The Enquiring Professional

November 2014

Jacqueline MorleyEducation Adviser

#gtcsPL

• ‘The most successful systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key players in shaping and leading change.’

(TSF 2012)

The ‘Big 4’

Professional Update

Professional Standards Professional Learning Practitioner Enquiry

PRD

Some important starting points about Professional Learning...

A model of Professional Learning:

Planning professional learning

Background NIB TaskThe learning diagram (s)

Making it meaningful and connected

1. How useful is the Enquiring Professional visual?2. What needs adding/changing?3. How would you see this used?

4. How useful is the Mapping the landscape visual?5. What needs adding/changing?6. How would you see this used?

Please feel free to write on the sheets

National drivers & influencing factors:• SG• Education Scotland• National bodies inc Professional bodies• CfE• GIRFEC• Children & Young People’s Bill• SG Priorities• Learning for Sustainability• International: PISA, OECD etc• eportfolio• FE sector• Wood• Workforce Planning

Professional UpdateThe Professional Standards

ITE TISFR• Entry

Memorandum & Guidelines• Teaching Qualifications• Qualified Outside Scotland

• Registration• Dual Registration

Provisional Registration

Full Registration (General)

The Enquiring Professional

Professional Qualifications & Professional Registration

Professional Recognition

SFR

SFRSPR

SCLPLSLM

translated & mediated through local contextslocal context

PRD

National communications & networks:•TeachMeets•Pedagoo•Twitter (#gtcsPL; #SLTchat; @edScot)

•Education Scotland newsletter• Engage for Education Blog•Teaching Scotland Magazine & online

Mapping the landscape of the connected elements of professional learning

PL guidance and planning wheel(GTCS website)

Guidance

• Scottish Masters Framework• Framework for Educational Leadership• Professional Recognition• STEC Inclusion Framework

Resources: PL Find

Key bodies/organisations

•CLPL microsite (ES website)• ES curriculum support• Practitioner Enquiry guidance (GTCS website)• EBSCO & research (GTCS website)• Early Phase: www.in2teaching.com

• SCEL (inc SCEL fellows; SLDP)• Professional Associations• Universities (PL & PG prov)• PL providers (e.g. tapestry; red Cross)• Local PL provision•SQA

HGIOS

Standards Toolkit (GTCS website)Reflective questions (Education Scotland & GTCS websites)

National PRD Guidance

Coaching & Mentoring

GTCS advice ES case studies

ES website

Professional Update Guidance

•GTCS website•Local policies

Model of professional learning(ES website)

• MyGTCS•ES case studies• GTCS case studies of teacher learning journeys

Resources

HMI

Raising Attainment &Inclusive Education

The Enquiring Professional

Inquiry as stance is perspectival and conceptual - it is a worldview, a critical habit of mind, a dynamic and fluid way of knowing and being in the world of educational practice, that carries across professional careers and educational settings.

(Cochran-Smith & Lytle, 2009:120)

Thinking about the impact of your Professional Learning & enquiry

• Impact on:– you, your thinking & practice – your colleagues, your learners, the system, etc

• Evidence should be:– drawn from range of sources– relevant & meaningful– analysed and reflected on– key messages shared as part of professional

dialogue

• Evidence helps to make explicit the processes of thinking and learning about practice

Keeping a reflective record of Professional Learning

• Keeping a reflective record of Professional Learning

• Reflect on PL and consider its impact• Dialogue – critical, focused, reflective• Reflective journal throughout the process