We have published a report on what the features of a reimagined teacher induction need to be.
The report, ‘Reimagining Teacher Education in Scotland: Teacher Induction’, sets out our views on the current arrangements and recommendations for change.
Commenting on its publication, Dr Pauline Stephen, GTC Scotland Chief Executive and Registrar, said:
“We have used our experience of teacher induction and of administering elements of the teacher induction scheme to shape the opinions in our report.
“We believe it provides a starting point for national work to accelerate on shaping a new approach to teacher induction.
“As the independent regulator for teachers in Scotland, teacher professionalism is at the core of our statutory purpose. We are committed to engaging in activity to realise real improvements in teacher education and development.
”We believe there is appetite among partners for change and that this report will open up opportunities for others to share their views.”
The report includes:
- a summary of what teacher preparation in Scotland currently looks like, what the routes to full registration are and the roles of organisations involved
- data on how many provisionally registered teachers are on the Register of Teachers
- aspects of the current arrangements that need to be considered as part of a review of teacher induction, organised into themes
- recommendations for change along with an outline proposal for a new approach
On the basis of our historical involvement in the teacher induction scheme, knowledge from the operational placement allocation and our statutory role in setting the required standards for Scotland’s teachers, our 5 recommendations for change are:
- use language that reinforces teacher professionalism
- establish a unified framework for long-term sustainability
- address the mentoring challenge effectively
- reaffirm and uphold the true purpose of induction
- align funding to maximise impact and outcomes
