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Scottish Education and The General Scottish Education and The General Teaching Council for ScotlandTeaching Council for Scotland

Tom HamiltonTom HamiltonDirector of Educational PolicyDirector of Educational Policy

Norwegian Deans of Teacher Education Norwegian Deans of Teacher Education Study VisitStudy Visit

April 2009April 2009

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Scottish Education SystemScottish Education System

Pre-school: 3-5 yearsPre-school: 3-5 years

Primary:Primary: 5-12 (P1-P7)5-12 (P1-P7)

Secondary:Secondary: 12-18 (S1-S6)12-18 (S1-S6)

(16 minimum age to leave school)(16 minimum age to leave school)

State schools/independent schoolsState schools/independent schools

Denominational schoolsDenominational schools

College sectorCollege sector

UniversitiesUniversities

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Major Organisations in Major Organisations in EducationEducation

Scottish Government Scottish Government 32 Local Authorities32 Local AuthoritiesNational CPD TeamNational CPD TeamScottish Council for Independent Schools Scottish Council for Independent Schools (SCIS)(SCIS)Her Majesty’s Inspectorate of Education (HMIE)Her Majesty’s Inspectorate of Education (HMIE)Learning and Teaching Scotland (LTS)Learning and Teaching Scotland (LTS)General Teaching Council for Scotland (GTCS)General Teaching Council for Scotland (GTCS)Scottish Qualifications Authority (SQA)Scottish Qualifications Authority (SQA)Unions – EIS, SSTA, etcUnions – EIS, SSTA, etcScottish Funding Council (SFC)Scottish Funding Council (SFC)Quality Assurance Agency for Higher Education Quality Assurance Agency for Higher Education (QAA)(QAA)

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Curriculum for Excellence: 3-Curriculum for Excellence: 3-1818

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Examinations, Certification Examinations, Certification and Degreesand Degrees

5-14 national tests5-14 national testsStandard GradeStandard GradeHigher Higher Advanced Higher Advanced Higher Higher National CertificateHigher National CertificateHigher National DiplomaHigher National DiplomaDegreeDegreeHonours DegreeHonours DegreeMasters DegreeMasters DegreeDoctorateDoctorate

Scottish Credit and Qualifications FrameworkScottish Credit and Qualifications FrameworkScottish Qualifications AuthorityScottish Qualifications Authority

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The General Teaching The General Teaching Council for Scotland: Council for Scotland:

BackgroundBackground Set up by Act of Parliament in 1965Set up by Act of Parliament in 1965

Powers extended by Act of Scottish Powers extended by Act of Scottish Parliament in 2000Parliament in 2000

Powers further extended by Powers further extended by Statutory Instrument, summer Statutory Instrument, summer 2006 2006 - competence- competence

Announcement of independent status Announcement of independent status for the GTCS January 2008for the GTCS January 2008

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Tutela ac PraesidiumTutela ac Praesidium Regulator – guardian and protectorRegulator – guardian and protector

to stop uncertificated teachingto stop uncertificated teaching substantial statutory powerssubstantial statutory powers compulsory registration to teach in a State schoolcompulsory registration to teach in a State school optional registration to teach in Further Educationoptional registration to teach in Further Education compulsory registration to teach in Initial Teacher compulsory registration to teach in Initial Teacher

EducationEducation

Committed to the concept of self-regulationCommitted to the concept of self-regulation the concept of professions regulating themselvesthe concept of professions regulating themselves a teacher majority in the Councila teacher majority in the Council

A non-departmental public bodyA non-departmental public body funded solely through teacher registration fees funded solely through teacher registration fees independent of the public purseindependent of the public purse independent of governmentindependent of government

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Traditional RoleTraditional Role

Guardian/Gatekeeper:Guardian/Gatekeeper: Initial Teacher EducationInitial Teacher Education ProbationProbation Exceptional AdmissionsExceptional Admissions

Protector:Protector: ConductConduct DisciplineDiscipline

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2121stst Century Role Century RoleAs above plus:As above plus:

Standards:Standards: Standard for Initial Teacher Standard for Initial Teacher EducationEducation

Standard for Full RegistrationStandard for Full RegistrationStandard for Chartered TeacherStandard for Chartered TeacherStandard for HeadshipStandard for Headship

Continuing Professional DevelopmentContinuing Professional Development

Teacher Induction SystemTeacher Induction System

Chartered Teacher ProgrammeChartered Teacher Programme

Framework for Professional RecognitionFramework for Professional Recognition

Disciplinary Issues:Disciplinary Issues: Child ProtectionChild ProtectionThe internetThe internetCompetenceCompetence

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GTCS: Principal AimsGTCS: Principal Aims

To contribute to the quality of teaching and To contribute to the quality of teaching and learninglearning and the development of a world-and the development of a world-class education system in Scotlandclass education system in Scotland

To maintain and enhance standards of To maintain and enhance standards of professional competence in schools and professional competence in schools and colleges in collaboration with partners colleges in collaboration with partners including teachers, employing authorities, including teachers, employing authorities, teacher education institutions, parents and teacher education institutions, parents and the Scottish Executive Education the Scottish Executive Education DepartmentDepartment

To be recognised as a voice and advocate To be recognised as a voice and advocate for the teaching professionfor the teaching profession

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Council MembershipCouncil Membership

50 members in total50 members in total4 year term4 year term

26 elected teacher members26 elected teacher members 18 appointed members18 appointed members 6 nominated members6 nominated members 2 assessors appointed by 2 assessors appointed by

Scottish MinistersScottish Ministers(Scottish Government)(Scottish Government)

1 observer (HM Inspectorate of 1 observer (HM Inspectorate of Education)Education)

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Teaching QualificationsTeaching Qualifications

Primary: 3-12 years (general Primary: 3-12 years (general qualification)qualification)

Secondary: 12+ (specific subject)Secondary: 12+ (specific subject)

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Initial Teacher Education Initial Teacher Education ProgrammesProgrammes

Undergraduate programmes (4 years):Undergraduate programmes (4 years):

Bachelor of Education (Mainly Primary)Bachelor of Education (Mainly Primary)

Concurrent degree (Mainly Secondary)Concurrent degree (Mainly Secondary)

Professional Graduate Diploma In Education Professional Graduate Diploma In Education (Primary) 1 year (Primary) 1 year

Professional Graduate Diploma In Education Professional Graduate Diploma In Education (Secondary) 1 year(Secondary) 1 year

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Guidelines for Initial Teacher Guidelines for Initial Teacher Education Courses inEducation Courses in

Scotland: 1Scotland: 1

The aims of teacher educationThe aims of teacher educationThe overall aim of programmes of initial The overall aim of programmes of initial teacher education is to prepare student teacher education is to prepare student teachers to become competent, thoughtful, teachers to become competent, thoughtful, reflective and innovative practitioners, who reflective and innovative practitioners, who are committed to providing high quality are committed to providing high quality teaching and learning for all pupils. teaching and learning for all pupils.

Programmes must ensure that student Programmes must ensure that student teachers meet the requirements of the teachers meet the requirements of the Standard for Initial Teacher Education.Standard for Initial Teacher Education.

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Guidelines 2Guidelines 2

Conditions for the Approval of All Courses of Initial Teacher Conditions for the Approval of All Courses of Initial Teacher EducationEducation

As a general rule, the Scottish Ministers will only approve thoseAs a general rule, the Scottish Ministers will only approve thoseprogrammes of initial teacher education which meet the programmes of initial teacher education which meet the

following following conditions:conditions:

Programmes must be subject to validation and review Programmes must be subject to validation and review processes under the auspices of a university or degree processes under the auspices of a university or degree awarding institution. These processes must involve external awarding institution. These processes must involve external members from outside the university teaching the members from outside the university teaching the programme.programme.

Programmes must be accredited by to the General Teaching Programmes must be accredited by to the General Teaching Council for Scotland as leading to registration as a primary or Council for Scotland as leading to registration as a primary or secondary teacher.secondary teacher.

The minimum requirements for entry to programmes in any The minimum requirements for entry to programmes in any year will be those laid down in the relevant 'Memorandum on year will be those laid down in the relevant 'Memorandum on Entry Requirements to Courses of Initial Teacher Education in Entry Requirements to Courses of Initial Teacher Education in Scotland'.Scotland'.

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Guidelines 3Guidelines 3Requirements applying to ALL programmesRequirements applying to ALL programmes

The system of selection of student teachers must take into The system of selection of student teachers must take into accountaccountavailable reports on individual applicants, their experience available reports on individual applicants, their experience and interests and the extent to which they match personal and interests and the extent to which they match personal characteristics desirable in a teacher. Student teachers characteristics desirable in a teacher. Student teachers should only be admitted to a programme after an interview should only be admitted to a programme after an interview which should normally involve personnel from both the which should normally involve personnel from both the university and education authorities/schools. university and education authorities/schools.

Satisfactory completion of an enhanced Disclosure Scotland Satisfactory completion of an enhanced Disclosure Scotland check will be required as part of the application process as a check will be required as part of the application process as a condition of admission.condition of admission.

Student teachers completing the programme and gaining the Student teachers completing the programme and gaining the award of a teaching qualification (TQ) must have award of a teaching qualification (TQ) must have demonstrated that they have met the Standard for Initial demonstrated that they have met the Standard for Initial Teacher Education.Teacher Education.

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Guidelines 4Guidelines 4

Programmes must:Programmes must:

have effective partnership have effective partnership arrangements;arrangements;

have an appropriate balance of have an appropriate balance of professional studies, subject studies professional studies, subject studies and relevant school educational and relevant school educational placement experience;placement experience;

contain clear arrangements for contain clear arrangements for updating in line with national updating in line with national developments and new perspectives developments and new perspectives arising from educational research.arising from educational research.

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Guidelines 5Guidelines 5 BEd programmes leading to a TQ (Primary BEd programmes leading to a TQ (Primary

Education) must involve 4 academic years of full-Education) must involve 4 academic years of full-time study or equivalent part-time study. At least time study or equivalent part-time study. At least 30 weeks must be devoted to school/educational 30 weeks must be devoted to school/educational placement experience. More than half of this placement experience. More than half of this experience should occur in the final 2 years of the experience should occur in the final 2 years of the programme, with a substantial block taking place programme, with a substantial block taking place in the last year.in the last year.

Professional Graduate Diploma in Education Professional Graduate Diploma in Education (PGDE) programmes must be full-time (PGDE) programmes must be full-time programmes, lasting for a minimum of 36 weeks, programmes, lasting for a minimum of 36 weeks, or the equivalent on a part-time basis.or the equivalent on a part-time basis.At least 50% of the programme must be devoted At least 50% of the programme must be devoted to school/educational placement experience to school/educational placement experience which will occur in each school term, with a block which will occur in each school term, with a block of at least 4 weeks taking place towards the end of at least 4 weeks taking place towards the end of the programme.of the programme.

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Memorandum on Entry Requirements Memorandum on Entry Requirements to Courses of Initial Teacher to Courses of Initial Teacher

Education in Scotland: 1Education in Scotland: 1

BEd Primary : BEd Primary :

At least 3 Highers (1 of which must At least 3 Highers (1 of which must be English) + at least 2 Standard be English) + at least 2 Standard Grades (1 of which must be Credit Grades (1 of which must be Credit Level Maths) Level Maths)

PGDE (Primary):PGDE (Primary):

A degree + Higher English and Credit A degree + Higher English and Credit

Level S Grade MathsLevel S Grade Maths

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Memorandum on Entry Requirements Memorandum on Entry Requirements to Courses of Initial Teacher to Courses of Initial Teacher

Education in Scotland: 2Education in Scotland: 2

PGDE (Secondary):PGDE (Secondary):

A degree with at least 80 credit A degree with at least 80 credit points in the teaching subject (40 points in the teaching subject (40 of which must be at SCQF level 8 of which must be at SCQF level 8 or above) + Higher Englishor above) + Higher English

Some subjects specific Some subjects specific requirements: eg requirements: eg

English require literatureEnglish require literature

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StandardsStandards

The Standard for Initial The Standard for Initial Teacher EducationTeacher Education

The Standard for Full The Standard for Full RegistrationRegistration

The Standard for Chartered The Standard for Chartered TeacherTeacher

The Standard for HeadshipThe Standard for Headship

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Aspects of Aspects of Professional Professional

DevelopmentDevelopment

Professional Values & Personal

Commitment

Professional Skills & Abilities

Professional Knowledge &

Understanding

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The Standard for Initial The Standard for Initial Teacher EducationTeacher Education

The Standard for Initial Teacher The Standard for Initial Teacher Education (SITE) specifies what is Education (SITE) specifies what is expected of a student teacher at the expected of a student teacher at the end of Initial Teacher Education, end of Initial Teacher Education, seeking provisional registration with seeking provisional registration with the General Teaching Council for the General Teaching Council for Scotland.Scotland.

Elements of the Standard Elements of the Standard Expected features Expected features

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Quality Assurance in ITE 1Quality Assurance in ITE 1

University validation University validation

GTCS accreditationGTCS accreditation

Ministerial approvalMinisterial approval

Her Majesty’s Inspectorate of Her Majesty’s Inspectorate of EducationEducation

Quality Assurance Agency for Higher Quality Assurance Agency for Higher EducationEducation

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Quality Assurance in ITE 2Quality Assurance in ITE 2

Self-Evaluation Document Self-Evaluation Document

Programme specifications and Programme specifications and module descriptors module descriptors

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Quality Assurance in ITE 3Quality Assurance in ITE 3Specific information on:Specific information on:

rationale; rationale; aims and learning outcomes; aims and learning outcomes; relevant information regarding how the Standard for relevant information regarding how the Standard for Initial Teacher Education will be met; Initial Teacher Education will be met; relevant information to demonstrate compliance with relevant information to demonstrate compliance with the Guidelines for Teacher Education Courses; the Guidelines for Teacher Education Courses; design and content of the curriculum; design and content of the curriculum; programme structure and requirements, levels, programme structure and requirements, levels, modules, credits, awards; modules, credits, awards; mode of provision; mode of provision; learning strategies; learning strategies; assessment arrangements; assessment arrangements; placement and partnership arrangements; placement and partnership arrangements; learning resources; learning resources; student teacher recruitment, progression and support; student teacher recruitment, progression and support; methods for evaluating and enhancing learning.methods for evaluating and enhancing learning.

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Quality Assurance in ITE 4Quality Assurance in ITE 4 a summary of key changes to programmes;a summary of key changes to programmes; internal approval reports and membership of the internal approval reports and membership of the

group together with a note of any substantial group together with a note of any substantial amendments made to the documentation in the amendments made to the documentation in the light of the report;light of the report;

brief information on relevant university brief information on relevant university regulations;regulations;

annual reports and external examiner reports for annual reports and external examiner reports for the previous three years should be available for the previous three years should be available for scrutiny, if required;scrutiny, if required;

up-to-date information in relation to resource up-to-date information in relation to resource issues;issues;

professional profiles of the staff responsible for professional profiles of the staff responsible for the delivery of the various programmes.the delivery of the various programmes.

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Quality Assurance in ITE 5Quality Assurance in ITE 5

EventEvent

GTCS members + externalsGTCS members + externals

PresentationPresentation

Questions and discussionQuestions and discussion

DecisionDecision

ConditionsConditions

Recommendation to MinistersRecommendation to Ministers

Six year cycleSix year cycle

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The Standard for Full The Standard for Full RegistrationRegistration

The Standard for Full Registration (SFR) specifies what is The Standard for Full Registration (SFR) specifies what is expected of a teacher seeking full registration with the expected of a teacher seeking full registration with the General Teaching Council for Scotland.General Teaching Council for Scotland.

The SFR needs to serve three main purposes. It has to The SFR needs to serve three main purposes. It has to provide:provide:

a clear and concise description of the professional a clear and concise description of the professional qualities qualities and capabilities teachers are expected to and capabilities teachers are expected to develop in the course develop in the course of induction;of induction;

a professional standard against which reliable and a professional standard against which reliable and consistent consistent decisions can be made on the fitness of decisions can be made on the fitness of new teachers for full new teachers for full registration with GTC Scotland;registration with GTC Scotland;

a baseline professional standard which will apply to all a baseline professional standard which will apply to all teachers throughout their careers.teachers throughout their careers.

The Professional Standard The Professional Standard

Illustrations of Professional PracticeIllustrations of Professional Practice

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Teacher Induction SchemeTeacher Induction Scheme

Guaranteed post for yearGuaranteed post for year

-- 0.7 contact0.7 contact-- 0.3 continuing professional development0.3 continuing professional development

CPD programme: CPD programme:

-- individual, individual, -- school, school, -- local authority local authority

Designated supporter in school 0.1Designated supporter in school 0.1

-- Observations, advice, support and target Observations, advice, support and target settingsetting-- Reports to GTCSReports to GTCS

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The Teacher Induction The Teacher Induction Scheme – A Scottish Success Scheme – A Scottish Success

StoryStoryYearYear Commenced Commenced % Awarded Full % Awarded Full

Registration Registration

2002-032002-03 August 2002: August 2002: 21202120

June 2003: 97.5%June 2003: 97.5%

2003-042003-04 August 2003: August 2003: 18451845

June 2004: 98%June 2004: 98%

2004-052004-05 August 2004: August 2004: 20932093

June 2005: 98%June 2005: 98%

2005-062005-06 August 2005: August 2005: 27372737

June 2006: 98.4%June 2006: 98.4%

2006-072006-07 August 2006: August 2006: 35543554

June 2007: 98%June 2007: 98%

2007-082007-08 August 2007: August 2007: 35823582

June 2008: 97.6% June 2008: 97.6% approx.approx.

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The TIS is one of the most successful elements of The TIS is one of the most successful elements of the Agreement. Of the head teachers surveyed, 88 the Agreement. Of the head teachers surveyed, 88 per cent think the TIS is working well. Equally, 88 per cent think the TIS is working well. Equally, 88 per cent of the teachers who have experienced the per cent of the teachers who have experienced the scheme feel it was valuable in preparing them for scheme feel it was valuable in preparing them for being a teacher, and 64 per cent feel it was very being a teacher, and 64 per cent feel it was very valuable. valuable.

A mid-term report: A first stage review of the cost and A mid-term report: A first stage review of the cost and implementation of the teachers’ agreement A Teaching implementation of the teachers’ agreement A Teaching Profession for the 21st CenturyProfession for the 21st Century - Audit Scotland May 2006 - Audit Scotland May 2006

Audit ScotlandAudit Scotland

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The new scheme for induction of new teachers has been a major The new scheme for induction of new teachers has been a major success. The early promise of the teacher induction scheme has success. The early promise of the teacher induction scheme has been built on, and overall the scheme has been confirmed as a been built on, and overall the scheme has been confirmed as a positive outcome of the Teachers’ Agreement. The new positive outcome of the Teachers’ Agreement. The new arrangements have worked well for the benefit of the newly-arrangements have worked well for the benefit of the newly-qualified teachers and have had a positive impact on the overall qualified teachers and have had a positive impact on the overall ethos of self-evaluation in schools. In general, the new entrants ethos of self-evaluation in schools. In general, the new entrants have been of good quality, with considerable potential for have been of good quality, with considerable potential for contributing to an improving quality of education in the 21st contributing to an improving quality of education in the 21st century. Experienced staff have gained from acting as mentors century. Experienced staff have gained from acting as mentors for the new recruits. Other teachers have benefited from the for the new recruits. Other teachers have benefited from the positive and energising impact of probationers on the work of the positive and energising impact of probationers on the work of the school.school.

Teaching Scotland's Children: A Report on Progress in Implementing 'A Teaching Scotland's Children: A Report on Progress in Implementing 'A Teaching Profession for the 21st Century'Teaching Profession for the 21st Century' - Her Majesty’s Inspectorate of - Her Majesty’s Inspectorate of Education January 2007Education January 2007

HMIEHMIE

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OECD Reviews of National Policies OECD Reviews of National Policies for Education: Quality and Equity of for Education: Quality and Equity of

Schooling in Scotland December Schooling in Scotland December 20072007

Scotland’s approach to teacherScotland’s approach to teacher

induction is world class, and the induction is world class, and the Scottish Qualification for Scottish Qualification for Headship is an outstanding and Headship is an outstanding and demandingdemanding

programme.programme.

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The Parliament of the Commonwealth of The Parliament of the Commonwealth of AustraliaAustralia

Report on the inquiry into teacher educationReport on the inquiry into teacher education

House of RepresentativesHouse of Representatives

Standing Committee on Education and Vocational Standing Committee on Education and Vocational TrainingTraining

February 2007February 2007

Top of the ClassTop of the Class

““The committee believes that the Teacher Induction The committee believes that the Teacher Induction Scheme administered by the General Teaching Scheme administered by the General Teaching Council for Scotland in partnership with the Scottish Council for Scotland in partnership with the Scottish Executive Education Department is the model of Executive Education Department is the model of induction that should be followed in Australia.”induction that should be followed in Australia.”

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Framework for Professional Framework for Professional RecognitionRecognition

Introduced January 2006Introduced January 2006 Recognition - 497 (455 Recognition - 497 (455

teachers)teachers)

eg Leadership, Global eg Leadership, Global citizenship, Learning supportcitizenship, Learning support

Registration - 310 (282 Registration - 310 (282 teachers)teachers)

Primary – Secondary (S1-2), Primary – Secondary (S1-2), (S1-6)(S1-6)

Secondary – additional subjectsSecondary – additional subjects

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Chartered TeacherChartered Teacher

Launched summer 2003Launched summer 2003

July 2004 – 14 chartered July 2004 – 14 chartered teachersteachers

March 2009 – 787 chartered March 2009 – 787 chartered teachersteachers

Masters level qualification – 12 Masters level qualification – 12 modulesmodules

GTCS accreditation route – now closedGTCS accreditation route – now closed Self fundedSelf funded Salary increment after every two Salary increment after every two

modulesmodules All 32 local authorities have CTsAll 32 local authorities have CTs Standard currently being reviewedStandard currently being reviewed

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Standard for Chartered Standard for Chartered TeacherTeacher

SCT:SCT: Key components Key components

Professional values and personal Professional values and personal commitments; commitments;

Professional knowledge and Professional knowledge and understanding; understanding;

Professional and personal Professional and personal attributes; attributes;

Professional actionsProfessional actions

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Standard for Chartered Standard for Chartered TeacherTeacher

Professional Values & Personal

Commitment

Professional Skills & Abilities

Professional Knowledge &

Understanding

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The Standard for HeadshipThe Standard for Headship

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Scottish Qualification for Scottish Qualification for HeadshipHeadship

3 providers:3 providers: EastEastNorthNorthWestWest

Masters level diplomaMasters level diploma Pilot alternative routePilot alternative route Local authority coachesLocal authority coaches GTCS involvement in GTCS involvement in

assessment assessment

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Criticisms of Standards Criticisms of Standards ModelsModels

Standards as common sense (control Standards as common sense (control mechanisms?)mechanisms?)

Standards as quality assurance and Standards as quality assurance and accountabilityaccountability

Standards as quality improvementStandards as quality improvement Standards for certificationStandards for certification

Mechanistic and technicist approach which Mechanistic and technicist approach which restricts reflective practice and encourages restricts reflective practice and encourages conformityconformity

Encourages ‘competence’ but stifles Encourages ‘competence’ but stifles ‘excellence’‘excellence’

Yet…Yet… Professional values and personal commitmentProfessional values and personal commitment

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Her Majesty’s Inspectorate for Education Her Majesty’s Inspectorate for Education (2006) Improving Scottish Education (2006) Improving Scottish Education

(Page 94)(Page 94)

Every teacher, in whatever sector, can work towards Every teacher, in whatever sector, can work towards improving the quality of the learning which their improving the quality of the learning which their learners experience, the teaching which supports it learners experience, the teaching which supports it and the outcomes which their learners achieve. At and the outcomes which their learners achieve. At the core of that improvement lie self-evaluation, the core of that improvement lie self-evaluation, observing examples of other approaches, discussing observing examples of other approaches, discussing with colleagues, being open to well-judged with colleagues, being open to well-judged innovation, learning from research, undertaking innovation, learning from research, undertaking action research and fully engaging in making action research and fully engaging in making education fit for purpose in the 21st century. education fit for purpose in the 21st century.

A key pre-requisite is that teachers accept A key pre-requisite is that teachers accept responsibility for their own professional responsibility for their own professional development, for the quality of learning in their development, for the quality of learning in their classrooms, and for their role in self-evaluation and classrooms, and for their role in self-evaluation and improvement at personal and establishment levels.improvement at personal and establishment levels.

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Professional Review and Professional Review and DevelopmentDevelopment

35 hours contractual CPD each year35 hours contractual CPD each year

Annual Professional Review and Annual Professional Review and Development InterviewDevelopment Interview

Standard for Full RegistrationStandard for Full Registration

Code of Professionalism and Code of Professionalism and ConductConduct

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Competence and ConductCompetence and Conduct

Investigation sub-committeeInvestigation sub-committee

Disciplinary sub-committeeDisciplinary sub-committee

Incompetence:Incompetence: removal from the registerremoval from the register

Conduct:Conduct: removed from the register removed from the register

reprimand reprimand

conditional registration order conditional registration order

no further actionno further action

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ResearchResearch

Ongoing statistical reviewOngoing statistical review

Teacher Induction SchemeTeacher Induction Scheme

PartnershipPartnership

Teacher Researcher Teacher Researcher ProgrammeProgramme

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Communication with the Communication with the ProfessionProfession

WebsiteWebsite

Teaching Scotland Teaching Scotland

New TeacherNew Teacher

Talks and presentationsTalks and presentations

ConferencesConferences

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International InterestInternational Interest Teacher Induction Scheme: Teacher Induction Scheme:

Georgia (USA), Australia, CanadaGeorgia (USA), Australia, CanadaIrelandIreland

Teacher Registration:Teacher Registration:SwedenSweden

Teaching Council model:Teaching Council model:Australia, Botswana, Canada, China, Australia, Botswana, Canada, China,

Denmark, Denmark, Finland, Germany, Ireland, Finland, Germany, Ireland, Jamaica, Lithuania, Jamaica, Lithuania, Netherlands, New Netherlands, New Zealand, Norway, South Africa, Zealand, Norway, South Africa, UK, Yemen UK, Yemen

European study visits February 2007, European study visits February 2007, February 2009February 2009

OECD visit March 2007OECD visit March 2007

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Useful WebsitesUseful Websites

http://www.hmie.gov.uk/ http://www.scqf.org.uk/http://www.ltscotland.org.uk/http://www.qaa.ac.uk/http://www.sqa.org.uk/http://www.scotland.gov.uk/Topics/Education

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ContactContact

Web:Web: www.gtcs.org.uk

e-mail:e-mail: gtcs@gtcs.org.uk