Decision: Juliette Cahill (Outcome)

GTC Scotland Fitness to Teach Panel Outcome

Unchallenged Recommendation

28 January 2022

TeacherJuliette Cahill (not present)
Registration Number177124
Registration CategoryPrimary Education
PanelHelen James, Marie Lyon, Joanne Sharp
Legal AssessorAmanda Pringle
Servicing OfficerAga Adamczyk
Teacher’s representativeLaura Clark, EIS (not present)

Definitions

Any reference in this decision to:

  • ‘GTC Scotland’ means the General Teaching Council for Scotland;
  • the ‘Panel’ means the Fitness to Teach Panel considering the case;
  • the ‘Rules’ means the GTCS Fitness to Teach Rules 2017;
  • the ‘Standards’ means the GTCS Standards for Registration 2012;
  • the ‘SFR’ means the GTCS Standard for Full Registration;
  • the ‘SPR’ means the GTCS Standard for Provisional Registration;
  • the ‘Local Authority means Glasgow City Council; and
  • the ‘Register’ means the GTCS register of teachers.

Recommendation

GTCS received a recommendation from the Local Authority that the Teacher’s registration be removed because it is alleged that she lacks professional competence.  In the Case Overview Report submitted with the recommendation, it is alleged that the Teacher lacks professional competence with reference to her failure to maintain the sections of the Standards as indicated by an ‘N’ in the following table, standards met are indicated by a ‘Y’ and ‘NJ’ indicates no judgement:

1Professional Values and Personal CommitmentSFR
1.1Social JusticeY
1.2IntegrityY
1.3Trust and RespectN
1.4Professional CommitmentY
2Professional Knowledge and UnderstandingSFR
2.1Curriculum
2.1.1Have knowledge and understanding of the nature of the curriculum and its development.Y
2.1.2Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum.Y
2.1.3Have knowledge and understanding of planning coherent and progressive teaching programmes.N
2.1.4Have knowledge and understanding of context for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning.N
2.1.5Have knowledge and understanding of the principles of assessment, recording and reporting.N
2.2Education Systems and Professional Responsibilities
2.2.1Have knowledge and understanding of the principal features of the education system, educational policy and practice.Y
2.2.2Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them.Y
2.3Pedagogical Theories and Practice
2.3.1Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices.N
2.3.2Have knowledge and understanding of the importance of research and engagement in professional enquiry.Y
3Professional Skills and AbilitiesSFR
3.1Teaching and Learning
3.1.1Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities.N
3.1.2Communicate effectively and interact productively with learners, individually and collectively.N
3.1.3Employ a range of teaching strategies and resources to meet the needs and abilities of learners.N
3.1.4Have high expectations of all learners.N
3.1.5Work effectively in partnership in order to promote learning and wellbeing.N
3.2Classroom Organisation and Management
3.2.1Create a safe, caring and purposeful learning environment.N
3.2.2Develop positive relationships and positive behaviour strategies.N
3.3Pupil Assessment
3.3.1Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning.N
3.4Professional Reflection and Communication
3.4.1Read and critically engage with professional literature, educational research and policy.N
3.4.2Engage in reflective practice to develop and advance career-long professional learning and expertise.N

The Case Overview Report explained to the Teacher why the Local Authority formed this view.

The Teacher stated to GTCS in writing that she did not wish to challenge the recommendation made.  

Decision

The Panel carefully considered all of the written evidence provided with the Case Overview Report together with the supporting evidence.

The Panel was mindful that the Teacher had had sight of all of the material and had confirmed that she did not wish to challenge the recommendation.  The Panel noted that the Teacher was represented. The Panel saw no reason to doubt that the Local Authority’s recommendation for removal was made in good faith and it accepted as credible all of the material that had been submitted.  Against this background, the Panel did not consider it necessary for a hearing to be arranged and, as provided for by Rules 3.1.1 and 3.8, it decided to direct that the recommendation be accepted and ordered that the Teacher’s name be removed from the Register accordingly.  

Once the Teacher’s name has been removed from the Register, her name remains so removed unless and until an application for re-registration is made by her and a Fitness to Teach Panel directs that the application be granted. 

The Panel directed that the Teacher should be prohibited from making an application for re-registration for a period of 2 years from the date of this decision as it considered this to be an appropriate and proportionate period of time with reference to the content of the recommendation that had been made and accepted by the Teacher. The period would allow the Teacher sufficient time to undertake professional development in order to establish that she meets the Standards for Registration.

Appeal

In accordance with Article 24 of the Public Services Reform (General Teaching Council for Scotland) Order 2011, the Teacher has the right to appeal to the Court of Session against the decision within 28 days of the date of service of the written notice.

The Teacher’s name will remain on the Register until the appeal period has expired and any appeal lodged within that period has been determined.

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