Strategic Board Teacher Education Meeting papers – May 2023
Strategic Board Teacher Education Meeting papers – May 2023
Annex A - Strategic Board For Teacher Education: Draft Workplan – May 2023
Overarching Aim:
Ensure that we have the right numbers of qualified teachers, in the right places, with the right areas of expertise, representing the diversity of Scottish society, in order to support improved learning and societal outcomes for all children and young people, whatever their background, circumstances and wherever they are being educated.
Workstream 1: Increased Resource Demand Analysis
Lead Organisation:
Outcome: Local and national teacher resource demands are better understood to improve longer-term workforce planning. This includes tackling geographical challenges and ensuring targets for ITE programmes are set and met accordingly, particularly at secondary level and for hard to fill subjects such as science, technologies, mathematics, modern languages and Gaelic
No. |
Possible Actions |
Action owner(s) |
Related Groups |
Timescale |
Progress |
Next Steps |
|---|---|---|---|---|---|---|
1a |
Gather detail on local approaches to workforce planning across local authorities. Consider whether a more consistent approach may be helpful in achieving effective long term planning - acknowledge that each area local has unique challenges. |
SG – Education Workforce Unit / COSLA |
By end 2023 |
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1b |
Improve understanding of teacher shortages in certain geographical areas and certain subjects and develop strategies to tackle these shortages. |
SG EWU / Education Analytics Services |
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1c |
Revisit and assess alternative routes into teaching, determine which were successful and ascertain whether they could be reinvigorated or built upon. |
GTCS? |
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1d |
Consider specific issues related to headteacher recruitment and retention. |
Headteacher Recruitment & Retention Working Group |
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1e |
Review ITE content, delivery models and distribution of places. |
GTCS |
Workstream 2: Reducing Barriers to Becoming a Teacher
Lead Organisation:
Outcome: The barriers to individuals with protected characteristics such as race, religion or disability entering or staying in the teaching profession are better understood and reduced
No. |
Possible Actions |
Action owner(s) |
Related Groups |
Timescale |
Progress |
Next Steps |
|---|---|---|---|---|---|---|
2a |
Support work of SG Anti-Racism in Education Programme. For example: ITE providers implementing SCDE anti-racism in ITE framework; consider local authorities' approaches to recruitment and recruitment of BME teachers. |
Diversity in the Teaching Profession and Education Workforce sub group |
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2b |
Better understand issues related to teacher recruitment and retention in denominational schools and look to develop new approaches to overcome them. |
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2c |
Work with HEIs to consider targeting ITE programmes to defined groups, such as individuals who have a disability. |
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2d |
Consider how to address gender imbalance in the primary sector. |
Workstream 3: Increased Support for Early Career Teachers
Lead Organisation:
Outcome: Teachers in the early phase of their careers experience more consistent mentoring and coaching to increase their confidence, motivation and satisfaction, raising retention rates after achieving full registration with the General Teaching Council (GTC) for Scotland
No. |
Possible Actions |
Action owner(s) |
Related Groups |
Timescale |
Progress |
Next Steps |
|---|---|---|---|---|---|---|
3a |
Review the Teacher Induction Scheme to ensure that it continues to offer high quality placements for probationers Increased satisfaction and retention rates for those teachers in the first 5 years of their careers. |
Actions : |
Teacher Induction Scheme Ongoing Review Group (TISORG) |
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3b |
Develop guidelines for improved partnership working between universities, local authorities and schools. |
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3c |
Set a standard of competence for student and probationer supporters (both school and university) and ensure a high quality coaching and mentoring programme is available. |
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3d |
Consider the recommendations in the MQuITE report |
Workstream 4: Improving the Promotion of Teaching as a Valued Career
Lead Organisation:
Outcome: Teachers are valued and teaching is recognised and better promoted as important, complex and impactful work, improving the attractiveness of teaching as a career
No. |
Possible Actions |
Action owner(s) |
Related Groups |
Timescale |
Progress |
Next Steps |
|---|---|---|---|---|---|---|
4a |
Consider how to shift public attitudes and improve the perception of teaching as a rewarding career |
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4b |
Develop a shared narrative that promotes the teaching profession and that Board members actively share through relevant websites and forums. |
Workstream 5: Improving the quality and choice of professional learning available to teachers
Lead Organisation:
Outcome: Teachers have the opportunity to refresh and enhance their skills and knowledge as they progress through their careers, feel empowered within their roles and are leaders of learning within their community
No. |
Possible Actions |
Action owner(s) |
Related Groups |
Timescale |
Progress |
Next Steps |
|---|---|---|---|---|---|---|
5a |
Ensure that the professional learning needs identified through the MQuITE project are addressed. |
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5b |
Ensure teachers have access to appropriate subject specific professional learning |
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5c |
Develop a professional learning offer that reflects the skills and knowledge that teachers will need to take forward the Reform agenda. |
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5d |
Ensure that teachers have access to wellbeing support. |
Workstream 6: Increased readiness for education reform and other wider system changes
Lead Organisation:
Outcome: The delivery and content of teacher education is agile in its response to the education reform programme and prepared for the future
No. |
Possible Actions |
Action owner(s) |
Related Groups |
Timescale |
Progress |
Next Steps |
|---|---|---|---|---|---|---|
6a |
Understand the interdependencies and impacts of education reform, including revisions to qualifications and curriculum, may have on ITE programmes and teacher recruitment and retention are understood. |
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6b |
Consider undertaking a review of Teaching Scotland's future |
Paper for SBTE, May 2023
Contact
Email: Annabella.Balloch@gov.scot
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