Teaching Scotland's Future

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The highest priority must be given, at all levels, to strengthening both teacher quality and leadership in Scotland’s schools.
Selection for initial teacher education should be thorough, broad and rigorous and carried out in assessment centres.
A minimum level for literacy and numeracy should be agreed and tested at entry to teacher education courses; and student teachers should be expected subsequently to develop their skills to a high level.
All teachers should be skilled in supporting the development of literacy and numeracy skills in their pupils and in overcoming barriers to learning such as dyslexia.
The BEd degree should be replaced by degrees that combine academic study beyond education with professional studies.
Teacher education should be seen as a career-long process, with much closer working amongst schools, universities, local authorities and national organisations.
The professional development of experienced teachers should be guided by a new set of standards developed by GTCS.
Further high-quality, part-time routes to teaching should be developed.
A greater range of teachers’ professional development should be accredited with Master’s-level credits built into ITE qualifications and a Master’s account opened for each teacher.
More rigorous procedures should be established to assure the quality at all stages of teacher education.
Leadership skills should be developed right from the start of a teacher’s career and better pathways created towards headship.

via reviewofteachereducationinscotland.org.uk

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Teaching Scotland's Future

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