Continuing Professional Development in Scotland

George Hunt

Moray House School of Education

University of Edinburgh

george.hunt@ed.ac.uk

Before the 1990s Expectation that teachers would engage

in CPD. No formal obligation. Accredited courses run by colleges and

professional bodies. Informal courses run by Local Education

Authorities.

Funding before the 1990s Direct grants to Teacher Training

Colleges and Local Education Authorities from central government.

No costs to teachers.

During the 1990s Accountability and free market agendas.

Money to colleges cut; money granted directly to LEAs, later directly to schools.

LEAs and schools can now buy CPD from anybody they choose.

Consequences Colleges had to charge teachers for accredited

CPD courses, so fewer teachers took them.

Variety of providers entered the market, so quality control became difficult.

Not all of increased LEA funding was spent on improving CPD.

Poorer relations between colleges and LEAs.

McCrone Agreement 2000 Entitlement / obligation to 35 hours CPD per

year, with time provided in teachers’ schedules.

Strong emphasis on the chartered teacher: promotion through excellent, reflective classroom practice, accredited by universities at master’s level.

Retention of a diversity of CPD providers.

The Chartered Teacher / Master of Teaching

Masters level course of 12 modules.

Normally 6 years to complete.

All teachers at top of salary scale (5 years experience) can apply.

Practically based but theoretically grounded.

Components Self evaluation; learning and teaching;

education for all; working together.

Professional commitments, knowledge, attributes and action.

Financial aspects

Teacher must pay fees (currently £750 per course).

Some grants available.

Guaranteed salary rise as modules are completed (c £7000 at graduation).

Good points Higher status and better pay for good

classroom teachers (not just managers).

Recognises good teaching needs to be informed by theoretical reflection.

Problems Benefits the individual teacher, not

necessarily the school. Status of prior learning and experience

problematical. Time, costs and motivation, especially

for older teachers (N.B. 10% uptake). Effects on other CPD programmes.

Other forms of CPD Other modular Masters degrees. Probationary year entitlement. Scottish Qualification for Headship. Certificates of recognition from GTC for

evidence backed projects. Miscellaneous courses and conferences

(quality control issues remain).

Future directions Chartered teacher programmes under

review.

New patterns of co-operation.

New attitudes towards change.