Initial Teacher Education programmes relate to the professional education and development of student teachers, preparing them for work in schools in Scotland and beyond, and acting as a basis for continuing personal and professional development. These programmes are professionally demanding, seeking to ensure that teachers are committed to excellence, professionally responsible and are able to work in a world of change and accountability, in an environment influenced by its social, economic, cultural and political contexts.

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The Standard for Provisional Registration specifies what is expected of a student teacher at the end of Initial Teacher Education who is seeking provisional registration with us. Having gained the Standard for Provisional Registration, all provisionally registered teachers continue their professional learning journey by moving towards the attainment of the Standard for Full Registration.

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Teaching in Scotland is a graduate profession. There are eight universities and one education institution offering programmes of initial teacher education and entry requirements can be found on each institution's website:

• Edinburgh Napier University
• Queen Margaret University, Edinburgh
• Royal Conservatoire of Scotland
• University of Aberdeen - School of Education
• University of Dundee, School of Education and Social Work
• The University of Edinburgh - School of Education
• University of Glasgow
• University of the Highlands and Islands
• University of Stirling
• University of Strathclyde - School of Education
• University of the West of Scotland - School of Education

We are responsible for reviewing and maintaining the standards of Initial Teacher Education (ITE) programmes provided by each university and we do this by regularly accrediting those programmes.

Find out more about Scottish Universities

In June 2012, we assumed responsibility for the IT system used to place students undertaking Initial Teacher Education courses in schools. The new Student Placement System went live on 19 May 2014. Responsibility for providing teaching placements is shared by the universities and local authorities.

Find out more about Student Placement System on our in2teaching website.

Scotland has a long history of universal public education. Its education system is distinctly different from other parts of the United Kingdom.

Political responsibility for education at all levels is vested in the Scottish Parliament and the Scottish Government's Learning Directorate, which is part of the Learning and Justice Directorate. State schools are governed and operated by local authorities which act as Education Authorities. There are also a number of independent privately run schools in Scotland, many of which come under the umbrella of the Scottish Council of Independent Schools (SCIS). In addition there are schools in the independent sector who come under the umbrella organisation of Education through Care Scotland (EtCS) and these schools offer day and residential education for children and young people with a range of significant and complex additional support needs aged 5-18 years old.

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The Teacher Induction Scheme provides a guaranteed one-year full-time probationer post to every eligible student graduating with a teaching qualification from one of Scotland's universities.

We, in partnership with the Scottish Government Learning Directorate, are responsible for the administration of the scheme.

The scheme is not compulsory; probationer teachers can choose to follow the Flexible Route instead. The Teacher Induction Scheme allows probationer teachers to be considered for full registration within one school year (190 teaching days).

Find out more about In2Teaching - Teacher Induction Scheme

The Flexible Route is a way to complete probationary service for teachers who:

• have decided to opt out of the Teacher Induction Scheme
• are not eligible to join the Teacher Induction Scheme
• can't commit to a full-time post
• want to complete their probationary period somewhere other than a Scottish state school
• are already fully registered in one subject and are looking to gain full registration in their second subject

Although there are specific elements of the probation process that must be completed by all probationers on the Flexible Route, not all Flexible Route probationers are able to complete their probation service on a full-time basis in one school. The Flexible Route requires 270 days of satisfactory service.

Find out more about In2Teaching - Flexible Route

The Standards for Registration are the gateway to the profession and the benchmark of teacher competence for all teachers. They must therefore constitute standards of capability in relation to teaching (with such reasonable adjustments as may be required under Equalities Legislation) in which learners, parents, the profession itself and the wider community can have confidence.

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Engagement in Professional Update became a requirement for all fully registered teachers from August 2014. It was developed in consultation with key stakeholders. Professional Update is an ongoing process. As well as keeping contact details accurate, teachers are required to confirm that they have engaged in ongoing professional learning and reflected against the appropriate GTCS Professional Standards, maintained a reflective record of professional learning and evidence of its impact on thinking and professional actions, and discussed this with their line manager as part of the Professional Review and Development process.

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Professional learning is what teachers engage in to stimulate their thinking and professional knowledge and to ensure that their practice is critically informed and up-to-date. We believe that by undertaking a wide range of high-quality, sustained professional learning experiences, teachers are more likely to inspire pupils and provide high quality teaching and learning experiences, enabling learners to achieve their best.

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Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum.

The knowledge, skills and attributes learners will develop will allow them to demonstrate four key capacities – to be successful learners, confident individuals, responsible citizens and effective contributors.

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We provide all registrants with free online access to the Education Source - EBSCO package and the Leadership & Management Learning Centre. Education Source is a collection of over 1,700 education journals. In addition, a selection of 28 eBooks is also available for use with access to this resource on a pilot basis for an initial period of one year.

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As part of our ongoing commitment to promoting, supporting and engaging teachers in and with research we are funding a pilot project that will provide an opportunity for teachers to share and engage with a range of practitioner produced research. EducationHUB is an interactive online platform that provides an opportunity for education practitioners to share, discuss and review unpublished practitioner produced research and enquiry. Our website also offers detailed advice on engaging in practitioner enquiry as part of professional learning and practice.

Find out more about Practitioner Enquiry

Professional Registration allows teachers to gain registration in different subject areas or sectors and is available to primary and secondary teachers. It allows teachers who have been teaching for at least one year since obtaining full registration to add additional subjects/ sectors to their current registration. In order to gain Professional Registration teachers need to meet specific criteria.

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Professional Recognition provides the opportunity for all those who have completed one year of professional practice after gaining full registration with us to focus on and develop their professional learning in particular areas of interest and/ or expertise and gain recognition for enhancing their knowledge, understanding and practice.

Professional Recognition offers the opportunity for teachers to be recognised as they develop as reflective, accomplished and enquiring professionals, continually enhancing their practice at all stages of their career. Professional Recognition aligns primarily with the Standard for Career-long Professional Learning. However, teachers may choose to reflect against the Standards for Leadership and Management and for those in Further Education the Professional Standards for Lecturers in Scotland's Colleges (Scottish Government 2011).

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Learning for Sustainability is a theme which is embedded across the suite of Professional Standards. It is a whole school commitment that helps the school and its wider community develop knowledge, skills, attitudes ,values and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world. Learning for Sustainability has been embedded within and across the standards to support all teachers at any stage in their career to actively embrace and promote the principles and practices of sustainability in all aspects of their work.

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Leadership is a theme which is embedded across the suite of Professional Standards. All teachers should have opportunities to be leaders. They lead learning for, and with, all learners with whom they engage. They also work with and support the development of colleagues and other partners. The Standards for Registration include a focus on leadership for learning.

In a formal leadership role, you may be supporting a teacher seeking Professional Registration which allows teachers to gain registration in different subject areas or sectors and is available to primary and secondary teachers. It allows teachers who have been teaching for at least one year since obtaining full registration to add additional subjects/ sectors to their current registration. In order to gain Professional Registration teachers need to meet specific criteria.

Find out more about Professional Registration

Leadership is a theme which is embedded across the suite of Professional Standards and all teachers should have opportunities to be leaders. They lead learning for, and with, all learners with whom they engage. They also work with and support the development of colleagues and other partners. The Standards for Registration include a focus on leadership for learning while the Standards for Leadership and Management have a key focus on leadership for learning, teacher leadership, and working collegiately to build leadership capacity in others.

The Standards for Leadership and Management, which supersede the Standard for Headship, include both the Standard for Middle Leadership and the Standard for Headship.

Find out more about Standards for Leadership and Management