Achieving the Standard for Full Registration

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Achieving the Standard for Full Registration

• Mairi McAra
• Professional Officer
• Early Professional Learning
• General Teaching Council for Scotland

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The Teaching Profession

• By law, all teachers who wish to teach in
  publically funded schools must register with GTCS
• 2,169 primary schools
• 378 secondary schools
• 86.000 teachers on GTCS register
• 57,000 actively teaching
• 3,168 probationers in 2008/09

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1.0 The Role of GTCS in Probation 2.0 The Aims
of Probation 3.0 Roles and Responsibilities 4.0
The Standard 5.0 Non-registration Issues 6.0
Profile Completion 7.0 Concluding Comments
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1.0 Role of GTCS in Probation
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Role of the GTCS in Probation
A. Providing Support

• Professional Learning Development Department
  - Email
  (probation_at_gtcs.org.uk)
• - Call (0131 314 6039)
• Website (www.gtcs.org.uk)
• - Regularly up-dated guidance
• - Discussion forums
• - Documentation
  
  

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Role of the GTCS in Probation
B. Enhancement Role

• Involved from the start
• Research Evaluate
• Seminars to share good practice

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Role of the GTCS in Probation
C. Regulatory Role
Start Probation Year

• Statutory responsibility
• Profiles
• Problems
• Time Limits

Interim Profile December 2009
Final Profile June 2010
Certificate of Full Registration (Permanent Post)
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Role of the GTCS in Probation
Allocation to LA May 2009
Recommendation for Registration June/July 2009
Complete Registration Process (Current Address,
Fee Payment, Overseas Clearance,
Disclosures) Welcome Letter Certificate of
Provisional Registration July/August 2009
Registration Department 0131 314 6000
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2.0 The Aims of Probation
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The Aims of Probation
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The Aims of Probation

• the curriculum
• the bigger picture and your role in it
• articulate professional values and practices
• programmes of teaching and learning
• teaching and learning strategies
• work co-operatively
• classroom organisation and behaviour management
• assessment
• critical personal reflection and CPD.

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The Aims of Probation
Newly Qualified Teacher
Teaching
Professional Development
Observed Sessions
CPD Experiences
Supporter Meetings
Fully Registered Teacher
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The Aims of Probation
Teaching time allocation

• Class Contact Requirement 22.5 hours
• Teaching max 15.75 hours (0.7 FTE) min 12.38
  hours (0.55 FTE)
• CPD 6.75 hours (0.3 FTE)
• (Total 22.5 hours (1.0 FTE))

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The Aims of Probation
Teaching appropriate timetable

• Primary
• - sole responsibility
• - gaining experience across curriculum
• - one class
• Secondary
• - sole responsibility
• - working with range of stages from S1 S6
• - a significant element of classes pursuing SQA
  courses
• - gaining some experience in second subject

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The Aims of Probation
Supporter Meetings Observed Sessions

• The Supporter (a key person)

• Appropriate implementation
• - timetabled
• - focused
• - feedback agreed actions

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The Aims of Probation
CPD Experiences (guideline)

• 0.1 team teaching/collaborative working
• - other stages or departments
• - support for learning
• - second subject or specialisms

• 0.1 enhanced planning and preparation

• 0.1 specific CPD experiences
• - core CPD experiences
• - individual CPD experiences

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The Aims of Probation
CPD the bigger picture
Teacher Education (SITE)
Probation (SFR)
Continuing Professional Development Maintain and
enhance SFR, SCT, SfH
Leadership and Management
Standard for Chartered Teacher (SCT)
Professional Recognition Enhance SFR
Standard for Headship (SfH)
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3.0 Roles Responsibilities
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Roles Responsibilities - Probationer

• timetable
• continuing professional development and the
  probation process
• seek advice and guidance
• schools policies and the school development
  plan
• use the regular meetings with the supporter
• review and reflect on teaching and learning
• self-evaluate and monitor professional
  development
• maintain a record of professional development
• identify and record appropriate critical
  incidents and evidence to use as a focus of
  discussion with your supporter.

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Professional Development Portfolio

• ITE Profile subsequent PDAPs
• Timetable
• Record of Meetings with Supporter
• Record of Observed Sessions
• Record of CPD
• - local authority programme
• - school activities
• - personal activities
• Results of reflection on practice

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Roles Responsibilities - Supporter

• get to know the probationer
• create a climate for discussion
• co-ordinate and manage the probationers
  professional development programme
• monitor and evaluate progress
• provision of professional development
  opportunities
• provide pastoral support, when appropriate
• oversee action plans and portfolio
• monitor the school support programme
• encourage the probationer to reflect
• profile completion
• liaise with the local authority.

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

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

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SITE/SFR Aspects of Professional Development
Professional Values Personal Commitment
Professional Skills Abilities
Professional Knowledge Understanding
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The Standard

• Professional Knowledge and Understanding
• Curriculum content
• Cross-curricular Themes
• Planning Knowledge
• Curriculum Nature and Development
• Education System, Policy and Practice
• Sector Issues
• Professional Values and Practices
• Research-based Knowledge

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The Standard

• Professional Skills and Abilities
• Long-term/short-term Planning
• Communication with Pupils
• Teaching and Learning Strategies and Resources
• Expectations and Pace of Work
• Working with Other Adults
• Organising and Managing Resources
• Managing Pupil Behaviour
• Assessment, Recording and Reporting
• Self-Evaluation
• Research Literature Accessed and Critically
  Reviewed
• Convey Understanding of Practice and General
  Educational Matters
• Self-Reflecting, Acting to Improve and
  Contributing to Personal Professional Development

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The Standard

• Professional Values and Personal Commitment
• Commitment to Social Justice, Inclusion, Caring
  for and Protecting Children
• Taking Responsibility for Professional Learning
  and Development
• Value, Respect and Active Partners in Work
  Community

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5.0 Non-registration Issues
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Reasons for Non-registration

• Professional Knowledge and Understanding
• Knowledge and understanding of the
  subject/curriculum
• Knowledge of the breadth of the curriculum
• Understanding of national and local policy and
  its impact on the work of a teacher, particularly
  requirements related to national assessment.

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Reasons for Non-registration

• Professional Skills and Abilities
• Inability to plan programmes of work to meet the
  needs of pupils
• Communication difficulties with pupils and
  colleagues
• Use of a limited range of teaching strategies
• Inability to set appropriate expectations
• Inability to work with other colleagues
• Poor classroom organisation and management
• Difficulties in managing pupil behaviour
• Difficulties in reflecting on own practice and
  acting to improve practice.

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Reasons for Non-registration

• Professional Values and Personal
• Commitment
• Inability to take responsibility for own
  professional learning and development.

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6.0 Profile Completion
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Online Profiles (accessed from
www.gtcs.org.uk)
Video clips My GTCS
GTCS registration no.
GTCS registration no.
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Primary
Secondary
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Initial Professional Development Action Plan
(IPDAP)
ITE / Career Entry Profile Bridging the gap
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7.0 Concluding Comments
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Some final thoughts

• GTCS role, advice support
• Roles responsibilities
• Supporter Probationer
• Student vs Probationer
• The Standard
• Evidencing your experience progress
• Grab the opportunity