The General Teaching Council for Scotland

Culture of trust and school readiness key to high-quality Professional Review and Development

31 October 2019

Fostering a culture of trust within schools, and ensuring all schools are ready to undertake Professional Review and Development (PRD) is key to teachers being able to develop their professional learning.

That’s the message of a new set of PRD guidelines, the first since 2014, launched by the General Teaching Council for Scotland (GTCS) today, 31 October 2019.

The GTCS is the world’s first independent, self-regulating body for teaching. It is responsible for operating several online platforms for teachers including Professional Update (PU) and My Professional Learning (MyPL).

The Chief Executive of GTCS, Kenneth Muir, said the content of the new guidelines reflects how far the teaching profession has developed in the last five years:

“The guidelines launched in 2014 were heavily focused on how teachers should engage with PU.

“It is interesting that five years on, PU is embedded in teachers’ professional learning, so much so that the new guidelines can focus on taking PRD to the next level by identifying key-features required for a high-quality professional learning experience. 
“We are pleased to launch these guidelines and encourage everyone to embrace their roles and responsibilities to ensure PRD has a positive impact for all.”

The guidelines were developed by GTCS in collaboration with a Steering Group which included representatives from Scottish Government; Education Scotland; the teacher trade unions; Scottish Council of Independent Schools; Scottish Council of Deans of Education; Professional Learning Network; and the Association of Directors of Education. 

Senior Education Officer at GTCS, Sharon Smith said the guidelines aim to support teachers to fully engage in PRD, within a culture and climate of trust:

“We have listened to teachers from across Scotland and have endeavoured to address identified issues around PRD. We now hope that teachers and schools stop and reflect about their own contexts and their own understanding of PRD. Hopefully, using the recommendations within the revised guidelines, and the resources we have provided, we can move towards unlocking the full potential of PRD for all.”

Find out more

The new guidelines are available at: