Professional Update in general
Keeping informed
Respondents were asked ‘Which of the following, if any, have you used to keep informed about Professional Update and to what extent were they helpful? (please select all that apply)’. Graph 5 shows the distribution of answers (n=863) and graph 6 shows the degree to which respondents found them helpful. It should be noted that these represent answers across all three cohorts. The GTC Scotland website was the most used source of information and was found to be helpful or very helpful by 76% of respondents who used it. The next most helpful sources were a school/organisation briefing session (67%) and information materials from LA/school/college/organisation (65%). It is also important to note that ‘LA briefing session’ and ‘Scottish Council for Independent Schools or Educating through Care briefing session’ were not options for those completing a direct submission and that the responses here reflect the views of those in the reviewer and reviewee cohorts. It is also worth noting that 47% of respondents considered the GTC Scotland magazine not very helpful or not helpful at all.
Systems used
Reviewees
Reviewees were asked ‘What system have you used to record your professional learning and evidence of impact of that professional learning?’ Graph 7 (n=440) shows that the majority (60%) used MyGTCS but a significant proportion (25%) used an alternative online system provided by their employer.
Reviewees were also asked ‘To what extent did your system meet your needs for recording your professional learning, and evidence of impact of that professional learning?’ Graph 8 (n=429) shows the results broken down by the system used.
The majority of respondents felt that the system they used met their needs to a large extent or to some extent. However, 15% of users of the employer’s online system and 18% of MyGTCS users did not think their needs were met for the recording of professional learning.
Respondents who offered additional comments noted that their organisation’s system for recording PL was ‘time-consuming’, ‘laborious’ and ‘repetitive’. MyGTCS users cited issues with unreliability and fear of losing data.
Reviewers
Reviewers were asked what system they used for the Professional Update process as a whole. This is shown in graph 9 (n=110). A larger majority (89%) of reviewer respondents used MyGTCS.
Respondents were further asked if the system they used met their requirements for both discussing evidence of impact of their professional learning and for Professional Update sign-off. Graphs 10 and 11 (n=110) show the results broken down by the system used.
MyGTCS was reported to be more useful for the sign-off process (89%) than it was for the discussion of professional learning impact (78%).
Where additional comments were left by reviewers, these were not related to systems but the sign-off process itself. Respondents were concerned that there was not enough focus on the impact of professional learning and that PU could be considered a box-ticking exercise.
Direct submissions
Registrants who completed PU via the direct submission process were asked what system they had used to record their professional learning and evidence of its impact. They were also asked to what extent the system met their needs. Graph 12 (n=16) shows the system used and graph 13 (n=13) shows the extent to which it met their needs, broken down by the system used.
A higher percentage of the direct submission group (13%) used an electronic document to record their professional learning and evidence of its impact, but it should be borne in mind that the number of direct submission respondents is low (n=16 for graph 12 and n=13 for graph 13) in comparison with the other cohorts and the results should therefore be treated with caution.
Keeping informed
Respondents were asked ‘Which of the following, if any, have you used to keep informed about Professional Update and to what extent were they helpful? (please select all that apply)’. Graph 5 shows the distribution of answers (n=863) and graph 6 shows the degree to which respondents found them helpful. It should be noted that these represent answers across all three cohorts. The GTC Scotland website was the most used source of information and was found to be helpful or very helpful by 76% of respondents who used it. The next most helpful sources were a school/organisation briefing session (67%) and information materials from LA/school/college/organisation (65%). It is also important to note that ‘LA briefing session’ and ‘Scottish Council for Independent Schools or Educating through Care briefing session’ were not options for those completing a direct submission and that the responses here reflect the views of those in the reviewer and reviewee cohorts. It is also worth noting that 47% of respondents considered the GTC Scotland magazine not very helpful or not helpful at all.
Systems used
Reviewees
Reviewees were asked ‘What system have you used to record your professional learning and evidence of impact of that professional learning?’ Graph 7 (n=440) shows that the majority (60%) used MyGTCS but a significant proportion (25%) used an alternative online system provided by their employer.
Reviewees were also asked ‘To what extent did your system meet your needs for recording your professional learning, and evidence of impact of that professional learning?’ Graph 8 (n=429) shows the results broken down by the system used.
The majority of respondents felt that the system they used met their needs to a large extent or to some extent. However, 15% of users of the employer’s online system and 18% of MyGTCS users did not think their needs were met for the recording of professional learning.
Respondents who offered additional comments noted that their organisation’s system for recording PL was ‘time-consuming’, ‘laborious’ and ‘repetitive’. MyGTCS users cited issues with unreliability and fear of losing data.
Reviewers
Reviewers were asked what system they used for the Professional Update process as a whole. This is shown in graph 9 (n=110). A larger majority (89%) of reviewer respondents used MyGTCS.
Respondents were further asked if the system they used met their requirements for both discussing evidence of impact of their professional learning and for Professional Update sign-off. Graphs 10 and 11 (n=110) show the results broken down by the system used.
MyGTCS was reported to be more useful for the sign-off process (89%) than it was for the discussion of professional learning impact (78%).
Where additional comments were left by reviewers, these were not related to systems but the sign-off process itself. Respondents were concerned that there was not enough focus on the impact of professional learning and that PU could be considered a box-ticking exercise.
Direct submissions
Registrants who completed PU via the direct submission process were asked what system they had used to record their professional learning and evidence of its impact. They were also asked to what extent the system met their needs. Graph 12 (n=16) shows the system used and graph 13 (n=13) shows the extent to which it met their needs, broken down by the system used.
A higher percentage of the direct submission group (13%) used an electronic document to record their professional learning and evidence of its impact, but it should be borne in mind that the number of direct submission respondents is low (n=16 for graph 12 and n=13 for graph 13) in comparison with the other cohorts and the results should therefore be treated with caution.
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