J. O'Brien

First impressions: the new teacher induction arrangements in Scotland

Abstract New arrangements for the induction of teachers in Scottish schools were introduced for school session 2002/03. Those completing initial teacher education (ITE) are now entitled to a one-year training post with a 70% workload, 30% of working time for professional development and 10% of an experienced teachers time for support. Such inductees must meet the Standard for Full Registration (SFR) by the end of the year. Evidence on the implementation of the Teacher Induction Scheme was gathered at school, education authority and national level. This article reports the initial findings of the research project and suggests messages for the development of the scheme

Characteristics of support for beginning teachers: evidence from the new Teacher Induction Scheme in Scotland

The Teacher Induction Scheme, introduced in Scotland in August 2002, guarantees beginning teachers a year’s structured support from a more experienced colleague, a reduced timetable and opportunities for professional development. This article places the Scheme in the wider context of recent policy developments in Scotland and reports on research carried out into the early implementation of the Scheme. The personal and professional characteristics sought by the probationers in their supporters and suggested by the supporters themselves are analysed both in terms of the literature on mentoring and of the guidelines accompanying the Scheme. The structures set up in schools to support beginning teachers are also described. The implications of the data are discussed and proposals made for the development of a more extended model of mentoring in Scotland than the one currently in operation.

Drowning or Waving? Coping Strategies among Scottish Head Teachers.

In the year 2007 in Scotland, in common with countries elsewhere in the world, the difficulty of recruiting high-calibre school leaders was becoming an increasing concern. The recruitment and retention study, commissioned by the Scottish Government and undertaken by three universities (Cambridge, Edinburgh and Glasgow), was charged with exploring the reasons for the shortfall of appropriate applicants. The study involved a national survey of teachers and head teachers, discussions with local authority administrators and follow-up interviews with a sample of respondents. The study identified on the one hand a common core of ‘satisfiers’ and ‘dissatisfiers’ of headship together with incentives and disincentives to apply for the job. A range of strategies adopted to cope with the pressures of the job illustrate the degree to which individuals respond by simply drowning in excessive paperwork and multiple accountabilities or are able to be adventurous and risk-taking with an ability to ‘fly below the radar’.

A New Professionalism? Becoming a Chartered Teacher - part I

Abstract A national framework of continuing professional development (CPD) for teachers in Scotland has emerged since the McCrone Inquiry. The CPD Framework is intended to help teachers to identify and access relevant, high–quality development opportunities that enable them to realise their full potential. There is now a professional standard for each of the key stages of teacher development. The most recent is the Standard for Chartered Teacher (SCT). Access to the programme is open to all teachers at the top of the main salary grade who have maintained a CPD portfolio. The Chartered Teacher Programme, both academically validated, by universities, and professionally accredited, by the General Teaching Council for Scotland, has been available since August 2003. This article reviews the development of the SCT, locating it within the framework for CPD and focusing particularly on the key underpinning principles and examines how one Chartered Teacher Programme consortium progressed its proposals so that the Programme was available to commence. The reactions of the initial group of participants in the first year of the Programme are reviewed.

Coordinating staff development: the training and development of staff development coordinators

Abstract There are different and distinctive educational systems within the United Kingdom. This article discusses research and development work commissioned by the Scottish Office Education and Industry Department to support the continuing professional development of staff development co-ordinators (SDCs) in Scottish schools. The developing Scottish approach to CPD is examined and the principles underpinning the interactive resource (CDi) produced are discussed. The authors considered elements of the substantial body of knowledge about the principles and practice of professional development including examining the literature, building on the extensive Scottish experience of national planning and provision, and by using a focus group and discussions with practitioners to test ideas and to inform the resource. The problematic nature of the role of SDC is emphasised throughout and lessons from the development are shared.

Continuing Professional Development for Scottish Teachers: Tensions in Policy and Practice.

This paper reflects on the development of teacher continuing professional development (CPD) in Scotland, a constituent part of the United Kingdom that now has significant devolved powers within the United Kingdom – from a time when INSET was ill-coordinated and unvalued to the present reliance on CPD, with substantial investment, as the agent of supporting teachers to enhance the overall quality of the workforce. The problematic issue of teacher professionalism is considered particularly in relation to the lack of a clearly articulated national strategy or statement of purpose. The major initiatives associated with Scotland’s approach to teacher standards are addressed and the potential for further change explored in the light of the recent national review of teacher education.

Developing Effective School Leaders? Initial Views of the Scottish Qualification for Headship (SQH)

Abstract This article outlines the rationale for and the development of the Scottish Qualification for Headship (SQH). It describes the context of standards and competences within which the SQH has been developed, and the nature of the consultation process undertaken. The qualification itself has a four-unit structure, with two units of school-based learning. It may be taken in two modes, a full four-unit form and an accelerated route for those with attestable experience. Evaluation data are reported from the first group of candidates to complete the qualification, who had followed the accelerated route. The findings are very positive, which might be expected from an enthusiastic first group of volunteers, but they also raise a series of questions for further study, particularly in relation to assumptions about a single model for headship of schools of all sizes and sectors, and for candidates with a very varying range of prior experience

Local management of the Scottish qualification for headship

Abstract The Scottish Qualification for Headship (SQH) has been designed for delivery through a partnership of higher education institutions (HEIs) and local authorities (LAs). The study reported in this article aimed to give an account of the processes of management of SQH at LA level. This article highlights the liaison and support role played by those who coordinated SQH within local authorities. Conclusions are drawn about the complexities of the coordination role and the centrality of adequate resourcing for the success of the programme that has a substantial workbased learning element. Implications are identified for future continuing professional development (CPD) strategies

Partnership out of conflict: the emerging relationship of teacher learning representatives and local authority continuing professional development quality improvement officers in Scotland

Union learning representatives have become significant in the Scottish educational system—particularly in response to the McCrone Report, which dealt with the future of continuing professional development (CPD) of Scottish teachers and made significant recommendations in this area. The Educational Institute of Scotland, the teacher union that represents the overwhelming majority of teachers in Scotland, took up the challenge and launched a learning representatives initiative with the expressed desire that these representatives work to advise, broker and facilitate improved CPD opportunities for their colleagues. The aim of our article is two‐fold. Firstly, to examine how the second main cohort of multi‐establishment representatives operate within their local authority area; and, secondly, how their relationship with local authority CPD quality improvement officers has developed since the publication of an earlier evaluation that examined the first main cohort of Educational Institute of Scotland multi‐establishment learning representatives and found a significant non‐connection between this cohort and their quality improvement officer counterparts.

Assessing effective interpersonal skills in prospective school leaders

Abstract This article discusses an attempt to assess the interpersonal skills of prospective school leaders undertaking the Scottish Qualification for Headship (SQH) during its pilot phase. A Standard for Headship provides a clear statement of the abilities and competences expected of Scottish headteachers. A simulated management case study was used as a context for the assessment of a small number of specific competences associated with interpersonal abilities. Tutors were provided with training for this experiment, conducted during the pilot phase of the development of the SQH, and the process and its outcomes were evaluated. The views of participants are highlighted and the recommendations made as a result of the experiment are reviewed.