Principal changes to Guidelines and Standards

With reference to the Guidelines and Standards (December 2006), the following outline the principal changes made to:

• Guidelines for Initial Teacher Education (ITE) Courses in Scotland 
• The Standard for Initial Teacher Education (ITE)
• The Standard for Full Registration 

The Guidelines for Initial Teacher Education Courses in Scotland

• updated to reflect the development of the Standard for Initial Teacher Education
• references to Competences deleted
• references to areas of specialist study deleted
• specific time requirements for General Science deleted
• additional Teaching Qualification information mainly deleted
• new information on concurrent Primary programmes added
• definition of school experience placements broadened.

The Standard for Initial Teacher Education and the Standard for Full Registration

• various small anomalies between the two documents resolved, e.g. section numbering
• increased clarity in different levels of performance across the Standards
• details of transferable skills deleted. (SITE)
• references added to reflect an updated and changing focus on:

• assessment is for Learning;
• child protection and the legal responsibilities of teachers;
• curriculum for Excellence;
• drug education;
• international education
• multi-agency working;
• outdoor education;
• using educational research;
• working collegially with colleagues.

• professional values and personal commitment further developed
• increased clarity that the Standard for Full Registration acts as a baseline standard for all teachers (SFR)

Notes on the document 

This new combined publication maps out the early professional development of teachers in Scotland and then indicates their ongoing professional journey as they maintain and enhance their teaching by making use of the Standard for Full Registration.

However, in recognition of the fact that different groups will have specific interests in each of the sections of the document at different times, the various sections of the document are also available separately. So, for example, fully registered teachers considering the SFR as part of the professional review and development process used in Scottish schools will be able to gain access specifically to that section.

The final section of this publication gives a side-by-side cross-referencing of the Standard for Initial Teacher Education and the Standard for Full Registration. The intention here is to allow those particularly interested in the transition from student teacher to probationer teacher to fully registered teacher to see what types of progress should be made as this process develops.

It is hoped that this publication and its constituent parts will be of use to all communities with an interest in the development of Scottish teachers.

Back to Guidelines and Standards (December 2006).