Guidelines for Initial Teacher Education Courses in Scotland

A. INTRODUCTION
Purpose and status
1. All courses of initial teacher education (ITE) in Scotland require the approval of the Secretary of State, under regulation 4 of the Teachers (Education, Training and Recommendation for Registration) (Scotland) Regulations 1993. These guidelines set out the Secretary of State's policy on the content, nature and duration of courses leading to teaching qualifications (TQs) for the primary and secondary sectors. They supersede those which were issued in 1993 and come into effect from the start of academic session 1999-2000.
The aims of teacher education
2. The overall aim of courses of initial teacher education is to prepare students to become competent and thoughtful practitioners, who are committed to providing high quality teaching for all pupils1. Courses must ensure that students acquire the insights, knowledge and skills necessary for achieving the highest academic standards in their subject or areas of the curriculum. Students need to be well informed about national priorities in education and the roles of teachers in fulfilling them. All students should be capable of playing their part in raising learners' attainments in literacy, numeracy and the application of information and communications technology. Through teaching and by example, they must be able to foster their pupils' personal, social, emotional and moral development and encourage them to take pleasure in learning. The courses should assist students to reflect on their practice and its impact on pupils and assist them to consider the ways of improving their effectiveness as teachers. They should be informed about how to access and apply relevant findings from educational research. Students should be able to: consider the needs of their pupils beyond the confines of the classroom; help pupils prepare for the next stage in their education; and identify how the educational experience will help pupils prepare for the world of work and the wider responsibilities of citizenship.
3. The means by which such professionals will be developed is through the acquisition of the competences set out in section D of these guidelines. These competences encompass knowledge, understanding, critical thinking and practical skills. The way in which the competences are to be covered and the order in which they are introduced are not prescribed. These are matters for the teacher education institutions (TEIs) and schools in designing and implementing particular courses. The allocation of, or sharing in, the responsibility for covering particular competences should be the subject of discussion between TEIs, schools and education authorities. It is also for TEIs and schools to work together to decide how students' attainment of these competences is to be assessed.
Partnership in initial teacher education
4. Initial teacher education in Scotland is provided by TEIs in partnership with schools and education authorities. Each of the partners has particular priorities and responsibilities. TEIs are responsible for the quality of students' experiences on courses and the award of TQs when courses have been successfully completed. Schools are essential partners in the preparation of the next generation of teachers, while safeguarding the needs of their current pupils. Good partnership arrangements take full account of the partners' mutual aims and their respective priorities and responsibilities. The background to the development of partnership in ITE in Scotland is outlined in a report of a working party of the General Teaching Council for Scotland (GTC): 'Partnership in Initial Teacher Education' (GTC, 1997). The report also makes recommendations about the elements of a framework for effective partnership. In providing advice to the Secretary of State on courses of ITE in Scotland and in reviewing and accrediting courses, the GTC keeps the quality of arrangements for partnership under consideration.
Initial teacher education in the context of continuing professional development
5. Initial teacher education, as the first stage in the process of professional education, is the foundation on which all further professional development is built. The competences set out in these guidelines are those expected of a newly qualified teacher responsible for a class or classes. They will be developed and refined with successive years of classroom experience to proficient and advanced levels of professionalism. Newly qualified teachers are provisionally registered with the General Teaching Council and only attain full registration on successful completion of a probationary period (normally two years). The GTC has structured the reports it receives on probationer teachers in terms of the competences in the guidelines and has been asked to draw up standards for the end of the probation period, and for the award of full registration. Fully-registered teachers are expected to be committed to lifelong learning and to identify their own professional development needs through a process of self-evaluation and appraisal. A consultation paper about a framework for teachers' continuing professional development was issued by SOEID in July 1998.
B. CONDITIONS FOR THE APPROVAL OF ALL COURSES OF INITIAL TEACHER EDUCATION 2
As a general rule, the Secretary of State will only approve those courses of initial teacher education which meet the following conditions.
1. Courses must be subject to a validation process under the auspices of a university or degree awarding institution. The group or committee which is carrying out the validation process must contain members from outside the institution teaching the course. If the validation is being undertaken by the institution teaching the course, the process must be supervised by a committee containing members external to that higher education institution.
2. Courses must be acceptable to the General Teaching Council for Scotland as leading to registration as a primary or secondary teacher.
3. The minimum requirements for entry to courses in any year will be those laid down in the relevant 'Memorandum on Entry Requirements to Courses of Teacher Education in Scotland'.
4. Courses must meet the requirements set out in section C.
C. REQUIREMENTS FOR COURSES
The requirements in this section apply to the pattern of course provision at the time of publication. This does not preclude the development of other types of provision and institutions are free to discuss alternative proposals with SOEID.
1. Requirements applying to ALL courses
1.1 The system of selection of students must take into account available reports on individual applicants, their experience and interests and the extent to which they match personal characteristics desirable in a teacher. Students should only be admitted to a course after an interview which should normally involve personnel from both the TEI and education authorities/schools. Courses must contain clear arrangements and criteria for recognising prior learning and experience wherever this is appropriate.
1.2 Students completing the course and gaining the award of a teaching qualification (TQ) must be able to demonstrate that they have attained the competences set out in section D.
1.3 Courses must:-
be planned and delivered through effective partnership arrangements between TEIs and schools contain professional studies, subject studies and school experience which are carefully sequenced and inter-related to become progressively more demanding of students contain clear arrangements for updating content in line with national developments demonstrate how individual competences are to be developed and assessed, particularly during school experience, and how their coverage is integrated into the courses as a whole be delivered using a variety of teaching and learning approaches, including independent study and information and communications technology (ICT) and fieldwork, to ensure that students experience methodologies which exemplify the range of competences demanded of the newly qualified teacher offer an appropriate balance between taught elements and adequately supported private study contain detailed procedures for course management, evaluation and review and for quality assurance of the components delivered in the TEI and schools show clearly how strengths and development needs of students are to be identified and addressed throughout the course by TEIs, school staff and students themselves.
1.4 Courses must prepare teachers to be responsive to the range and diversity of the needs of all pupils in respect of:-
differing abilities and talents gender health and general well-being social, religious, cultural and linguistic background special educational needs.
1.5 School experience must provide the practical context to illustrate and develop the skills, understanding and content being developed in the course and, in particular, skills in class management and curriculum matters which are best developed in schools. It will normally be undertaken in blocks of time in schools, but may also include a series of days. Each block must involve students in teaching groups or classes. Overall, the students should have worked with pupils at several stages at different times of the school year. They must have experience of more than one school and, where possible, should be placed in pairs or groups in schools. Each block of school experience must be assessed.
1.6 School experience must be jointly planned with the roles and responsibilities of TEI and school staff clearly defined. TEIs must ensure that schools are well-informed and prepared for their role. School experience should be structured to take into account the professional development of students and should provide them with opportunities to take part in programmes which address whole-school issues and, where possible, should enable them to participate in out-of-school activities, meet parents and attend School Board meetings.
1.7 Courses must develop in students an understanding of the importance of effective partnership between the pre-school, primary, secondary and further and higher education sectors and the progression of pupils within and between sectors.
1.8 Courses must address cross-curricular issues including sustainable development, the impact of new technology, education/industry links, equal opportunities, health education, and Scotland's place in Europe and the world.
1.9 Courses which offer a Gaelic medium pathway must ensure that at the end of the course students can demonstrate the relevant teaching competences in Gaelic.
1.10 The TEI should draw up a scheme of assessment which ensures that the competences set out in section D of these guidelines are thoroughly assessed. It should take care that the assessment demands on students, in both the TEI and schools, are reasonable and well targeted. The assessment process should be supervised by a Board of Examiners in accordance with the regulations of the university or degree-awarding institution which is awarding or validating the qualification. It must involve, in addition to TEI tutors, practising teachers and senior management in the schools in which school experience is undertaken as well as external examiners.
1.11 The quality of students' teaching and classroom management must be assessed and the award of a teaching qualification will be conditional on such quality being satisfactory. The scheme of assessment and award of a teaching qualification should make provision for the recognition of particular merit .
1.12 The scheme of assessment must involve a variety of assessment procedures and must make clear the respective roles of all parties in assessment. Use should be made of self-assessment to ensure students gain experience of this fundamental step to effective life-long learning. The scheme should include appropriate use of formative as well as summative assessment.
2.. Requirements applying to courses leading to the award of a Teaching Qualification (Primary Education)
General
2.1 Courses must prepare teachers to teach children, including those in their classes with special educational needs, through two full years of pre-school education, possibly from as young as 21/2, and children aged 5 to 12 attending primary school. They must ensure that all new teachers are able to plan and deliver teaching programmes which are appropriate for these age ranges. New teachers must therefore:
have knowledge and understanding of children's learning and development;
be able to deliver a fully rounded and stimulating curriculum at the pre-school stage which is in line with national advice, including an appropriate emphasis on early literacy and numeracy skills; and
be able to teach the full range of subjects covered in the 5-14 national guidelines.
2.2 Within the 5-14 curriculum, new teachers must be able to teach English language and mathematics at all levels, ranging from the introduction of early literacy and numeracy skills to Level F. In English language, this requirement includes talking, listening, reading and writing. In mathematics, it includes number, money and measurement; shape, position and movement; information handling; and problem-solving and enquiry. New teachers must also be able to plan and deliver teaching programmes for environmental studies (social subjects, science, technology, information technology and health education); expressive arts (art and design, music, drama and physical education); religious and moral education; and personal and social development. In planning for these areas, new teachers must have the knowledge, understanding and skills to access and use the national guidelines and the additional advice on Level F. New teachers with the interest and aptitude should have been trained in the knowledge, understanding and skills required to teach modern languages in the primary school. Moreover, all new teachers need to have an awareness of how effective modern languages teaching can be delivered at primary level and they should have been encouraged during initial teacher education to take up opportunities to develop their skills in this important area.
2.3 The subject studies element of courses must focus on the pre-school and 5-14 national guidelines.
2.4 In order that they may acquire a clear overview of the pre-school and primary curricula, students must undertake blocks of experience in a nursery class or school (or other registered pre-school centre under the supervision of a teacher) and in the lower and upper stages of the primary school. Students must also have some experience and understanding of the secondary sector, particularly in relation to the primary/secondary interface.
Bachelor of Education (Primary Education) Degrees
2.5 BEd courses leading to a TQ (Primary Education) must involve 4 academic years of full-time study or equivalent part-time study.
2.6 Curriculum studies must form at least one third of the course. Within this, students must have sufficient experience of studying English language and mathematics to gain the knowledge, understanding and skills to teach these subjects to Level F. At least 30 weeks must be devoted to school experience. More than half of this experience should occur in the final 2 years of the course, with a substantial block taking place in the last year.
2.7 Courses must contain elements of specialist study to allow students to extend and deepen their knowledge, understanding and experience. All students must undertake specialist study related to at least one of the following:
Environmental Studies Expressive Arts Religious and Moral Education Personal and Social Development Modern Foreign Language Teaching Pupils with Special Educational Needs Pre-school Education		Lower Primary Upper Primary Gaelic Medium Education Education for Sustainable Development
The options in the left-hand column above must be offered on all courses. Proposals for options other than those listed in both columns above should be discussed with SOEID.
Each specialist study should be at least 150 hours of notional student effort.
Post-Graduate Certificate in Education (PGCE) (Primary) Courses
2.8 The PGCE (Primary) course must be a full-time course, lasting for a minimum of 36 weeks, or the equivalent on a part-time basis.
2.9 Course content must reflect the requirements in paragraphs 2.1 to 2.4. At least 50% of the course must be devoted to school experience which will occur in each school term, with a block of at least 4 weeks taking place towards the end of the course.
2.10 The course should enable all students to build on relevant elements of their degree course for use in primary schools.
3. Requirements applying to courses leading to the award of a Teaching Qualification (Secondary Education)
General
3.1 Courses must be designed to prepare teachers to teach pupils of the 12-18 age range in one or more subjects and will lead to a TQ (Secondary Education) in a subject (or subjects). Consideration must also be given to the needs of adults taught in some secondary schools.
3.2 Students' study of the secondary curriculum must cover current national guidance, ie the 5-14 guidelines in S1/S2, Standard Grade courses in S3/S4 and the guidance on courses in the upper secondary. Courses must prepare students to identify and meet pupils' needs in the language and mathematical aspects of their subject(s).
3.3 Students must have some experience and understanding of the primary sector in relation to the challenges pupils face in making the transition from P7 to S1 and the contributions secondary teachers can make to the work of the primary school. Students should also have some understanding of the secondary/further education/higher education interface and of progression beyond formal education into the world of work.
3.4 Courses must make students aware of the contribution made by their subject(s) to the secondary school curriculum and to pupils' development, including the acquisition of core skills. They should also raise students' awareness of secondary teachers' wider role in schools beyond subject teaching.
Post-Graduate Certificate in Education (PGCE) (Secondary) Courses
3.5 The PGCE (Secondary) course must be a full-time course lasting for a minimum of 36 weeks, or the equivalent on a part-time basis.
3.6 At least 18 weeks of the course must be devoted to school experience which should take place in each school term with a block of at least 4 weeks taking place towards the end of the course. In the case of students seeking a qualification in more than one subject, the arrangements for school experience must reflect the need for students to be competent in teaching each subject.
3.7 Students undertaking a PGCE (Secondary) course leading to a TQ in physics, chemistry or biology must undertake at least 60 hours of study in general science to prepare them to teach general science from S1 to S4.
Undergraduate courses leading to secondary Teaching Qualifications
3.8 Courses in which the final degree is awarded in a secondary subject and a TQ in that subject is awarded separately (usually known as "concurrent" courses) must involve between 31/2 and 41/2 academic years full-time study or the equivalent part-time study. Institutions must ensure that, on graduation, students' level of academic attainment in their subject specialism complies with the relevant PGGE (Secondary) entry requirements in the 'Memorandum on Entry Requirements to Courses of Teacher Education in Scotland'. There must be a total of school experience equivalent to that in a PGCE (Secondary) course, ie a minimum of 18 weeks. Concurrent courses leading to a TQ or TQs in physics, chemistry or biology must contain at least 60 hours of study in general science to prepare students to teach general science in S1 to S4.
3.9 Courses in which the degree awarded at the end of the course is also a TQ are normally Bachelor of Education (BEd) courses. Such courses must involve 4 academic years full-time study or the equivalent part-time study. Institutions must ensure that, on graduation, students' level of academic attainment in their subject specialism complies with the relevant PGCE (Secondary) entry requirements in the Memorandum on Entry Requirements to Courses of Teacher Education in Scotland. Not less than 30 weeks of the course must be devoted to school experience. In the case of the BEd (Technology) a minimum of 24 weeks must be spent on school experience and a further minimum of 6 weeks on industrial placement. The industrial placements must be an integral part of the course and should be drawn from a range of industrial, commercial and service organisations.
4. Requirements applying to courses leading to the award of an Additional Teaching Qualification (ATQ) (Conversion Courses)
Primary
4.1 Courses leading to the award of an Additional Teaching Qualification (Primary Education) must last at least 18 weeks. There must be at least 12 weeks of school experience in at least 2 schools, with two blocks of not less than 4 weeks each devoted to the lower and upper primary stages respectively. Provision must also be made for pre-school experience of at least one week. In considering primary ATQ courses under its accreditation and review procedures, and in advising the Secretary of State on these courses, the GTC will have regard to the extent to which they comply with the recommendations in its report, 'One-term conversion courses; report to the Secretary of State for Scotland' (GTC, 1994).
Secondary
4.2 Courses leading to the award of an Additional Teaching Qualification (Secondary Education) must last at least 18 weeks for candidates converting from the primary or further education sectors, of which 6 weeks must be devoted to professional/subject studies. There must be 12 weeks of school experience, in no fewer than 2 schools. Courses for teachers who already have a secondary TQ and wish to gain an ATQ in another subject, must last the equivalent of at least 10 weeks, of which not less than the equivalent of 3 weeks must be devoted to professional/subject studies. There must be the equivalent of at least 5 weeks of school experience, in one or more schools as appropriate. In considering secondary ATQ courses under its accreditation and review procedures, and in advising the Secretary of State on these courses, the GTC will have regard to the extent to which they comply with the recommendations in its report, 'Conversion courses (secondary); report to the Secretary of State for Scotland' (GTC, 1997).
D. THE COMPETENCES
To achieve the aims set out in paragraphs 2 and 3 of Section A, courses of initial teacher education must enable student teachers to acquire the competences listed below. In Scottish teacher education, the competences encompass knowledge, understanding, critical thinking and practical skills. As the values, attributes and abilities of the individual shape the way in which the competences are acquired and applied, they are integral elements in professional development. On successful completion of courses, new teachers will have laid the foundations of professional practice on which to build throughout their professional careers.
The competences are generic and should be interpreted to take account of the particular features of pre-school, primary or secondary education.
1. Competences relating to Subject and Content of Teaching
He or she must:-
1.1 demonstrate a sound knowledge of, and practical skills in, the subject or subjects forming the content of his or her teaching at a level which allows him or her to stimulate and challenge pupils3 and to recognise and address barriers to pupils' learning specific to the subject being taught
1.2 be able, whether at pre-school, primary or secondary level, to play his or her full part in developing pupils' skills in literacy and numeracy
1.3 demonstrate the ability to use information and communications technology (ICT) and appreciate how to apply it effectively in learning and teaching, taking account of legal, ethical and health and safety issues
1.4 demonstrate a knowledge of, and the ability to play a part in, personal and social education, health education, education for sustainable development, enterprise and, when appropriate, vocational education
1.5 be able to plan and prepare coherent teaching programmes and lessons, including homework, which ensure continuity and progression in pupils' learning
1.6 be able to justify what is taught from knowledge and understanding of the learning process, curriculum issues, child development in general and the needs of his or her pupils in particular
2. Competences relating to the classroom
2.1 Communication and approaches to teaching and learning
He or she must be able to:-
2.1.1 motivate and sustain the interest of all pupils in a class
2.1.2 explain to and communicate with pupils clearly and in a stimulating manner
2.1.3 question pupils effectively, and respond to their questions and support their contribution to discussions
2.1.4 employ a range of teaching strategies, including direct interactive teaching and use of homework to reinforce and extend work in class, and be able to select strategies appropriate to the subject, topic and pupils' needs
2.1.5 select and use, in a considered way and in a number of different learning and teaching situations, a wide variety of resources, including ICT
2.1.6 demonstrate the ability to teach individuals, groups and classes
2.1.7 set expectations and a pace of work which make appropriate demands on all pupils and ensure that more able pupils are effectively challenged
2.1.8 identify and respond appropriately to pupils with difficulties in, or barriers to, learning and recognise when to seek further advice in relation to their special educational needs
2.1.9 respond appropriately to gender, social, cultural, linguistic and religious differences among pupils
2.1.10 encourage pupils to take initiatives in, and become responsible for, their own learning
2.1.11 work cooperatively with other professionals and adults within the classroom
2.1.12 evaluate and justify the approaches taken to learning and teaching and their impact on pupils
2.2 Class organisation and management
He or she must:-
2.2.1 be able to organise classes and lessons to ensure that all pupils are productively employed when working individually, in groups or as a class
2.2.2 demonstrate that he or she knows about and is able to apply the principles and practices which underlie good discipline and promote positive behaviour
2.2.3 be able to create and maintain a stimulating, purposeful, orderly and safe learning environment for all pupils, including those with special educational and health needs
2.2.4 be able to manage pupil behaviour fairly, sensitively and consistently by the use of appropriate rewards and sanctions and know when it is necessary to seek advice
2.2.5 demonstrate a knowledge of, and be able to contribute to, strategies to prevent bullying
2.2.6 be able to evaluate and justify his or her own actions in managing pupils
2.3 Assessment
He or she must:-
2.3.1 demonstrate an understanding of the principles of assessment and the different kinds of assessment which may be used
2.3.2 be able to assess pupils' attainments against national standards defined for a particular group of pupils or levels of qualifications where assessment leads to certification
2.3.3 be able to monitor, assess, record and report on the aptitudes, needs and progress of individual pupils
2.3.4 be able to provide pupils with constructive oral and written feedback on their progress on a regular basis
2.3.5 be able to use the results of assessments to evaluate and improve teaching and to improve standards of attainment
3. Competences relating to the school and the education system
He or she must:-
3.1 demonstrate an understanding of the national framework for, and developments in, the Scottish educational system
3.2 demonstrate an understanding of the system in which he or she is working, including: the role and organisation of education authorities; the organisation and management of schools; devolved management of resources; school policies and development plans and how they relate to classroom teaching; quality assurance in schools; staff development and review; and the work of school boards and parents' groups
3.3 demonstrate a working knowledge of his or her contractual, pastoral and legal responsibilities
3.4 demonstrate an awareness of his or her responsibilities for contributing to the ethos of the school, for example by promoting positive relationships between staff, pupils and parents
3.5 be able to report to parents about their children's progress and discuss matters related to their children's personal, social and emotional development in a sensitive and productive way
3.6 demonstrate an understanding of how roles and responsibilities are shared among staff and how to access help from staff within the school, including those with responsibility for the curriculum, guidance, learning support and staff development
3.7 demonstrate an understanding of the roles of other professionals and how to work with them, including teachers in other schools; members of other professions and agencies concerned with pupils' learning, welfare and career development; and members of the community served by the school
3.8 demonstrate an understanding of the informal school curriculum and the contribution he or she might make to it
3.9 demonstrate an understanding of international, national and local guidelines on child protection and teachers' roles and responsibilities in this area
4. The values, attributes and abilities integral to professionalism
He or she must:-
4.1 be committed to and enthusiastic about teaching as a profession and encouraging pupils to become learners
4.2 be committed to promoting pupils' achievements and raising their expectations of themselves and others, in collaboration with colleagues, parents and other members of the community
4.3 value and promote the moral and spiritual well-being of pupils
4.4 be able to self-evaluate the quality of his or her own teaching, and set and achieve targets for professional development
4.5 demonstrate the abilities associated with analysing situations and problems, seeking solutions and exercising sound judgement in making decisions
4.6 demonstrate effective interpersonal skills and the ability to develop them further, in order to respond appropriately in relating to pupils, colleagues, other professionals, parents and members of the community
4.7 value and promote equality of opportunity and fairness and adopt non-discriminatory practices, in respect of age, disability, gender, race or religion
4.8 be committed to promoting and responding to partnerships within the community
4.9 demonstrate that he or she knows about and is able to contribute to education for sustainable development in the school and the wider community
4.10 demonstrate a commitment to undertaking continuing professional development to keep up-to-date in his or her subject area(s) and be ready to respond to changes in education.
Notes
1 'Pupil' is a general term to include, as appropriate, children receiving pre-school education (whether in nursery schools or classes or other registered pre-school centres), pupils in primary schools and in S1 to S4 and students in the upper stages of secondary schools. Back
2 Courses of initial teacher education are courses, or those parts of courses, leading to teaching qualifications, and include additional teaching qualifications awarded to qualified teachers on successful completion of a course leading to qualification in a different sector or secondary subject. Back
3 'Pupil' is a general term to include, as appropriate, children receiving pre-school education (whether in nursery schools or classes or other registered pre-school centres), pupils in primary schools and in S1 to S4 and students in the upper stages of secondary schools. Back