></ul>
  14. 14. Developing the TIS <ul><li>Second phase of research: </li></ul><ul><li>- focus groups with HTs, Supporters and local authority probation managers </li></ul><ul><li>Themes </li></ul><ul><li>- supporter preparation </li></ul><ul><li>- managing support in schools </li></ul><ul><li>- organisational structures and their impact </li></ul><ul><li>- support mechanisms to meet individual needs </li></ul>

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