National Education Conference: Progress through Professionalism

Saturday, 2nd February 2013, from 9.30am – 3.30pm

Stirling Management Centre, University of Stirling

An essential conference for professionals with an interest in Scottish education, including: teachers, teacher educators, policy makers, and leaders from schools and local authorities.

The quality of teaching and learning experiences is known to have the greatest impact on the achievement of our young people. Curriculum for Excellence, the Donaldson Report, new Professional Standards, and other significant national developments … in a changing climate across Scotland’s learning landscape, how can these transformational elements best be developed?

Featuring invigorating debates, stimulating challenges and thought-provoking speakers, this conference will enable up to two hundred delegates to engage deeply, practically and creatively with current thinking, developments and opportunities. Participants can contribute to sharply-focused learning conversations, experience motivating presentations and contributions from key individuals and agencies in Scotland, and choose from a variety of relevant workshops.

The main keynote speaker, Professor Sir Tim Brighouse, will bring lessons from beyond Scotland, particularly from the London Challenge, with an emphasis on CPD and strategies for developing teacher professionalism.

Lunch and refreshments are included.

1. If you are a member of ACTS or wish to join, please email actscotland@yahoo.com now and reserve your free place at the conference. This free place is guaranteed, provided you renew your membership of ACTS in advance of the event
2. There is an event fee of £15 for delegates who are not members of ACTS. Registration and payment information can be obtained by emailing actscotland@yahoo.com

This conference is organised by the Association of Chartered Teachers Scotland, with the support of our conference sponsors:

The Scottish Government, The General Teaching Council for Scotland, The Educational Institute of Scotland, the Association of Teachers and Lecturers, Voice, The Open University, and the Schools of Education of the University of the West of Scotland, the University of Strathclyde, and the University of Aberdeen.

The conference programme will be issued to delegates on 18th January.

ACTS is a registered charity. Scottish charity number: SC041390

ACTS welcome being consulted upon the new suite of Standards, and specific members valued being invited to join the writing group for The Standard for Career Long Professional Development (SCLPL). It is clear from our reading of the new suite of Standards that there is a very close relationship between these and the Standard for Chartered Teacher. The focus on teacher leadership and leadership for learning and the aspirational nature of the standards is to be welcomed.

Overall, these standards align very well to promote a coherent and connected approach to delivering effective teaching and learning in Scottish schools. The clear definitions of how each area of responsibility meshes should encourage stronger self-evaluation, critical enquiry and improvement processes for all. With regard to the role of Chartered Teachers within this framework of standards, we share the following observations, alignments with our standard, and points to note.

The Standard for Full Registration

The emphasis on interdisciplinary learning, learning across the curriculum, using contexts for learning effectively and pedagogy is welcome. The statements regarding working with others – for curricular reasons and to enable links with individuals and groups out-with school are also advantageous.

Effective use is made of diagrams throughout the standards – see note below regarding SCLPL. The organisational use of Professional Values and Commitments, Professional Dispositions, Professional Knowledge, Understanding, Skills & Abilities and Professional Actions throughout helps to unify aims and responsibilities for all.

The Standard for Career Long Professional Development (SCLPL)

There are many aspects of this standard which echo elements of the Chartered Teacher programme and overlap with our standard:

• Reflection on practice which informs self-directed on-going professional development
• The application of self-evaluation processes as part of this reflection
• Clear statements of the ways in which this reflection could be targeted
• The integrated use of professional enquiry to develop and improve impact on learners
• The ability to habitually source and use educational research to inform on-going professional development
• Fostering networks of influence which enhance professional reflection and inform enquiry projects or developments to practice – being collegial is now a defined part of being an accomplished professional
• Encouragement of the active engagement with current issues like global citizenship within teaching and learning – engaging with real world, controversial issues including education policy and issues which are topical in society
• On-going academic study

Points to note:

• The additional element of “Professional Dispositions” as set out , unlike the other three elements, has no  actual descriptors  of what it  translates to,  despite it being  part of the diagram (SCLPL , Pg 6)  in a rightful and important place to encircle  “Professional Values and Personal Commitments and  illustrated as being  integral to  developing  “Professional Actions” and “Professional Knowledge,  Skills and Abilities”.    As every quality specified within Professional Dispositions is already shown or implied elsewhere in the Standard, particularly  in Values and Personal Commitments  it comes across as overly complex  to create four separate elements in the Standard when  by incorporating  “Professional Dispositions” into” Values and Personal Commitments” would simplify  the document as a working tool.
• The description of the multiple phases through which a teacher might progress throughout their career is welcome and acknowledges an existing progression familiar to most. However, the brevity of the descriptions of “Accomplished” and “Leading” could lead to misinterpretation of the timescale and relative value of each of these phases. Although the text explains these phases and the need for individual exploration of these very well, it may imply that “Leading” is a progression from “Accomplished”, and is therefore more valuable. This engenders a view of the accomplished role of a classroom practitioner as the lesser of the two. The central aim of the Chartered Teacher programme as a way in which to acknowledge the value and vitality of retaining accomplished teachers in the classroom seems to be contained in these statements. If this standard aims to champion the importance of expert classroom teaching, it needs to communicate this message more strongly. Perhaps another diagram or adaptation of the existing diagram in order to express the inter-changeability or potential pathways through this would be helpful to express this better and to avoid any wrongful prioritisation or assumptions.
• To what extent can the criteria offered be effectively mapped against individuals on their career journey through a balance of PRD/PLD, teaching experience, formal qualifications and evidence of commitment to career long development and indeed by whom?  Will external agencies be involved along with line managers? Greater clarity would be valuable around this and delineation between levels within SCLPL and transition from SCPL to SLM. It will be difficult to quantify because these criteria are qualitative and benchmarking would have to come into this.  More information about the processes or criteria to be applied for a teacher to make the transition to the Standard for Leadership and Management once he or she fulfils or surpasses the criteria of “Leading” re the Middle Standard (SCLPL) is required. According to the elements set out in both documents, working at the upper end of SCLPL and well within SLM at the level of Middle Manager can in fact be inseparable.   That said, it is notable that nowhere in the SLM does the word classroom appear and it speaks of “educational communities” and “teaching and learning”.   It seems tacit that those “aspiring to leadership roles” are seen as on a continuum leading to management.
• How can sustained professional learning as expressed take place unless Universities and access to quality academic interchange and challenge is offered as an entitlement. For example, releasing teachers from classes during the working day to move within their communities to collaborate between schools and across sectors would be a requirement if the elements suggested are to be fairly facilitated and applied.   Systems are not in place to allow this to be universally facilitated in all LEAs for all interested teachers. A recurrent issue for chartered teachers has been that their abilities to engage with a range of literature and research in order to inform and change policy and practice, where appropriate, is governed by budgets for cover, but also by the openness of line managers to facilitate this in the working day.  Teacher professional development as defined by the SCLPL may be vulnerable to the same potential for misappropriation in the allocation of support.
• How can one become accomplished if not offered a role to formally take forward learning?  Will the SLM ensure that HTs govern and allocate opportunity fairly?

The Standard for Leadership and Management

The clear definition of leadership in all of its forms is welcome, as is the definition of management and the emphasis on distributed leadership. This standard demonstrates strong integration with elements of the Chartered Teacher programme and standard, including:

• The use of coaching and mentoring and collaborative programmes to improve learning outcomes for colleagues and pupils
• 3.2 Professional Knowledge and Understanding are all reminiscent of CT standard, as are 3.2.1, 3.2.2, and part of 3.2.3
• Elements of 3.3 Personal Dispositions and Interpersonal Skills – self-awareness, questioning of practice through reflective processes and critical enquiry, analysis of current practice used to inform enquiries into improvements, effective communication in order to achieve impact, engagement with the politics involved in education
• Elements of 4.1 Professional Actions relating to self-evaluation
• Chartered Teachers will value the stated commitments to structured and tailored professional development stated in  4.2.3 and 4.2.4
• The term “leadership roles” is open to different interpretation by different HTs.  For example, it is surely different to lead or contribute to a cross- city initiative rather than to lead an eco-group within a small rural school

Points to note:

• The delay in publishing the framework for Educational Leadership and Development is unhelpful in evaluating the efficacy and practicality of both SCLPL and the Standard for Leadership and Management.  Until, this can be held against both SCLPL and SLM any evaluation can only be half informed.
• This standard defines the role of head teacher really well, so that, if adhered to, a chartered or “accomplished” teacher would be encouraged and enabled to very effectively increase the quality and impact of teaching and learning on pupils.
• This standard could be viewed as being intent on closing the gap between leadership and management.  Management is described as being the “operational implementation and maintenance of the practices and systems required to achieve change (and as outlined in the document this is to be first brought about through effective leadership). Many chartered teachers are functioning at this level when given the freedom, right and position to do so and may be perceived, in this respect, as currently functioning as managers within the SLM Standard.
• Some elements of this standard continue to convey and affirm the commonly held impression that educational leadership sustains and maintains a top down process of influence and control.

The Professional Actions of Middle Leaders as described in the standard align particularly well with the Chartered Teacher standard also:

• 5.1.1 Professional self-evaluation methods and processes which impact further
• Leading and influencing others in critical analysis of practice
• 5.1.4 identification and use of knowledge from literature and other sources to inform improvement processes
• 5.3 “To lead and work collaboratively to enhance teaching which leads to high quality learning experiences” – seems to be written for the role of CTs and implies that CTs could contribute greatly to this element of improving educational provision

Points to note:

• “Middle leaders have line management responsibility” and therefore this implies that only those prepared to accept this will be encompassed within this standard.
• The fact remains that many head teachers have themselves not undertaken formal academic studies, many colleagues choose to simply tick along (due to pressure of different home/work pressures)  while others are dedicated  to a fault. Yes, these standards  are indeed “aspirational” for those who have not already aspired to and successfully undertaken academic studies at a high level , who have “deep subject/curriculum knowledge and pedagogical expertise and  have, already developed the dispositions necessary to be “knowledge  creators curriculum, developers… etc ”
• Chartered teachers may vary in their desire and motivation to operate within the Standard for Middle Managers. Some will relish the opportunity to access their entitlement to lead professional dialogue and teams as the SLM suggests.  Some will feel that being defined as accomplished teachers will not allow them to demonstrate their knowledge, skills and ability to promote learning for pupils and colleagues effectively.  Is there a way in which to allow CTs a choice in which standard they wish to meet? Can we gain some clarity over where and how the Standard for Chartered Teacher now fits?
• The role of chartered teachers within any standard remains dependent on the leadership and dynamics in their schools and establishments and they cannot be judged or assessed on their efficacy in this role within the constraints which may be imposed upon them.

Whether what is set out in the Standards is a practical and attainable representation of what can be achieved by all teachers , the vast majority of whom are class committed, and subject to constraints such as access to quality CPD and PR to facilitate this, will be tested as these Standards embed in practice. These standards should enable teachers in the classroom to realise that they are the future – the makers and shakers of learning, responsive to change, sharing values as a priority, taking on challenge and meeting it.    This suite of standards is aspirational,  a continuum, and as human nature dictates,  will no doubt allow many to exercise their own limits and progress as far as they wish to at any given time in their career.  They define the formal requirement of accountability for all involved in education and it is in full awareness of their importance that ACTS offer these comments which we hope will be helpful before finalisation of the suite.

How challenging can it be for today’s teachers, in the present economic climate, to access an afternoon of quality CPD? An enthusiastic delegation of Dutch colleagues visited Glasgow to explore a range of issues, one of which was of particular interest to Chartered Teachers, namely, how an effective Masters-level teaching force might be developed in the Netherlands. As a member of the Association of Chartered Teachers Scotland, I was keen to discover what colleagues in the Netherlands were currently thinking and what we might learn from them.

Following a brief – and typically, witty- introduction from David Cameron (the Real…Ltd), David Noble, Chair of ACTS, delivered a summary of Scottish education’s ambitious Masters-level programme which began with pilot modules in 2001, and described its evolutionary – perhaps now catalytic – impact on CPD and GTCS Standards to date, not solely within the recently updated Standard for Chartered Teacher, but also the undoubted influence on forthcoming developments,  which will present Scotland’s teachers with opportunities to engage in CPD within an improved, more challenging framework.

André Koffeman then presented an overview of ‘Masters-level professional learning in Holland’, first posing the question, ’For an uncertain future, how can we know how to teach and what to teach? ’. He then highlighted some thought-provoking research by van de Grift (2009, 2010), whose findings suggested that in Holland, the average teacher reaches just two-thirds of their potential, in that within a 5 – 10 year period of teaching, they reach a peak in their experience, with a plateau effect thereafter. Aiming for ‘collective professionalism’ in addition to ‘individual professionalism’, and in endeavouring to create ‘a social context in which staff start learning again’, Action Research and Professional Learning Communities are identified as a viable way forward. In concluding, Andre encouraged us to reflect on what we do as teachers, and to promote the positive message that ‘Learning is a good thing, ‘otherwise, how will pupils learn?’

Language proved no barrier when facilitating one of several ‘break-out’ groups, comprising Chartered Teachers and leading academics, together with Dutch teachers and lecturers. Excellent examples of recent Masters research in Scottish schools were presented, with most groups so thoroughly engrossed in enquiry that it necessitated some ‘rounding up’ to return to the Plenary. At this point, the future of Masters-level professional learning was examined, in addition to a hint of what the GTCS may have in store, via the National Partnership Group.

In concluding this inspiring afternoon, there was a consensus that in identifying common challenges and aspirations, useful links could be established with our counterparts in Holland – and beyond – supporting a growing culture of teachers learning from one another.

Julie Tormey, M.Ed.

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NATURE & DEPTH OF DISCUSSIONS

After a brief introduction to the Chartered Teacher scheme and the Dutch understanding of the term professional learning and the need to undertake such, Dutch and Scottish colleagues had self-organised into 7 groups.

I presented the small scale action research project that I undertook as part of my MTeach, afterwards fielding questions from all sides.

Not unusual for disconnects to occur between different participants in learning.  The vertical group research revealed a mismatch between the pupils’ true experiences and teachers assumptions of pupils’ experiences and a disconnect between the Headteacher’s assumptions about the teachers’ experiences and the truth of teachers’ experiences.  Monique, a teacher in a Dutch vocational secondary school, lamented how her students often seemed unable to identify opportunities to apply their classroom learning when out on work placements.

Some of those who had chosen (Scotland)/been chosen (Holland) to undertake Masters level professional learning in both the Netherlands and Scotland had experienced a degree of professional jealousy directed towards them by colleagues.

INTENDED OUTCOMES

On a personal level, to share my research with others who had gone through the same process and understood the process, the emotions and the demands of a teacher-learner-researcher that were involved.

ONGOING ACTIONS OF CHARTERED TEACHER

Individually: 

Complete follow-up action research to explore impact of initial investigation into vertical groups in my setting.

Display initial and follow-up research posters at the Scottish Educational Research Association (SERA) 37^th annual conference in November.

Complete my MTeach – remaining modules are ‘Chartered Teachers as Catalyst of Change’ and ‘Chartered Teachers as Knowledge Creators’ (dissertation).

Collectively:

Consolidate ACTS (despite everything), start work on formalising international network of educators involved in professional learning & research

PRESENTATION TO SCOTTISH & DUTCH COLLEAGUES on 19^th September 2012

I was 11 years into my career when I embarked on the Chartered Teacher programme in 2010. Currently, I am half way through my MTeach at Edinburgh University.

‘Vertically Challenged?  What do vertical groups look like in my setting?  What has been their impact?’ was a small scale action research project that investigated a new mixed age grouping practice called vertical groups that had been introduced at my school.  Vertical groups take place once a week for about an hour and involve all pupils, teachers and support staff in the mainstream part of the school.  There are 12 groups with a teacher for each, and every group has about 18 children in it.  It’s vertical because there’s a mix of children from each stage in the school from P1 through to P7.  In their first year, the vertical group sessions took in citizenship issues such as Fairtrade, the UNCRC and bullying.

The research developed from a couple of concerns I had.

Firstly, I wasn’t sure that I really understood the rationale behind the change that had been brought in by the Senior Management Team.

Secondly, although the general impression of vertical groups from participants and facilitators was positive, I worried that perhaps the youngest pupils were overwhelmed or even intimidated in the groups because numbers wise at least the groups were dominated by pupils all older them.

I collected evidence from teaching and non-teaching staff, managers and pupils.  I gathered together photographs, film and drawings in addition to carrying out group and one-to-one interviews.

After analysis of all the data, several issues came to the fore.  First of all, my initial worry about the younger pupils appeared to be unfounded.  This was good, although I should admit that due to time constraints, I was unable talk with the children about their drawings in order to verify my interpretations but I feel that the preponderance of smiley faces and bright colours tells the story of their positive experiences.

Some quite stark disconnects were revealed between what teachers believed about the pupil experience and what pupils themselves thought.  For example, some teachers categorically stated that particular named children were not enjoying or getting anything out of vertical groups for a specific reason ie: elective mutism or autism, meanwhile the drawings done by those particular children were amongst the smiliest and most colourful of all, indicating quite the opposite.  Rather that their engagement with this new and novel way of working, was on their own terms.

There was also a mismatch between what the HT thought about the teacher experience of vertical groups and what teachers thought.  Talking about the content of the different vertical group sessions in her interview, the HT said that ‘the staff have had input beforehand and the leaders or co-leaders have been trained for anything that they’ve had to take forward’.   In reality, one member of staff was charged with planning the lesson every week for all 12 groups and during data collection, the staff as a whole lamented the lack of advance notification regarding the content of the vertical group sessions.  And, while the pupil leaders were very enthusiastic and took their responsibilities very seriously, most were often underprepared for communicating the content of the lessons effectively because advance planning and review were not built-in and simply had not occurred.  Related literature underlined the extent to which a high level of organisation, planning and ongoing support for all participants was required for such a structural transformation to become a successful and sustainable practice.

As for the rationale behind vertical groups, the HT explained that she thought it was a great way to broaden pupil voice in the school.  She also believed it was a way of improving relationships across the whole school community.  This view was certainly supported by the data I collected in school. Reading the literature helped me understand that while there is no one grouping practice which suits everybody, there was a strong evidence base for the HT’s contention that vertical groups would bring about more widely distributed pupil voice and stronger community feeling.

In the wake of the research several things have happened.

Though the research was ostensibly carried out for a university assignment, fortunately my Headteacher has been very supportive throughout and she asked me to present it to colleagues at school.

Following on from that presentation, changes were made to vertical groups so that planning is now shared across the whole staff, the pupil leaders have access to all the lesson plans weeks in advance so there is a far greater degree of ownership and understanding of the content from pupils and staff.

Since the start of this academic year, more mixed-age working opportunities have been incorporated into the timetable.

And on a personal note, the profound understanding I achieved through the critical thinking processes that underpin the action research left me feeling empowered and with an increased sense of agency and self-efficacy.  I think that the confidence derived from my studies undoubtedly helped me succeed at interview for a secondment to a national organisation. I genuinely believe that had I not engaged in this style of professional learning, none of it would have ever happened.

Lynne Jones

Chartered Teacher

West Lothian

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The Dutch visitors were informed of the educational changes implemented by the Mc Crone Agreement and the different routes that had been pursued by teachers wishing to attain Chartered Teacher Status.

These routes have included the following:

• Modular Route
• Partial APL Claims
  (A combination of a Masters Qualification and Chartered Teacher Modules)
• Full APL Claims

(This route attracted many teachers who had previously held promoted posts such as APT and ST. The McCrone agreement proposed a reconstruction of the teaching career routes. These positions  were eliminated with a view to maintaining good teachers in the classroom.

Regardless of the route chosen, Chartered Teachers have demonstrated that they possess a wealth of experience in their subject discipline and wider educational issues. They are a highly skilled human resource. Chartered Teachers have recognised that the programme was an excellent professional development opportunity. It has been aligned to the highest professional standards set by the GTCS.

Engaging in Practitioner Action Research has transformed the practice of many Chartered Teachers in many ways. They continue to impact upon the curriculum employing the skills and knowledge acquired through reading and research of educational theory. The Chartered Teacher Programme has empowered them to gain confidence in experimentation with new methodologies and current approaches to Learning and Teaching.  Many Chartered teachers have incorporated AifL techniques, collaborative learning and self-evaluation into their daily practice.  They are highly committed to their continuing personal development.

Several Chartered Teachers informed the Dutch visitors of the work involved in their individual action based research projects. These projects were initially undertaken as part of their CT studies.

These included the following:

1. Collaboration with staff to create Outdoor Activity projects that have been integrated into the curriculum. These programmes encourage young people to adopt healthy lifestyles and improve their fitness. Team building exercises have empowered young people to become confident individuals and effective decision makers. Many skills acquired are transferrable to other subject disciplines.
2. A recognition of the importance of Pastoral Care in guiding young people. A Chartered Teacher highlighted the counselling experience that had been acquired and the ways in which she continues to offered valuable support to pupils who have suffered bereavement. The nurturing of the emotional and well being of our pupils is important in serving the communities in which we teach.
3. An analysis of the Learning Styles of both teachers and pupils resulted in the Chartered Teacher learning new approaches to teaching and learning. This resulted in an adaptation of teaching methodologies to match the different learning styles of pupils.

It is evident that the extent to which Chartered Teachers can impact upon the curriculum can vary and  be restricted by the schools in which they teach. A greater understanding of the CT qualification is required. The Head of Establishments should recognise that the Chartered Teacher is a valuable human resource. Given the collective experiences of the Chartered Teachers present, they are well equipped to support the implementation of ACFE, assist in Mentoring and advise staff in the GTCS update of Professional Standards. Many Chartered Teachers are active members of Learning and Teaching communities and are involved in projects such as curriculum development and interdisciplinary work.

The Dutch colleagues informed Chartered Teachers that they are part of the first cohort of a Pilot Masters programme. Unlike the GTCS model the Dutch programme is funded by their Government. On completion of the Masters qualification there is no financial reward. Depending on the particular route adopted, the Chartered Teachers present highlighted that they had invested sums of money ranging between £ 1,800 and £ 6,000 in their professional development. Extensive personal time had also been invested in pursuing individual research and study. Both Scottish and Dutch teachers faced the demands and challenges of managing their studies outwith the school day.

There is variation in teaching salaries paid in Holland as  it is dependent on the school and the area in which they teach, even if the same subject discipline is involved.

Dutch teachers are nominated by the Head of Establishment to follow the Masters programme whereas Chartered Teachers were self-nominated. It was highlighted that the GTCS procedures were rigorous and that the acquisition of staff testimonials had been necessary to support the final portfolios.

Like Chartered Teachers, Dutch teachers were engaged in action based research projects. Some themes were similar. On completion of the Masters qualification the Dutch teachers are expected to promote the programme to other staff. It may be a rolling programme. However some teachers raised questions as to whether all teachers would be capable of meeting the standards required.

Both Scottish and Dutch teachers agreed that the qualifications were valuable. The personal learning that had taken place as part of the journey had transformed their practice.

Teachers in Holland and Scotland face similar challenges. The economy, government, educational directives and societal changes continue to impact upon their conditions and impose restrictions on the way teachers operate. Questions were raised regarding true professional autonomy versus prescriptive teaching.

This event was beneficial in learning about educational initiatives in Holland. Teachers from both countries would have enjoyed more time to exchange ideas. An online forum would promote further discussion from which all teachers involved could enhance their professional development.

______________________________________________________________________

I was impressed about how much further ahead than Scotland Holland seems to be with regard to vocational education, and several of the teachers were involved in areas like nursing education and education for horticulture.  The group of teachers I held discussions with told me that some pupils make a choice at the age of 12 about the route they are going to follow: academic or vocational.  Vocational education also doesn’t seem to have the stigma that it has here.  In fact one teacher told me that the group that seemed to have the most problems as far as perception was concerned was the lower performing academic group.

I was also interested to find out from one teacher that Dutch schools don’t have a catchment area, and so have to attract pupils, if they don’t succeed in doing this and numbers fall, teachers can lose their jobs and ultimately the school could close.  The other thing that amazed me was that someone who had only been qualified for less than two  two years was able to become a head of department.  The teacher concerned explained to me that there was a shortage of teachers in Holland because people could earn far more in industry and commerce, so it was possible to become a head of department very rapidly.  Obviously this is very different to the situation in Scotland!  He did, however, point out that the situation was beginning to change because of the financial crisis in the Eurozone.

Several of the teachers told me that they had been very impressed by the efforts teachers at Govan High made to help pupils from  deprived backgrounds achieve their potential.  Two of them told me they had been shocked by the levels of multiple deprivation that some pupils at the school  faced, as these were much greater than they faced in their own establishments.  They thought the teachers there were doing an excellent job and found their visit there highly stimulating.

A presentation by one member of the group also had interesting ideas for helping pupils move on from a “plateau” of achievement in Maths, while another presentation looked at the performance of teachers throughout their careers, noted that performance tended to level off on a graph and decline, and suggested ways of reversing this decline and moving the graph upwards.  Levelling off and decline in teaching performance can also be an issue in Scotland, and obviously collaborative work with colleagues and professional CPD of the type envisaged in the Donaldson Report has an important role to play in re-energising teachers.

Sheila Waddell

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An ACTS committee member had positive informal discussions with the Dutch course leader and, in the near future, this may see Dutch teachers writing for SERA’s online journal Researching Education Bulletin. ACTS has successfully run teachers-as-researchers seminars in co-operation with British universities and one suggestion put forward is to extend this to Amsterdam University.

One teacher presented his findings about inter faith dialogue derived from a recently completed MSc dissertation at Oxford University. The twenty pupils in S3 and S4 involved with this action research project responded positively to a series of teacher-led interventions. Analysis of their conversations revealed clear evidence that the pupils developed skills in both cumulative talk – whereby they built positively but uncritically on each other’s dialogue; and exploratory talk – in which they engaged critically but constructively with each other’s ideas. The teacher has been sufficiently encouraged to make a proposal to the Scottish Government that an anti-sectarianism project be established.

Click here to access details of this mini-conference

Colleagues,

I am delighted to announce that the ACTS committee has agreed a 12-month deal with The College of Teachers at the Institute of Education in London, to provide ACTS members with free access to the education research resource, EBSCO Education Research Complete (click here for information).

It will be for individual ACTS members to decide whether they complete, or give permission to the ACTS committee to complete on their behalf, The College of Teacher’s pre-access registration process.

I can confirm that present ACTS members, and those who renew their ACTS membership for 2013, will not be required to make any payment for this 12-month access to EBSCO Education Research Complete.

I would like to thank Matthew Martin, CEO of The College of Teachers; and Tony Luby, ACTS committee member, for their work in securing this innovative arrangement.

I intend to issue full details to members on Friday, 12th October regarding registration and how to begin using the resource.

Please contact me if you have a query.

David Noble, ACTS Chair

On Wednesday, 7th March, I took part in the third of four or five meetings of the Professional Standards writing groups at the General Teaching Council for Scotland’s headquarters at Clerwood House in Edinburgh.

We continued our work in developing new Standards for three distinct groups, which I would name as: early phase of teaching career (bringing together the Standard for Initial Teacher Education and the Standard for Full Registration), career-long educator, and school management.

Presently, I expect each group to produce one Standard and that, as at the intended final publication date of Autumn 2012, these three Professional Standards will form the new, coherent and overarching ’suite’ requested by the Donaldson Review team in their 2011 report, ‘Teaching Scotland’s Future’.

My involvement is with the second group, which could be regarded as ‘taking forward’, ‘replacing’, or otherwise, the Standard for Chartered Teacher. This group comprises two Chartered Teachers, a maingrade teacher, an LA education officer, three teacher educators/educational researchers, and an officer of the GTCS.

The working title for this new Standard is the Standard for Advancing the Accomplished Professional. The group has considered several academic and policy papers, including one on the ‘Certification of highly accomplished and lead teachers’, by the Australian Institute of Teaching and School Leadership.

I sense that many across the three groups see the new Standards as central to a future system of GTCS Professional Update (‘reaccreditation’), and to improved processes of Professional Review and Personal Development (PRPD).

It is important to note that all matters relating to teachers’ pay and conditions reside with the tripartite Scottish Negotiating Committee for Teachers (SNCT), comprising teachers’, employers’, and government representatives.

At this stage in the production of the drafts of the Professional Standards (to be issued for consultation before the summer), it appears to me that there will be a number of themes evident in each Standard, such as: leadership, enquiry, sustainability, and multiple literacies. The Standards will continue to refer to Professional values, commitment, skills, abilities, and knowledge and understanding.

The next meeting of the groups takes place on Monday, 23rd April.