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Professional Pathways: The Professional Pathways: The CPD ContinuumCPD Continuum

Tom HamiltonTom HamiltonDirector of Educational PolicyDirector of Educational Policy

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Many delegates commented that it was Many delegates commented that it was important to train and support teachers who important to train and support teachers who are able to respond to uncertainty, in order are able to respond to uncertainty, in order that they become agents of change rather that they become agents of change rather than the recipients of change. Schools than the recipients of change. Schools recognise the importance of values, ethics and recognise the importance of values, ethics and teachers’ attitudes to change, and would want teachers’ attitudes to change, and would want those aspects of professional life to be those aspects of professional life to be supported and developed. Training should supported and developed. Training should also help teachers who wish to reflect on their also help teachers who wish to reflect on their own practice, develop other staff, look outside own practice, develop other staff, look outside their immediate school environment and work their immediate school environment and work in teams.in teams.

European Commission Education and Culture (June European Commission Education and Culture (June 2005) Conference on the Common European 2005) Conference on the Common European

Principles for Teacher Competences and Principles for Teacher Competences and QualificationsQualifications

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How the world’s best-performing school How the world’s best-performing school systems come out on top systems come out on top

McKinsey and Company Sept 2007McKinsey and Company Sept 2007

Enabling teachers to learn from each otherEnabling teachers to learn from each other

Unlike other professions, where professionals naturally Unlike other professions, where professionals naturally operate in teams, teachers generally work alone, operate in teams, teachers generally work alone, denying them natural opportunities to learn from each denying them natural opportunities to learn from each other. Several school systems employ strategies aimed other. Several school systems employ strategies aimed to change this by creating schools in which teacher to change this by creating schools in which teacher regularly observe each others’ practice, thereby regularly observe each others’ practice, thereby producing an environment which stimulates the producing an environment which stimulates the sharing of knowledge on what works and what does sharing of knowledge on what works and what does not, encouraging teachers to give each other feedback not, encouraging teachers to give each other feedback and helps shape a common aspiration and motivation and helps shape a common aspiration and motivation for improving the quality of instruction. These systems for improving the quality of instruction. These systems are some of the best performing of all the systems we are some of the best performing of all the systems we studied.studied.

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Communication from the Commission of the Communication from the Commission of the European Communities to the Council and European Communities to the Council and

the European Parliamentthe European ParliamentImproving the Quality of Teacher Education Improving the Quality of Teacher Education

20072007

The quality of teaching is one key factor in determining The quality of teaching is one key factor in determining whether the European Union can increase its whether the European Union can increase its competitiveness in the globalised world. Research shows competitiveness in the globalised world. Research shows that teacher quality is significantly and positively that teacher quality is significantly and positively correlated with pupil attainment and that it is the most correlated with pupil attainment and that it is the most important within-school aspect explaining student important within-school aspect explaining student performance (its effects are much larger than the effects performance (its effects are much larger than the effects of school organisation, leadership or financial conditions). of school organisation, leadership or financial conditions). Furthermore, other studies have found positive Furthermore, other studies have found positive relationships between in-service teacher training and relationships between in-service teacher training and student achievement and ‘suggest that an in-service student achievement and ‘suggest that an in-service training program … raised children's achievement …training program … raised children's achievement …(and) suggest that teacher training may provide a less (and) suggest that teacher training may provide a less costly means of increasing test scores than reducing costly means of increasing test scores than reducing class size or adding school hours’.class size or adding school hours’.

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Nothing is as fundamental to Nothing is as fundamental to the quality of students’ the quality of students’ learning in schools as the learning in schools as the knowledge, judgement and knowledge, judgement and skill of their teachers.skill of their teachers.

Lawrence Lawrence IngvarsonIngvarson

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It is now clear that the It is now clear that the single most important single most important determinant of what determinant of what students learn is what their students learn is what their teachers know.teachers know.

Linda Darling-HammondLinda Darling-Hammond

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The introduction of staged The introduction of staged career pathways for teachers career pathways for teachers based on Professional based on Professional StandardsStandards

A Standards-based professional A Standards-based professional learning and development learning and development systemsystem

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Framework of StandardsFramework of Standards

Standard for

Chartered Teacher

Continuing Professiona

l Developme

nt

Maintain and

enhance SFR, SCT,

SforHHeadteacher Development

Induction SFR

SfH

Leadership and

Management

Teacher Education SITE

Professional Recognition

Enhance SFR

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Standard for Full RegistrationStandard for Full Registration(May 2007)(May 2007)

The SFR needs to serve three main The SFR needs to serve three main purposes. It has to provide:purposes. It has to provide: 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 induction;course of induction;

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 Scotland;full registration with GTC Scotland;

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

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Aspects of Professional DevelopmentAspects of Professional Development

Professional Values & Personal

Commitment

Professional Skills & Abilities

Professional Knowledge &

Understanding

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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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The Scottish Professional StandardsThe Scottish Professional Standards

both in process and content provide a both in process and content provide a

real opportunity to clean up thereal opportunity to clean up the

damage of technical standards.damage of technical standards.

Technical standards are based on and Technical standards are based on and

encourage a reduction in professional encourage a reduction in professional

practice.practice.

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Valid Teaching Standards clarify what Valid Teaching Standards clarify what

teachers should get better at over teachers should get better at over

the long term.the long term.

Developing within the Standards Developing within the Standards

enables teachers to play a stronger enables teachers to play a stronger

role in defining long-term goals for role in defining long-term goals for

their professional learning and their professional learning and

careercareer..

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A strategic approach to the A strategic approach to the

Professional Standards.Professional Standards.

Using the Standards for:Using the Standards for:

-- Transformational CPDTransformational CPD

-- The development of The development of leadership at all levelsleadership at all levels

-- Building capacity within Building capacity within schoolsschools

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-- The basis of discussion The basis of discussion within within PRD.PRD.

-- To re-professionalise the To re-professionalise the profession.profession.

-- To build confidence and To build confidence and trust trust within the profession.within the profession.

-- To promote deep cognitive To promote deep cognitive learning.learning.

-- To build a capacity for To build a capacity for change change and risk-taking among and risk-taking among teachers.teachers.

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-- To develop a culture To develop a culture that that supports and supports and challenges challenges practice with practice with clear criteria, clear criteria, openness openness and co-operation and co-operation through through the Professional the Professional Standards.Standards.

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Improving Scottish Education Improving Scottish Education HMIE (January 2009)HMIE (January 2009)

Professional freedom and responsibilityProfessional freedom and responsibility

The developing approach to change in education assumes a commitment The developing approach to change in education assumes a commitment to to

personal and professional development on the part of every educator. personal and professional development on the part of every educator.

Priorities are:Priorities are: fostering a culture in which individuals see themselves as members of a fostering a culture in which individuals see themselves as members of a

professional community which takes responsibility for its own learning; professional community which takes responsibility for its own learning; making the best use of both time and expertise in planning for essential making the best use of both time and expertise in planning for essential

continuing professional development, including the sharing of good continuing professional development, including the sharing of good practice; practice;

adopting open and objective approaches to self-evaluation in adopting open and objective approaches to self-evaluation in establishments and services, taking full account of the views of establishments and services, taking full account of the views of learners, and planning and implementing improvements based directly learners, and planning and implementing improvements based directly on these approaches; on these approaches;

engaging constructively with other professionals to ensure children and engaging constructively with other professionals to ensure children and young people are supported to be successful; and young people are supported to be successful; and

increasing teachers’ capacity to operate confidently and competently increasing teachers’ capacity to operate confidently and competently within a less directed environment. within a less directed environment.

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The Standard for Full The Standard for Full RegistrationRegistration

A commitment to lifelong learning and A commitment to lifelong learning and personal development and enquiry is at personal development and enquiry is at the heart of being a learning profession. the heart of being a learning profession. As this commitment is regarded as a As this commitment is regarded as a responsibility for all teachers, Continuing responsibility for all teachers, Continuing Professional Development needs to be Professional Development needs to be presented as a continuum which extends presented as a continuum which extends from ITE, through induction (probation) from ITE, through induction (probation) and on throughout the whole of a and on throughout the whole of a teacher’s career.teacher’s career.

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A Chartered Teacher ClaimA Chartered Teacher Claim

Reflection

EvidenceProfessional

Practice

Theory and

Research

Impact

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International EducationInternational Education

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Professional Recognition: Professional Recognition: International EducationInternational Education