Search by topic
Keynote: Leading the way in professionalism
By Anthony Finn, Chief Executive, GTC Scotland
We are beginning to understand what the future holds for GTC Scotland. The Scottish Government has recently published a parliamentary order which builds on the decisions made in the spring and seeks views about how these might be implemented.
On our own website, too, we have set out questions about proposals for the election and appointment of members, about panels and also about rules which will govern the Council in future.
The Scottish Government's approach is very supportive of GTC Scotland and contrasts sharply with that of the new Westminster Government, which has now decided to abolish GTC England, a body established only 10 years ago with more limited powers than GTC Scotland.
There has been much discussion in England about the impact of this decision. We understand, for example, that there is considerable confusion about where responsibility will lie for teaching standards, for registration and, indeed, for the regulation of those teachers who, for whatever reason, are deemed unsuitable to work with children. The big question is whether a successor body might emerge with a different name.
In Scotland, things are very different. Here, Government intends to strengthen GTC Scotland's powers, allowing it to become the world's first independent professional body for teaching. We presently have the lead role in respect of entry to teaching, professional standards and accreditation of courses; an independent GTC Scotland will, from 2012, have full decision-making powers in these areas.
As these responsibilities are, however, discharged on behalf of the teaching profession and in the wider public interest, we will continue to operate by consensus, working closely with key stakeholders in the profession and the wider educational community.
At the recent Scottish Learning Festival, I listened to the Cabinet Secretary, Michael Russell, carefully outline his vision for Scottish Education. After Mr Russell confirmed his support for a stable and planned route towards full implementation of Curriculum for Excellence, a couple of delegates posed challenging questions about the CPD needs of teachers and the support which teachers may require to develop their skills. This was difficult to answer, but it does go right to the centre of teacher professionalism.
There is compelling evidence that the quality of a teacher can make a fundamental difference to the quality of learning. I am also convinced that teachers want to do their jobs well and are keen to improve their skills. And yet, there is a real risk that current financial constraints will lead to CPD budgets being targeted as an easy option at the very time that teachers need most support. We must therefore find ways to ensure that we continue to invest in teaching, promoting CPD activities which are meaningful and relevant, if also cost-effective. How else can we promote and maintain high standards?
Graham Donaldson picked up similar themes in another contribution to the Scottish Learning Festival. Discussing some of the issues which are emerging in his Review of Teacher Education, he emphasised the strength of the teaching profession and the clear professional standards which govern it. But he also rightly highlighted the different levels of support available to teachers at different points in their career.
Beginning teachers are, of course, very well supported, but perhaps too much is left to chance after completion of the Induction Scheme. Occasionally, the quality of support available to teachers is dependent on the people with whom they happen to work or on the provision available through local support networks. Can patchwork serendipity be a suitable base on which to build our future professional expectations?
These are big questions and I am well aware how easy it is to ask them and how difficult it is to provide answers, especially in these challenging times. As GTC Scotland plans to enter a new phase, however, I believe that it will need to be centrally involved in this debate. I believe all teachers should have a responsibility to develop their skills and a right to appropriate support to allow them to do so. But what does appropriate mean?