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Achieving the Standard for Full Achieving the Standard for Full RegistrationRegistration

Mairi McAraProfessional Officer

Early Professional LearningGeneral Teaching Council for Scotland

email: mairi.mcara@gtcs.org.uk

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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 teach in publically funded schools must register with GTCS.schools 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 Achieving the Standard for Full Registrationfor Full 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 probation@gtcs.org.ukEmail probation@gtcs.org.uk Call 0131 314 6039Call 0131 314 6039

– www.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 ProfileDecember

2009

Final ProfileJune 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 2009Recommendation 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 maximum 15.75 hours (0.7 FTE)FTE)

minimum 12.38 hours (0.55 minimum 12.38 hours (0.55 FTE)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 (approximately 1 every 3–4 weeks) 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 0.1: team teaching/collaborative

workingworking 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 0.1: enhanced planning and preparationpreparation

– 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 Developmen

t

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 Probationer’s responsibilitiesresponsibilities 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 Identify and record appropriate critical

incidents and evidence to use as a focus of incidents and evidence to use as a focus of discussion with your supporterdiscussion with 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 Supporter’s responsibilitiesresponsibilities

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 teachers are expected to develop in the course of Probationthe course of Probation

A professional standard against which A professional standard against which reliable and consistent decisions can reliable and consistent decisions can be made on the fitness of new teachers be made on the fitness of new teachers for full registration with GTC Scotlandfor full 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 SFR: Professional Knowledge and Understandingand Understanding

Curriculum contentCurriculum content Cross-curricular themesCross-curricular themes Planning knowledgePlanning knowledge Curriculum nature and developmentCurriculum nature and development Education system, policy and Education system, policy and

practicepractice 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 inclusion, caring for and protecting childrenprotecting children

Taking responsibility for Taking responsibility for professional learning and professional learning and developmentdevelopment

Value, respect and active Value, respect and active partners in work communitypartners in work community

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Reasons for non-Reasons for non-registrationregistration

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Reasons for non-Reasons for non-registrationregistration

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 Knowledge of the breadth of the

curriculumcurriculum– Understanding of national and local Understanding of national and local

policy and its impact on the work of a policy and its impact on the work of a teacher, particularly requirements teacher, particularly requirements related to national assessmentrelated to national assessment

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Reasons for non-Reasons for non-registrationregistration

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-Reasons for non-registrationregistration

Professional Values and Professional Values and Personal CommitmentPersonal Commitment– 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 Online Profiles accessed from

both websites:both websites:– Probationer Teacher ScotlandProbationer Teacher Scotland

www.probationerteacherscotland.org.uk

– GTCSGTCSwww.gtcs.org.uk

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Accessing Online Profiles Accessing Online Profiles from from

www.probationerteacherscotland.org.uk

Step 1: select the “LOG Step 1: select the “LOG

IN” buttonIN” 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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Accessing Online Profiles Accessing Online Profiles fromfrom

www.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 Select the link on the left hand side for “Probationer Profiles” side for “Probationer Profiles” to be taken into the Profiles to be taken into the Profiles System:System:

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Initial Professional Initial Professional Development Action Plan Development Action Plan

(IPDAP)(IPDAP) Bridging the gap between your Bridging the gap between your

ITE / Career Entry ProfileITE / Career Entry Profile

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Initial Professional Initial Professional Development Action Plan Development Action Plan

(IPDAP)(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 Evidencing your experience

and progressand progress

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And finally . . .And finally . . .

Grab the Grab the opportunity!opportunity!