Achieving The Standard for Full Registration: from student to probationer teacher

Achieving The Standard for Full Registration: from student to probationer teacher. Presented by Mairi McAra, Professional Officer, Early Professional Learning, General Teaching Council for Scotland. May 2009.

1. WWW.GTCS.ORG.UK
Achieving the Standard for Full Achieving the Standard for Full
RegistrationRegistration
Mairi McAra
Professional Officer
Early Professional Learning
General Teaching Council for Scotland
email: [email protected]

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The Teaching ProfessionThe Teaching Profession
By law, all teachers who wish to By law, all teachers who wish to
teach in publically funded schools teach in publically funded schools
must register with GTCS.must register with GTCS.
–2,169 primary schools2,169 primary schools
–378 secondary schools378 secondary schools
–86,000 teachers on GTCS register86,000 teachers on GTCS register
–57,000 actively teaching57,000 actively teaching
–3,168 probationers in 2008/09 3,168 probationers in 2008/09

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Achieving the Standard for Achieving the Standard for
Full RegistrationFull Registration
The role of GTCS in ProbationThe role of GTCS in Probation
The aims of ProbationThe aims of Probation
Roles and responsibilitiesRoles and responsibilities
The StandardThe Standard
Reasons for non-registrationReasons for non-registration
Profile completionProfile completion
Concluding commentsConcluding comments

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Role of GTCS in ProbationRole of GTCS in Probation

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Role of GTCS in ProbationRole of GTCS in Probation
Providing supportProviding support
–Professional Learning and Development Professional Learning and Development
DepartmentDepartment
Email [email protected] [email protected]
Call 0131 314 6039Call 0131 314 6039
–www.probationerteacherscotland.org.ukwww.probationerteacherscotland.org.uk
Regularly updated guidanceRegularly updated guidance
Discussion forumsDiscussion forums
DocumentationDocumentation

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Role of GTCS in ProbationRole of GTCS in Probation
Enhancement roleEnhancement role
–Involved from the startInvolved from the start
–Research and evaluateResearch and evaluate
–Seminars to share good practiceSeminars to share good practice

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Role of GTCS in ProbationRole of GTCS in Probation
Regulatory role Regulatory role
–Statutory responsibilityStatutory responsibility
–Profiles:Profiles:
Interim 1 Interim 1
(Interim 2 end of (Interim 2 end of
March if CC or U)March if CC or U)
FinalFinal
–Problems Problems
–Time limitsTime limits
Certificate of Full
Registration
(Permanent Post)
Interim Profile
December 2009
Final Profile
June 2010
Start Probation Year

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Role of GTCS in ProbationRole 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

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Aims of ProbationAims of Probation

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Aims of ProbationAims of Probation

Achieving the Standard
for Full Registration


Guidance for New Teachers
and Schools


August 2005



The General Teaching Council for Scotland
Clerwood House
96 Clermiston Road
Edinburgh EH12 6UT

www.gtcs.org.uk

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Aims of ProbationAims of Probation
The curriculumThe curriculum
The bigger picture and your role in itThe bigger picture and your role in it
Articulate professional values and practicesArticulate professional values and practices
Programmes of teaching and learningProgrammes of teaching and learning
Teaching and learning strategiesTeaching and learning strategies
Work co-operativelyWork co-operatively
Classroom organisation and Classroom organisation and
behaviour managementbehaviour management
AssessmentAssessment
Critical personal reflection and CPDCritical personal reflection and CPD

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Aims of ProbationAims of Probation
Newly qualified teacher
Fully registered teacher

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Routes through ProbationRoutes through Probation
Two routes:Two routes:
1.1.Teacher Induction Scheme (TIS)Teacher Induction Scheme (TIS)
Government fundedGovernment funded
190 days190 days
guaranteed post with supportguaranteed post with support
2.2.Alternative RouteAlternative Route
270 days270 days
apply for own work (supply)apply for own work (supply)
no guaranteed supportno guaranteed support

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Aims of ProbationAims of Probation
Class contact requirement (TIS)Class contact requirement (TIS)
–Teaching:Teaching:
maximum 15.75 hours (0.7 FTE)maximum 15.75 hours (0.7 FTE)
minimum 12.38 hours (0.55 FTE)minimum 12.38 hours (0.55 FTE)
–CPD:CPD:
6.75 hours (0.3 FTE)6.75 hours (0.3 FTE)
–Total Total 22.5 hours (1.0 FTE)22.5 hours (1.0 FTE)

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Aims of ProbationAims of Probation
Teaching appropriate timetableTeaching appropriate timetable
–PrimaryPrimary
sole responsibilitysole responsibility
gaining experience across curriculumgaining experience across curriculum
one classone class
–SecondarySecondary
sole responsibilitysole responsibility
working with range of stages from S1–S6working with range of stages from S1–S6
significant element pursuing SQA coursessignificant element pursuing SQA courses
gaining experience in a second subjectgaining experience in a second subject

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Aims of ProbationAims of Probation
Supporter Meetings (weekly)Supporter Meetings (weekly)
Observed Sessions (9 Observed Sessions (9
(approximately 1 every 3–4 weeks) (approximately 1 every 3–4 weeks)
–the supporter (a key person)the supporter (a key person)
–appropriate implementationappropriate implementation
timetabledtimetabled
focusedfocused
feedback and agreed actionsfeedback and agreed actions

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Aims of ProbationAims of Probation
CPD Experiences (guideline)CPD Experiences (guideline)
–0.1: team teaching/collaborative working0.1: team teaching/collaborative working
other stages or departments other stages or departments
support for learningsupport for learning
second subject or specialismssecond subject or specialisms
–0.1: enhanced planning and preparation0.1: enhanced planning and preparation
–0.1: specific CPD experiences0.1: specific CPD experiences
core CPD experiencescore CPD experiences
individual CPD experiencesindividual CPD experiences

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Aims of ProbationAims of Probation
CPD: the bigger pictureCPD: the bigger picture
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

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Roles and responsibilitiesRoles and responsibilities

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Probationer’s responsibilitiesProbationer’s responsibilities
TimetableTimetable
CPD and the probation processCPD and the probation process
Seek advice and guidanceSeek advice and guidance
School’s policies and development planSchool’s policies and development plan
Use the regular meetings with the supporterUse the regular meetings with the supporter
Review and reflect on teaching and learningReview and reflect on teaching and learning
Self-evaluate and monitor professional Self-evaluate and monitor professional
developmentdevelopment
Maintain a record of professional developmentMaintain a record of professional development
Identify and record appropriate critical incidents Identify and record appropriate critical incidents
and evidence to use as a focus of discussion and evidence to use as a focus of discussion
with your supporterwith your supporter

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Professional Development Professional Development
PortfolioPortfolio
ITE Profile and subsequent PDAPsITE Profile and subsequent PDAPs
TimetableTimetable
Record of Meetings with SupporterRecord of Meetings with Supporter
Record of Observed SessionsRecord of Observed Sessions
Record of CPDRecord of CPD
–local authority programmelocal authority programme
–school activitiesschool activities
–personal activitiespersonal activities
Results of reflection on practiceResults of reflection on practice

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Supporter’s responsibilitiesSupporter’s responsibilities
Get to know the probationerGet to know the probationer
Create a climate for discussionCreate a climate for discussion
Co-ordinate the probationer’s CPD programmeCo-ordinate the probationer’s CPD programme
Monitor and evaluate progressMonitor and evaluate progress
Provision of CPD opportunitiesProvision of CPD opportunities
Provide pastoral support, when appropriateProvide pastoral support, when appropriate
Oversee action plans and portfolioOversee action plans and portfolio
Monitor the school support programmeMonitor the school support programme
Encourage the probationer to reflectEncourage the probationer to reflect
Profile completionProfile completion
Liaise with the local authorityLiaise with the local authority

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The Standard for Full The Standard for Full
Registration (SFR)Registration (SFR)

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Purpose of the SFRPurpose of the SFR
A clear and concise description of the A clear and concise description of the
professional qualities and capabilities professional qualities and capabilities
teachers are expected to develop in the teachers are expected to develop in the
course of Probationcourse of Probation
A professional standard against which A professional standard against which
reliable and consistent decisions can be reliable and consistent decisions can be
made on the fitness of new teachers for made on the fitness of new teachers for
full registration with GTC Scotlandfull registration with GTC Scotland
A baseline professional standard for all A baseline professional standard for all
teachers throughout their careersteachers throughout their careers

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

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SFR: Professional Knowledge and SFR: Professional Knowledge and
UnderstandingUnderstanding
Curriculum contentCurriculum content
Cross-curricular themesCross-curricular themes
Planning knowledgePlanning knowledge
Curriculum nature and developmentCurriculum nature and development
Education system, policy and practiceEducation system, policy and practice
Sector issuesSector issues
Professional values and practicesProfessional values and practices
Research-based knowledgeResearch-based knowledge

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SFR: Professional Skills and SFR: Professional Skills and
AbilitiesAbilities
Long-term/short-term planningLong-term/short-term planning
Communication with pupilsCommunication with pupils
Teaching and learning strategies and resourcesTeaching and learning strategies and resources
Expectations and pace of workExpectations and pace of work
Working with other adultsWorking with other adults
Organising and managing resourcesOrganising and managing resources
Managing pupil behaviourManaging pupil behaviour
Assessment, recording and reportingAssessment, recording and reporting
Self-evaluating, self-reflecting, acting to improve Self-evaluating, self-reflecting, acting to improve
Research and critically review literatureResearch and critically review literature
Convey understanding of practice and general Convey understanding of practice and general
educational matterseducational matters

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SFR: Professional Values and SFR: Professional Values and
Personal CommitmentPersonal Commitment
Commitment to social justice, Commitment to social justice,
inclusion, caring for and protecting inclusion, caring for and protecting
childrenchildren
Taking responsibility for Taking responsibility for
professional learning and professional learning and
developmentdevelopment
Value, respect and active partners Value, respect and active partners
in work communityin work community

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Reasons for non-registrationReasons for non-registration

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Reasons for non-registrationReasons for non-registration
Professional Knowledge and Professional Knowledge and
UnderstandingUnderstanding
–Knowledge and understanding of the Knowledge and understanding of the
subject/curriculumsubject/curriculum
–Knowledge of the breadth of the curriculumKnowledge of the breadth of the curriculum
–Understanding of national and local policy Understanding of national and local policy
and its impact on the work of a teacher, and its impact on the work of a teacher,
particularly requirements related to national particularly requirements related to national
assessmentassessment

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Reasons for non-registrationReasons for non-registration
Professional Skills and AbilitiesProfessional Skills and Abilities
–Inability to plan programmes of work to meet Inability to plan programmes of work to meet
the needs of pupilsthe needs of pupils
–Communication difficulties with pupils and Communication difficulties with pupils and
colleaguescolleagues
–Use of a limited range of teaching strategiesUse of a limited range of teaching strategies
–Inability to set appropriate expectationsInability to set appropriate expectations
–Inability to work with other colleaguesInability to work with other colleagues
–Poor classroom organisation and managementPoor classroom organisation and management
–Difficulties in managing pupil behaviourDifficulties in managing pupil behaviour
–Difficulties in reflecting on own practice and Difficulties in reflecting on own practice and
acting to improve practiceacting to improve practice

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Reasons for non-registrationReasons for non-registration
Professional Values and Personal Professional Values and Personal
CommitmentCommitment
–Inability to take responsibility for own Inability to take responsibility for own
professional learning and developmentprofessional learning and development

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Online ProfilesOnline Profiles

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Online Profile completionOnline Profile completion
Online Profiles accessed from both Online Profiles accessed from both
websites:websites:
–Probationer Teacher ScotlandProbationer Teacher Scotland
www.probationerteacherscotland.org.ukwww.probationerteacherscotland.org.uk
–GTCSGTCS
www.gtcs.org.ukwww.gtcs.org.uk

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

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

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Online ProfilesOnline Profiles
Primary Secondary
Select the link on the left hand side Select the link on the left hand side
for “Probationer Profiles” to be for “Probationer Profiles” to be
taken into the Profiles System:taken into the Profiles System:

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Initial Professional Development Initial Professional Development
Action Plan (IPDAP)Action Plan (IPDAP)
Bridging the gap between your Bridging the gap between your
ITE / Career Entry ProfileITE / Career Entry Profile

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Initial Professional Development Initial Professional Development
Action Plan (IPDAP)Action Plan (IPDAP)
Share profile for entry into the Share profile for entry into the
teaching profession with supporterteaching profession with supporter
Share achievements and qualitiesShare achievements and qualities
Share main areas for further Share main areas for further
professional developmentprofessional development
(Complete self-evaluation)(Complete self-evaluation)
Enter agreed targets and actionEnter agreed targets and action

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Concluding commentsConcluding comments

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Concluding commentsConcluding comments
GTCS role, advice and supportGTCS role, advice and support
Roles and responsibilitiesRoles and responsibilities
–Student to ProbationerStudent to Probationer
–Probationer and SupporterProbationer and Supporter
The StandardThe Standard
Evidencing your experience and Evidencing your experience and
progressprogress

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And finally . . .And finally . . .
 Grab the opportunity!Grab the opportunity!