Publication - Research and analysis

Evaluation of the Impact of the Implementation of Teaching Scotland's Future

Published: 10 Mar 2016
ISBN:
9781786521057

The evaluation offers an overview of the current landscape of teacher education, highlighting what progress has been made in key areas since TSF was published and where further progress and improvements are still needed.

Evaluation of the Impact of the Implementation of Teaching Scotland's Future
Footnotes

Footnotes

1. Donaldson, G. Teaching Scotland's Future - Report of a review of teacher education in Scotland. 2011. http://www.gov.scot/resource/doc/337626/0110852.pdf p.iii

2. The exact sampling ratio differed between strata depending on the total number in the population and the number of respondents to be selected for that sample.

3. Snowballing is a sampling methodology used in qualitative research to find hard-to-reach groups. It involves existing study subjects recruiting future subjects from among their acquaintances.

4. The number in the cell indicates how many discussion groups were conducted for that subgroup. The number in brackets shows the number of individual participants that contributed to the research.

5. Where individual responses do not sum to combined responses, this is due to rounding

6. Joint assessment means that the assessment of student teachers during placement and, where appropriate, of probationers during induction should be a shared responsibility of the school, the university and the local authority.

7. The analysis was conducted using Logistic Regression, for full technical details please see Appendix E.

8. This question was only asked of those who had completed their ITE in the last five years.

9. Sex, sector (primary, secondary etc.), full-time vs. part-time, permanent vs. temporary employment, rurality of school and school type (independent vs. local authority).

10. Literacy, numeracy, Health and Wellbeing, Professional Studies, Classroom management, Subject content, Assessment, Self-reflection, Using digital technologies, Behaviour Management, Child protection/safeguarding and Working with other professionals.

11. The qualitative research did not explore the perspectives of ITE lecturers and tutors on these matters. University representatives did take part in interviews but the focus of these discussions was mainly on the strategic level operation of University and LA partnerships.

12. The Standard for Full Registration (SFR) specifies what is expected of a teacher seeking full registration with the General Teaching Council for Scotland. http://www.gtcs.org.uk/web/FILES/FormUploads/standard-for-full-registration1664_226.pdf

13. The analysis was conducted using Logistic Regression, for full technical details please see Appendix E.

14. Sector (primary, secondary etc.), full-time vs. part-time, permanent vs. temporary employment and school type (independent vs. local authority).

15. Local authority provision, School-based provision, Shadowing, Non-contact time, Contact with university staff and Further accredited study.

16. Stages of Early Arithmetical Learning (SEAL): a strategy for maths learning used in Primary schools.

17. TSF, p86.

18. It should be noted that there is potential bias here as the individuals we interviewed were, at least to some extent, 'successful' returners (in the sense that they were currently employed as teachers). Those who found the barriers to returning too great or were deterred by the lack of support were not included in the research.

19. In the 2010 survey, respondents were asked 'Did you have the opportunity to retain links to your university during your probation/induction?'

20. English for Speakers of Other Languages

21. http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf

22. http://www.gov.scot/Resource/0048/00489224.pdf

23. It is important to note that these interviews only covered six local authorities and while this message was consistent across all of the supply interviews it does not necessarily mean that it applies to all local authorities.

24. The analysis was conducted using Logistic Regression, for full technical details please see Appendix E.

25. Sex, sector (primary, secondary etc.), full-time vs. part-time, permanent vs. temporary employment, rurality of school, school type (independent vs. local authority), age, position and number of years' experience.

26. National CPD course, Local Authority CPD course, Teacher Union/Professional Association events/courses, Private provider course, Internal/school-organised activity, Peer observation, Shadowing, Accredited study (below SCQF 11/Masters level), Accredited study (SCQF 11/Masters level), Accredited study, E learning, Collaborative spaces, Professional enquiry/teacher-led research, Good practice visit, Networking, Group discussion, Reading, Using digital technologies to support learning and teaching, Learning Rounds, Teacher Learning community and Teacher research.

27. TSF, 2010 p.98

28. Ibid. p.73

29. The figures do not include probationers

30. TSF, 2010 p.2

31. Whether the Standard for Middle Leaders or the Standard for Head Teachers or both

32. The exception to this is anyone who has successfully achieved and been awarded the Standard for Headship through the Scottish Qualification for Headship or the Flexible Route to Headship, or is an existing head teacher.

33. TSF p.84

34. TSF p.iii

35. Literacy, numeracy, Health and Wellbeing, Professional Studies, Classroom management, Subject content, Assessment, Self-reflection, Using digital technologies, Behaviour Management, Child protection/safeguarding, Working with other professionals, Pedagogy/approaches to learning and teaching and Additional Support Needs.

36. Local authority provision, School-based provision, Shadowing, Non-contact time, Contact with university staff, Further accredited study, Support of a mentor and Opportunities for Self-Study.

37. National CPD course, Local Authority CPD course, Teacher Union/Professional Association events/courses, Private provider course, Internal/school-organised activity, Peer observation, Shadowing, Accredited study (below SCQF 11/Masters level), Accredited study (SCQF 11/Masters level), Accredited study, E learning, Collaborative spaces, Professional enquiry/teacher-led research, Good practice visit, Networking, Group discussion, Reading, Using digital technologies to support learning and teaching, Learning Rounds, Teacher Learning community, Teacher research and mentoring and coaching.


Contact

Email: James Niven