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Standards - to have or have not?
By Margaret Orr, National CPD Team
The relevance of standards to the profession has always been a topical issue but perhaps never more so than now. Teaching for Scotland's Future has brought the theme into sharp relief with a clear message that we need to reinvigorate our profile for the 21st century by showing clear purpose and leadership of learning to all our constituents and stakeholders.
The ownership of the standards will transfer to GTC Scotland next year - with consideration already being given to a new 'Standard for Active Registration' as proposed by the review. The standards for full registration, chartered teacher and headship have provided a spinal column for the profession for some years but have, if we are honest, not always been seen as the backbone!
The increasing emphasis on leadership from initial placement through to retirement makes more explicit reference than ever before to the standards and associated professional actions. Is this a good thing or is it an unnecessary burden?
I would argue that it is a good thing - if used in the spirit of self-evaluation and developing practice. The standards can be daunting if they are taken to imply that all teachers at all times will have mastery of every aspect. They need to be used reflectively and in keeping with the times.
The expectations of Curriculum for Excellence, the requirements of Additional Support for Learning legislation, our response to 'Getting it right for every child' require, in some aspects, a fundamental rethink of our definitions of what teaching and learning is.
The standards can't be rewritten to anticipate every development in statute or policy but they can prompt individual and collegiate reflection as to what is needed in terms of continuous professional development and are points of reference for Professional Review and Development discussions - led by you, the practioner!