News RSS FeedCopyright (c) 2020 Activeditionen<![CDATA[GTCS welcomes changes to UK Internal Market Bill]]>The General Teaching Council for Scotland (GTC Scotland) has today welcomed changes to the UK Internal Market Bill that will see the teaching profession and teaching services excluded from its provisions.

Ken Muir, Chief Executive and Registrar of GTC Scotland said, “We would like to thank everyone who has helped get us to this position. From the parent groups who came together to lobby on our behalf to the politicians of all hues who listened to our concerns, in particular Michael Russell MSP, Ross Greer MSP, Baroness Bennett of Manor Castle and Carol Monaghan MP all of whom have driven GTC Scotland’s message in political spheres.

“Finally, we would like to thank teachers and parents who helped galvanise support by writing to their local representatives. Education in Scotland is carried out in partnership and this was indeed a magnificent team effort.”

David Innes, GTC Scotland’s Council Convener said, “I welcome the progress we have made on the Internal Market Bill. This has always been about safeguarding the system that maintains high teaching standards in Scotland and protecting the quality of teaching that our children receive and deserve.”

“There are still a few stages to go through before we can be fully satisfied that the teaching profession and teaching services will be exempted from the Bill but the signs are much more positive that this will be the case.”

<![CDATA[Dr Pauline Stephen appointed Chief Executive and Registrar of the General Teaching Council for Scotland]]>The General Teaching Council for Scotland (GTC Scotland) is pleased to announce the appointment of Dr Pauline Stephen as its next Chief Executive and Registrar.  
Pauline was appointed after a competitive interview before a panel of GTC Scotland Council members and replaces Ken Muir who has held the post for the past seven years. She is GTC Scotland’s first female Chief Executive since it was set up in 1965 as the professional body to register and regulate the teaching profession in Scotland.
Pauline began her career in education as a primary teacher becoming Principal Psychologist in Aberdeenshire Council and Director of Schools and Learning in Angus Council before joining GTC Scotland as Director of Education, Registration and Professional Learning in October 2019. In her current role, she has been leading the revision of GTC Scotland’s Professional Standards for Teachers and the programme to register college lecturers.
Following her appointment, Pauline said “I am thrilled to have the opportunity to lead GTC Scotland. Our work to enable professionalism in teaching continues and I am looking forward to working with our partners to build on our legacy and focus on enhancing services to the profession and the public.”
Departing Chief Executive, Ken Muir said “I am delighted that Pauline is succeeding me as GTC Scotland’s next Chief Executive and Registrar. In her time with us, she has brought a wide range of skills and local authority experiences that have served GTC Scotland and its registrants well. As the organisation moves into the next stage of a longer-term transformational change programme, Pauline is well placed to give the strong and creative leadership that will ensure GTC Scotland enhances its role as a world-class professional body.”
Council Convener, David Innes said “Pauline brings a depth of experience to the role of CEO of GTC Scotland having held senior leadership positions in two Local Authorities as well as with GTC Scotland. In each of these roles she has shown insight, talent and enthusiasm along with a strong commitment to supporting teachers and learners and maintaining public confidence in the profession. She will bring these qualities to her new role as she builds on the outstanding work GTC Scotland has taken forward under the stewardship of our current CEO Ken Muir.
Pauline will take up her new post before March 2021.  ]]>
<![CDATA[GTC Scotland publishes additional support for learning professional guides]]>The General Teaching Council for Scotland (GTC Scotland) has published three Professional Guides for teachers focusing on additional support needs:

  • Meeting the needs of autistic learners, in partnership with the National Autism Implementation Team, National Autistic Society Scotland, Scottish Autism and Children in Scotland.
  • Meeting the needs of dyslexic learners, in partnership with Dyslexia Scotland; and
  • Understanding neurodiversity in the context of equality and inclusive practice, in partnership with Salvesen Mindroom Centre.

Ken Muir, Chief Executive and Registrar at GTC Scotland said, “In the last 10 years we have seen a near six-fold increase of children and young people with a recorded additional support need in our schools.

“During this time, GTC Scotland has embarked on a number of projects to help registrants enhance their skills and capacity to support children and young people with additional support needs, the latest of which is the publication of professional guides on autism, neurodiversity and dyslexia.

“The professional guides are deliberately short and easy to read, with very practical guidance that encourages reflection with advice that can be readily adopted into teaching practice. They also complement the increased focus given to additional support needs in the revised Professional Standards for teachers, which become mandatory in August 2021.”

Lorna Johnston at the National Autism Implementation Team said, “The National Autism Implementation Team developed ‘Meeting the needs of autistic learners’ together with National Autistic Society, Scottish Autism, and Children in Scotland with the aspiration that it provides a strong foundation of key considerations for autistic learners and those with related needs. It is intended to support reflective practice and complement a range of professional learning focused on universal and targeted approaches and collaborative working.”

Cathy Magee, Chief Executive at Dyslexia Scotland said, “Dyslexia Scotland welcomes the publication of these new practical professional guides on additional support needs, including on dyslexia. They are useful ‘go to’ resources which we hope all teachers will regularly refer to in order to understand and meet the needs of all learners in their classroom. The Dyslexia Guide includes the Scottish definition, addressing dyslexia in the Scottish context, the broad range of characteristics of dyslexia and what can help, as well as links to a wide selection of useful additional resources for further learning.”

Alyson Miller, CEO at Salvesen Mindroom Centre said, “We are delighted to partner with GTC Scotland to produce this professional guide on neurodiversity. Teachers in schools and colleges do a fantastic job to support all the children and young people under their care and meanwhile our understanding of the broad scope of neurodiversity is developing all the time. This guide is a timely and, we hope, practical aid to increasing knowledge and awareness of this important area of additional support needs.”

Professional Guides

Understanding neurodiversity in the context of equality and inclusive practice: a professional guide for teachers: Read the guide

Meeting the needs of autistic learners: a professional guide for teachers: Read the guide.

Meeting the needs of dyslexic leaners: a professional guide for teachers : Read the guide

<![CDATA[College lecturer registration project pilot colleges agreed]]>Three of Scotland’s largest colleges have agreed to take part in a lecturer registration pilot led by the General Teaching Council for Scotland (GTC Scotland).

The participating colleges are Dundee and Angus College, Forth Valley College and Glasgow Kelvin College. The colleges were carefully chosen to capture the breadth of lecturer expertise in Scotland’s colleges, which will assist GTC Scotland in establishing registration across the sector. Plans to engage other colleges will be developed based on the lessons learned from the pilot.

The pilot registration project will begin registering lecturers from the three colleges who hold a Teaching Qualification in Further Education (TQFE) or a recognised Primary or Secondary teaching qualification with service in Further Education, in November.

During the pilot, the colleges and participating lecturers will work closely with GTC Scotland to test, trial and feedback on systems and processes for lecturer registration. The work undertaken in the pilot will help ensure that GTC Scotland’s systems and processes are optimised for the roll out of registration across the college sector.

The pilot is a key milestone in the work being undertaken by the cross-sector College Lecturer Registration Working Group (CLRWG) which was tasked with establishing requirements and pathways for mandatory registration of college lecturers in Scotland. The stakeholders in the group – GTC Scotland, EIS-FELA, Colleges Scotland, the Scottish Government and universities offering the TQFE – are committed to ensuring that all lecturers in Scotland’s colleges will be registered with GTC Scotland.

Ken Muir, Chief Executive and Registrar of GTC Scotland and Chair of the CLRWG, said: “The launch of this pilot is a vitally important step forward in the college registration project. We look forward to working with the colleges and the lecturers who will be registering with us, to develop a clear and robust system of registration for college lecturers, which we can then roll out across the college sector.

“The college registration project seeks to ensure that the distinct identity of college lecturers is respected and that the profile of college lecturer professionalism is raised and more widely appreciated across Scotland.”

Larry Flanagan, General Secretary of the Educational Institute of Scotland (EIS), said: “EIS-FELA welcomes the launch of the pilot registration project. Registration of college lecturers has been a long-standing policy of EIS-FELA. We believe that college lecturers deserve the professional recognition which registration brings and the acknowledgement that teaching in a college requires a body of knowledge and the development of skills and experience to deliver vocational and academic qualifications to a wide range of learners. 

“We will work with GTC Scotland and the colleges involved to support our members as they engage with the registration process. Their feedback will be key to ensuring that the registration model, being developed, is bespoke to the college sector, meeting lecturers’ needs and embedding career-long learning and development opportunities."

Shona Struthers, Chief Executive of Colleges Scotland, said: “Colleges Scotland recognises that the start of this registration pilot is a welcome step towards the implementation of an important sector-wide process. We are confident that this pilot will help inform and develop the registration model which can then be rolled-out on a national basis, and we will work closely with GTC Scotland and EIS-FELA to help successfully implement the project.”

Simon Hewitt, Principal at Dundee and Angus College, said: “D&A are very much looking forward to working with GTC Scotland on this pilot and getting the substantial work of lecturer registration well underway in the sector. Much work has gone on ‘behind the scenes’ to get to this point and we look forward to taking the next steps in partnership with GTC Scotland and EIS-FELA colleagues. This key milestone takes us closer to the registration model our lecturers will benefit from so it’s great to be supporting the process.”

Kenny MacInnes, Vice Principal for Student Experience at Forth Valley College, said: “We are delighted to be involved in this sector wide pilot in order to support the successful roll-out of the registration project across the country.  Registration will further enhance the profile of lecturers and give formal recognition of their expertise and high professional standards.”

Robin Ashton, Vice Principal - Curriculum & Quality Enhancement at Glasgow Kelvin College, said; "Glasgow Kelvin is delighted to have been invited to be part of the GTC Scotland pilot project. This brings a range of benefits to our lecturing staff in terms of professional recognition and the expansion of good practice. We look forward to the continued development of the partnership and the learning opportunities it will provide for staff."

More information

Find out more about the project at