The Standard for Initial Teacher Education in Scotland - October 2000

The Standard for Initial Teacher Education in Scotland

This document has been prepared as one part of the arrangements for a collaborative approach to assuring and enhancing the quality and standards of Initial Teacher Education (ITE) in Scotland.

These arrangements are being developed under the aegis of a Standing Committee on Quality Assurance in Teacher Education in Scotland and aim to provide an approach that serves the needs of all stakeholders in ITE in Scotland. The stakeholders include higher education institutions (HEIs), local authorities, schools, the Scottish Higher Education Funding Council (SHEFC), the Quality Assurance Agency for Higher Education (QAA), the General Teaching Council for Scotland (GTCS), HM Inspectors of Schools (HMI) and the Scottish Executive.

The document has been prepared by a group of ITE specialists drawn from higher education institutions, the GTCS, local authorities, schools and HMI, and with an observer from QAA. The QAA is publishing the document as part of the set of subject benchmark statements on standards in higher education.

The document is a statement of the Standard for ITE in Scotland. It incorporates benchmark information on academic standards and also the competences from the Guidelines for Initial Teacher Education Courses in Scotland (SOEID 1998).

The document will be used for a variety of purposes. In particular, it will be a key external reference point for HEIs in both the initial design and subsequent internal review of programmes of ITE. It will also provide a key reference point for the process of collaborative external review and for making judgements about whether standards for ITE in Scotland are being met. The external review process will not use the document as a crude checklist. In conjunction with the institution's own programme specifications and self-evaluation document and other evidence it will enable reviewers to evaluate programmes of ITE.

In due course, this document will be revised to take account of developments in ITE including the findings of collaborative review.

This statement is ©The Quality Assurance Agency for Higher Education 2000. It may be reproduced for educational purposes without permission. Excerpts may be reproduced for the purposes of research, private study or review without permission provided full acknowledgement is given to the subject benchmarking group, the Standing Committee on Quality Assurance in Initial Teacher Education in Scotland and to the copyright of the QAA. Electronic adaptation or translation of the document is prohibited without prior written agreement from the QAA.

This document can be found at the following web sites:

www.scotland.gov.uk

www.qaa.ac.uk

www.gtcs.org.uk

Convener's introduction

This document is a statement of the Standard for Initial Teacher Education (ITE) in Scotland.

Preparation of the document has been undertaken within the framework of the national procedures for quality assurance in ITE in Scotland. The document offers those who have a direct or indirect interest in ITE an opportunity to identify those key issues which ought to inspire and influence programmes in this area. It has been subject to widespread consultation.

The framework for the benchmark information offers a comprehensive view of ITE, and one that should not constrain those who design programmes. Particular attention has been paid to the main aspects to be considered in developing programmes, namely, professional skills and abilities; professional knowledge and understanding; and professional values and personal commitment. Transferable skills have also been identified.

Attention has been paid to the national requirements for ITE and the document incorporates the competences in the Guidelines for Initial Teacher Education Courses in Scotland (SOEID 1998). The programmes will be undertaken within the context of the partnerships among higher education institutions, local authorities and schools. This document has also been designed to provide a foundation for planning the professional development of teachers throughout their careers.

The benchmark information will require to be developed and refined through application and reflection. It is hoped that all who will use this document will find it to be of value, and that it will offer support for the design of programmes targeted at the Continuing Professional Development of teachers. The benchmark information is designed to encourage and enhance development and change, and not to inhibit it.

The current framework being developed for quality assurance in ITE in Scotland will include a range of processes and practices which will build on this benchmark information to ensure a system of high quality. In time, there may be the opportunity to rationalise national requirements for continuing Professional Development into a framework for teacher education in which benchmarks form a key feature.

Bart McGettrick
Convener
ITE Benchmark Group
June 2000

Benchmark information

1 Introduction

This document has been prepared to establish a comprehensive and unitary set of benchmark statements which are the requirements for each programme of Initial Teacher Education in Scotland. This is the Standard for Initial Teacher Education in Scotland.

The vision

The benchmark information is based on a vision of the newly qualified teacher who, having successfully completed a programme in Initial Teacher Education in Scotland, can function as an effective facilitator of pupils' learning, is committed to professional development and reflection and is able to engage collaboratively with colleagues in the profession, with other groups and agencies, and with the various members of the communities served by education. The benchmark information directly informs the process of designing suitable programmes of study, rather than relating directly to the assessment of student teachers. However, since assessment is integral to the design of programmes and the delivery of learning and teaching, there will be a clear relationship between benchmark information and criteria for assessment. Attention has been paid to the identification of the distinctive features expected of student teachers who have successfully completed programmes of Initial Teacher Education in Scotland. The benchmark information therefore specifies the standard of skills, abilities, knowledge, understanding and values which programmes should address and assess.

The educational framework

The Standard for Initial Teacher Education is defined in terms of benchmark statements which belong to the suite of such statements being developed by the Quality Assurance Agency for Higher Education, but also takes account of:

the professional nature of programmes of Initial Teacher Education which entail both academic and practical elements;
the Quality Initiative in Scottish schools and the role of school self-evaluation;
the range of other requirements to which programmes must conform, and in particular
the Guidelines for Initial Teacher Education Courses in Scotland (SOEID 1998);
the Accreditation and Review Procedures of the General Teaching Council for Scotland (GTCS);
the benchmark statements of QAA in relation to Education Studies;
the developing national framework of professional awards; and
HEIs' continuing and developing partnerships with education authorities and schools.

(A fuller statement of the formal status of the benchmark information in relation to other mandatory requirements is set out in Appendix 1.)

Audience

It is expected that this statement of the Standard for Initial Teacher Education will be useful for:

those involved in designing, approving, accrediting and validating programmes;
those who teach in these programmes, including staff in HEIs and schools;
those engaged in external examining;
prospective employers;
those who are responsible for the assessment, review and monitoring of programmes;
the students who undertake these programmes;
those who are responsible for building CPD on the statements indicated in this document; and
those members of other professions, and the public more generally, who have an interest in the professional education of teachers.

Purposes of the benchmark information

There are several purposes for which the benchmark information may be used. These would include:

the design of programmes of Initial Teacher Education;
acting as a template for 'coverage' and balance in assessment of students;
in providing a framework for reporting on student achievement; and
in identifying areas for progression in teachers' CPD following Initial Teacher Education.

There may be other purposes which will be identified through use of the document.

The nature and scope of the benchmark information

Professionalism

Initial Teacher Education programmes are concerned with the professional education and development of teachers, preparing them for work in schools in Scotland and beyond, and acting as a basis for continuing personal and professional development. These programmes are professionally demanding, seeking to ensure that teachers are committed to excellence and are able to work in a world of change and accountability, in an environment influenced by its social, economic, cultural and political contexts.

Expectations

The benchmark information specifies the expectations of programmes which contribute towards the design and quality assurance of all programmes of Initial Teacher Education in Scotland, including those taken as:

dedicated undergraduate programmes (eg BEd, BTechEd, BMusEd);
concurrent undergraduate programmes of Initial Teacher Education (eg BA/BSc with the Diploma in Education);
postgraduate programmes (eg PGCE Primary and PGCE Secondary); and
additional teaching qualifications.

Level of performance

The benchmark information has a relationship with the level of performance expected of students who successfully complete a professional programme leading to the award of a Teaching Qualification (Primary Education), or a Teaching Qualification (Secondary Education). Programmes of Initial Teacher Education should enable students to achieve an appropriate threshold level of performance in relation to each of the benchmark statements. Programmes should also enable them to develop strengths in some of them. Programmes of study can allow students to develop and demonstrate evidence in specific areas with a view to transferring these skills to other areas of their practices as professionals or through Continuing Professional Development. The benchmark information for programmes of Initial Teacher Education incorporates the competences in the Guidelines for Initial Teacher Education in Scotland (SOEID 1998). It does not, however, contain detailed requirements for specific contexts, methods of learning or teaching, or approaches to assessment. Those who design and deliver programmes will be expected to take decisions on these matters, indicating how they relate to the benchmark information.

First stage in a national framework of professional qualifications

The benchmark information will serve as an important reference point for those engaged in developing other standards in the emerging framework for Continuing Professional Development.

Programmes of Initial Teacher Education in context

Core professional interests

Programmes of Initial Teacher Education are dynamic, changing and developing. They prepare students to undertake progressively the professional duties required of teachers, and to reflect on the nature of the education system, not only to respond to changes in the professional context, but also to contribute to that process of change. The range of core professional interests and requirements for the teacher will include:

having a secure knowledge and understanding of the subject area(s) for which (s)he will be responsible;
being accountable for contributing to the education of the whole child or young person, and taking professional responsibility for developing the personality, talents and mental, spiritual and physical attributes of each child or young person;
engaging with current educational issues and contributing to the processes of curriculum development, staff development and school development;
undertaking a range of approaches to teaching to facilitate the learning of pupils, including the appropriate use of information and communications technology (ICT);
supporting the pastoral care of pupils;
promoting equality of opportunity among all people in an inclusive society, and actively taking steps to counter discrimination;
promoting the learning of those pupils who encounter barriers to learning, including those who are in need of support for learning in particular areas of the curriculum; and those with emotional and behavioural difficulties;
reporting the success and progress of pupils to parents and other interested parties;
taking responsibility for and being committed to their own professional development arising from professional reflection on their own and other professional practices;
using research and other forms of valid evidence to inform choice, change and priorities in promoting educational practices and progress;
relating appropriately as a developing professional to other teachers, colleagues from other professions, para-professionals and agencies in support of the pupils, and experience of working collaboratively with them; and
undertaking administrative duties as required in a school.

It should be noted that these core interests have to be put into practice in different social, cultural, linguistic and educational settings. This will include taking account of the education of children for whom English is an additional language and of Gaelic medium education, as well as denominational education and education in other distinctive contexts.

From the above, it is clear that programmes will involve students spending a significant proportion of time in schools or other relevant educational establishments. As a result, they will have opportunities for direct experience of teaching children or young people, and engaging professionally with other teachers, para-professionals, parents and members of other professions.

Key educational principles

This document contains statements which represent core professional interests. Other requirements may emerge with time and in the specific contexts in which teachers are working. Since these professional requirements and interests depend on an understanding of key educational principles, programmes of Initial Teacher Education will be expected to:

draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place;
provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts;
encourage students to engage in discussion with pupils;
encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society;
provide opportunities for students to engage with and draw on educational theory, research, policy and practice;
encourage professional reflection on educational processes in a wide variety of contexts;
develop in students the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner; and
promote a range of qualities in students, including intellectual independence and critical engagement with evidence.

Learning, teaching and assessment

The processes of learning and teaching

In programmes of Initial Teacher Education, it is expected that particular attention will be given to the processes of learning and teaching. Institutions will work in partnership with schools and other agencies to provide a variety of approaches to learning and teaching so that student teachers will have experience of a wide range of strategies and approaches to education. Programmes will include individualised study as well as active participation in group activities, working with other professionals, and working as part of a team. Particular attention will be paid to the effective use of ICT to facilitate learning and teaching.

School-based work

There will be a significant involvement of student teachers in the school setting. Learning through working with practising teachers and other professional staff is a central feature of Initial Teacher Education. It is expected that each institution will develop a scheme to facilitate partnership with local authorities and include independent schools.

Assessment

The assessment of student teachers will be undertaken using an appropriate range of methods of gathering evidence about their success and progress. It will include the use of data from HEIs, as well as from schools and other places in which the student teacher is undertaking her/his professional education. Schemes of assessment will be developed as part of the programmes of study for students and these schemes will relate to this benchmark information.

Aspects of professional development

Programmes of Initial Teacher Education need to promote three main aspects of professional development:

Professional knowledge and understanding;
Professional skills and abilities;
Professional values and personal commitment.

The significance of placing these aspects within a triangle is to emphasise that they are not simply lists of competences or outcomes. They are inherently linked to each other in the development of the teacher, and one aspect does not exist independently of the other two. It is this inter-relationship among all three which develops the professionalism of the teacher.

The programmes which are developed will be the result of the interaction among these aspects. Each programme will offer a distinctive balance and emphasis but will develop all three. Benchmark statements have been produced for each of the aspects. Programmes will be designed to give their attention to each of these and to their interaction. The benchmark statements incorporate 'competences' and other nationally specified qualitative requirements in Initial Teacher Education as well as the requirements of academic study.

Professional values, skill and knowledge triangle

Transferable skills

Programmes of Initial Teacher Education help students to develop skills which are transferable to other areas of study and professional employment. These transferable skills are not additional to the benchmark statements, but are the outcomes for successful students who have completed a programme which addresses all the benchmark statements.

Benchmarks which are statements specifying the design requirements for programmes of Initial Teacher Education.
Expected features for each benchmark which are intended to clarify and illustrate aspects of student performance which the programme is designed to achieve. These features will be used by HEIs in designing assessment strategies to ensure that the requirements for student teacher performance in Initial Teacher Education are met. By the end of programmes of Initial Teacher Education, newly qualified teachers are expected to be responsible for a class of pupils. However, they should continue to receive appropriate support as probationer teachers. During the period of probation, they will be working towards achieving the standard of a teacher fully registered with the General Teaching Council for Scotland.
A cross-reference for each benchmark is given to the relevant Competence(s). These competences are the statements currently in use in ITE programmes and are set out in the Guidelines for Initial Teacher Education Courses in Scotland (SOEID 1998).
Transferable skills are generic abilities derived from and integral to the benchmark information. They should not be considered as additional to the benchmark statements.

1. Professional knowledge and understanding

1.1 Curriculum

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
1.1.1 Acquire a knowledge and understanding of the relevant area(s) of pre-school, primary or secondary school curriculum	Demonstrate knowledge, understanding and practical skills in the area of the curriculum or subject(s) to be taught, referring this to national guidelines as appropriate. Know how to match the level of the curriculum and subject(s) to the needs of pupils. Know how to use and adapt materials for learning and teaching to stimulate and challenge pupils.	1.1
1.1.2 Acquire the knowledge and understanding to fulfil their responsibilities in respect of literacy and numeracy; personal, social and health education; and ICT, as appropriate to the sector and stage of education.	For student teachers at the pre-school and primary stages Demonstrate knowledge and understanding of the content of the curriculum in relation to literacy and numeracy as set out in national guidelines. Demonstrate that their planning and work with pupils is based on a secure knowledge and understanding of the developmental stages of literacy and numeracy in children. Demonstrate knowledge and understanding of the methods and underlying theories for effective teaching of literacy and numeracy; and select the most appropriate methods to meet pupils' needs.	1.2, 1.3 and 1.4

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
1.1.2 Acquire the knowledge and understanding to fulfil their responsibilities in respect of literacy and numeracy; personal, social and health education; and ICT, as appropriate to the sector and stage of education.	For student teachers at the secondary stage Demonstrate knowledge and understanding of the demands of their subject in relation to literacy and numeracy. Know how to match the demands of work in their own subject with pupils' skills in literacy and numeracy. Know how to promote attainment in literacy and numeracy necessary for pupils' work in their subject area.	1.2, 1.3 and 1.4
1.1.2 Acquire the knowledge and understanding to fulfil their responsibilities in respect of literacy and numeracy; personal, social and health education; and ICT, as appropriate to the sector and stage of education.	For all student teachers Know how to promote and support the individual development, well-being and social competence of the pupils in their class/register groups; and show commitment to raising these pupils' expectations of themselves and others. Know how to apply knowledge and understanding of personal, social and health education, and, when appropriate, vocational education at a level which stimulates and challenges pupils being taught, and raises awareness of relevant issues Demonstrate the knowledge and understanding laid out in Guidance on the use of ICT with Courses of Initial Teacher Education. (SOEID 1998).	1.2, 1.3 and 1.4

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
1.1.3 Acquire the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach.	Know how to plan for effective learning in the area(s) of the curriculum or subject(s) to be taught, or themes being studied. Demonstrate the knowledge and understanding to justify what is taught within the area of the curriculum or subject(s), in relation to its value in the curriculum; its contribution to children's learning and general development; and its relevance to the needs of the pupils being taught.	1.5 and 1.6
1.1.4 Acquire an understanding of the nature of the curriculum and its development.	Demonstrate an understanding of the principles of structure, breadth, balance, progression and continuity in the curriculum. Know about and understand the processes of change and development in the curriculum. Know how to draw on relevant comparisons with other sectors and systems.	3.1, 3.2, 3.8 and 3.9

1.2 Education systems and professional responsibilities

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
1.2.1 Acquire a broad and critical understanding of the principal features of the education system, educational policy and practice.	Demonstrate an understanding of the national framework for, and developments in, the Scottish education system. Know about and understand the provisions of the United Nations Convention on the Rights of the Child and the Children (Scotland) Act 1995. Know about and understand international, national, and local guidelines on child protection and teachers' roles and responsibilities in this area. Demonstrate an understanding of principles of equality of opportunity and social justice and of the need for anti-discriminatory practices.	3.1, 3.3, 3.9, 4.3 and 4.7

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
1.2.2 Acquire a good working knowledge of the sector in which they teach and their professional responsibilities within it.	Demonstrate an understanding of the system in which they are working, including: the role and organisation of education authorities; the organisation and management of schools and resources; how classroom learning and teaching relate to school policy and development planning; quality assurance; staff development and review; and the work of school boards and parents' groups. Demonstrate a working knowledge of the teacher's contractual, pastoral and legal responsibilities. Demonstrate an awareness of their responsibilities for contributing to the ethos of the school, for example, by promoting positive relationships between staff, pupils and parents. For Catholic teachers, an awareness of the distinctive ethos of the Catholic school is expected. Know about reporting to parents on their children's progress and discussing matters related to their children's personal, social and emotional development in a sensitive and productive way. Demonstrate an understanding of the roles and responsibilities of staff within the school, including their responsibility for school improvement. Know about the roles of other professionals and how to work with them. Know about the informal school curriculum and the contribution they might make to it.	3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 4.6, 4.7 and 4.8

1.3 Principles and perspectives

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
1.3.1 Draw on relevant principles, perspectives and theories to inform professional values and practices.	Demonstrate knowledge and understanding of the stages of child development which they are able to use to take account of their pupils' needs. Demonstrate knowledge and understanding of the main theories of learning and draw on these in thinking about and planning their own teaching and pupils' learning. Demonstrate the ability to discuss the principles informing their own view of education, the curriculum and professional practice, drawing on a knowledge and understanding of moral and religious values and philosophical ideas in a changing society.	All
1.3.2 Acquire an understanding of research and its contribution to education.	Know how to access and apply relevant findings from educational research. Know how to engage appropriately in the systematic investigation of practice.	4.4, 4.5 and 4.10

2 Professional skills and abilities

2.1 Teaching and learning

Benchmark

The programm of initial teacher education will enable students to:

Expected features

By the end of the programme of initial teacher education, students will:

Cross-reference to
Competence No

2.1.1 Communicate effectively, using a variety of media, to stimulate pupils and achieve the objectives of lessons.

Demonstrate that they are able to use appropriate strategies to motivate and sustain the interest of all pupils during a lesson.
Demonstrate that they can communicate with pupils clearly and offer explanations in a stimulating manner.
Demonstrate that they can question pupils effectively and respond to their questions and their contributions to discussions.

2.1.1, 2.1.2 and 2.1.3

2.1.2 Employ a range of teaching strategies and justify their approach.

Demonstrate that they can use direct interactive teaching and homework to reinforce and extend work in class.
Demonstrate that they can select strategies for teaching and learning appropriate to the subject, topic and pupils' needs.
Demonstrate that they can select and use a wide variety of resources, including ICT, in a considered way and in a number of different learning and teaching situations.
Demonstrate the ability to teach individuals, groups and classes.
Demonstrate the ability to evaluate and justify the approaches taken to learning and teaching and their impact on pupils.

2.1.4, 2.1.5, 2.1.6 and 2.1.12

2.2 Classroom organisation and management

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
2.2.1 Organise classes and lessons to ensure that all pupils are safe and productively employed when working individually, in groups or as a class.	Know how to plan and provide a well-organised classroom, designed to stimulate the pupils and ensure their health and safety. Know how to co-operate in planning and organising working arrangements involving, as appropriate, nursery nurses, classroom assistants, parent helpers and other ancillary staff. Know how to make full use of space to accommodate whole-class lessons, group and individual work. Know how to make use of the environment and resources outside the school to support teaching and pupils' learning. Know how to enable pupils to make full use of well-chosen materials and equipment, including ICT. Know how to use display effectively. Know about and be able to apply appropriate health and safety regulations.	2.1.5, 2.2.1, 2.2.3, 3.7 and 4.6

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
2.2.2 Manage pupil behaviour fairly, sensitively and consistently by the use of appropriate rewards and sanctions and know when it is necessary to seek advice.	Demonstrate the ability to use a variety of techniques to encourage pupils, promote positive behaviour and actively celebrate success. Know how to carry out a school's discipline policy, including strategies for preventing bullying. Know how and when to seek the advice of colleagues in managing pupils' behaviour. Demonstrate that they can justify the approach which they take to managing pupils.	2.2.2, 2.2.4, 2.2.5 and 2.2.6

2.3 Pupil assessment

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
2.3.1 Understand and apply the principles of assessment, recording and reporting.	Know about the principles and purposes of baseline, summative, and formative assessment, including criterion and norm-referenced techniques. Demonstrate that they can use assessment techniques, appropriate to the age and stage of their pupils and have a knowledge of those required by SQA. Demonstrate that they can use techniques such as teachers' reports, marking of work, observation, questioning and testing, to establish the levels of attainment of individuals, groups and classes. Know about a range of ways of recording the results of assessment and be able to keep good records. Know about the ways of producing reports for parents which are in line with national guidelines.	2.3.1, 2.3.2, 2.3.3, 2.3.4, 3.2 and 4.2
2.3.2 Use the results of assessment to evaluate and improve teaching and to improve standards of attainment.	Know how to monitor progress against national expectations and individual targets, diagnose difficulties, confirm attainment of learning outcomes and set targets for next steps in learning. Know how to use the information obtained from assessments to encourage and reward pupils, to explain errors in learning and to advise them on ways of overcoming difficulties and making progress. Know how to encourage pupils to assess themselves and engage with them in dialogue about their progress. Know how to use results of assessment to set longer term targets for a class. Know about studies of Scottish and international surveys of pupils' attainment.	2.1.1, 2.1.4, 2.1.10, 2.3.5, 3.2 and 4.2

2.4 Professional reflection and communication

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
2.4.1 Access and evaluate professionally relevant literature.	Demonstrate that they can use appropriate search techniques to identify relevant literature. Demonstrate that they can analyse and evaluate a range of texts. Demonstrate that they can use what they have learned to broaden understanding and improve practices.	4.5 and 4.10
2.4.2 Construct and sustain reasoned and coherent arguments about educational matters and professional practices.	Demonstrate that they can frame clear questions in discussing educational matters. Demonstrate the ability to justify and substantiate an argument, using evidence as appropriate, and draw appropriate conclusions. Demonstrate that they can produce written reports which are well-structured, convincingly argued and technically accurate.	1.6, 2.1.12, 2.2.6, 3.2, 3.3, 4.4 and 4.5
2.4.3 Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development and school development planning.	Know how to draw on evidence in making decisions about professional practice. Know how to adopt a questioning approach to their professional practice and engage appropriately in professional enquiry and action research. Know how to contribute to the processes of curriculum development and school development planning	1.6, 2.1.12, 2.2.6, 2.3.5, 4.4, 4.5 and 4.10

3 Professional values and personal commitment

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
3.1 Value and demonstrate a commitment to social justice and inclusion.	Demonstrate that they respect and value children and young people as unique, whole individuals. Demonstrate respect for the rights of all children and young people without discrimination as defined in the United Nations Convention on the Rights of the Child and the Children (Scotland) Act 1995. Demonstrate that they value and promote fairness and justice and adopt anti-discriminatory practices in respect of gender, sexual orientation, race, disability, age, religion and culture. Demonstrate commitment to promoting and supporting the individual development, well-being and social competence of the pupils in their class/register groups, and to raising these pupils' expectations of themselves and others.	4.1, 4.2, 4.3 and 4.7
3.2 Value themselves as growing professionals by taking responsibility for their professional learning and development.	Demonstrate a commitment to self-evaluation and continuing professional development. Demonstrate a willingness to contribute and respond to changes in education policies and practices.	4.4, 4.5 and 4.10

Benchmark The programm of initial teacher education will enable students to:	Expected features By the end of the programme of initial teacher education, students will:	Cross-reference to Competence No
3.3 Value, respect and show commitment to the communities in which they work.	Demonstrate a commitment to promoting and responding to partnerships within the community - with professional colleagues, other professions, parents, other agencies and the learners themselves. Know about environmental issues and be able to contribute to education for sustainable development. Know about the factors which contribute to health and well-being and be willing to contribute to promoting healthy lifestyles. Know about the requirements of education for citizenship and be willing to encourage pupils to be active, critical and responsible citizens. Demonstrate a willingness to work co-operatively with other professionals recognising their different skills and possible different value bases.	4.6, 4.8 and 4.9

Transferable skills

The knowledge, skills and abilities acquired in Initial Teacher Education have a wider potential relevance in higher education and employment. In particular, programmes of Initial Teacher Education will enable students to demonstrate that:

TS1	they can develop and manage effective relationships with others;
TS2	they can communicate and report effectively both orally and in writing;
TS3	they have a capacity for self-knowledge, self-criticism and an understanding of education as a lifelong process;
TS4	they can use research, gather evidence and adopt a rational and critical approach to choice and decision-making;
TS5	they have sensitivity to the needs of others, respecting their individual rights, and supporting their development; and show sensitivity to the needs of communities;
TS6	they can justify a personal stance on educational issues by reference to appropriate evidence;
TS7	they can locate professional action in its social, political and community context;
TS8	they can be effective in administration and management, using new technologies with confidence when appropriate;
TS9	they have the capacity to work with and manage change; and
TS10	they can be systematic, well-prepared, and capable of planning ahead.

Appendix 1 The mandatory requirements of programmes in Initial Teacher Education

The requirements of the Quality Assurance Agency (QAA) for Higher Education

In No 5 of its bulletin, Higher Quality, the QAA states that it will use benchmark information on standards in the course of review at subject level. Initial Teacher Education is regarded for the purposes of benchmarking as being a subject. In Higher Quality the QAA explains:

These (benchmarks) will be a means of determining fitness of purpose of individual programmes. Accordingly, they should enable broadly comparable standards of attainment to be identified....Institutions should be able to demonstrate how benchmark information has been used to inform the specification of the intended outcomes of a programme, and in calibrating the overall demands of their assessment framework.

Other uses of the benchmark statements relate to:

public information;
development of programmes; and
supporting external examining.

In the majority of subject areas, the QAA has defined benchmark information at the level of the Honours Degree. However, many programmes of Initial Teacher Education do not lead to such qualifications. In this document, the benchmark information is taken to apply to all programmes of Initial Teacher Education, whether these programmes lead to awards of BEd, PGCE or ATQ (Additional Teaching Qualifications) or to TQ awards within concurrent degree programmes.

The requirements of the Secretary of State (now Scottish Ministers)

All programmes of Initial Teacher Education 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. Scottish Ministers' policy on the content, nature and duration of programmes leading to teaching qualifications for the primary and secondary sectors are laid out in Guidelines for Initial Teacher Education Courses in Scotland, hereafter referred to as the Guidelines.

The General Teaching Council for Scotland advises the Scottish Executive on whether programmes of study in Initial Teacher Education should receive approval in terms of the Guidelines.

Partnership arrangements and Initial Teacher Education

The Guidelines also make it clear that staff in Scottish schools make an essential contribution to the delivery of programmes of Initial Teacher Education, including the assessment of student teachers. Therefore, local authorities and schools will have an interest in and commitment to the use of the benchmark information.

Teaching competences and benchmark information

It could be argued that the Guidelines have, to some extent, anticipated the need for benchmark information by laying out in Section D the competences which student teachers should demonstrate by the end of their programmes of Initial Teacher Education.

The main difference between the Guidelines and the benchmark information is that the Guidelines include conditions for approval of programmes and particular requirements of programmes (eg special reference to BEd(Primary) etc) which are not contained within the narrower scope of the benchmark document. The benchmark information develops the interplay of professional knowledge and understanding; professional skills and abilities; and professional values and personal commitment. In future the Guidelines and the benchmark information may merge into one document.

Appendix 2 Members of the ITE Benchmarking Group

Professor Bart McGettrick (Chairman) University of Glasgow

Professor Gordon Kirk University of Edinburgh

Mr Donald Christie University of Strathclyde

Mr Robert Stefanie University of Paisley

Mr John McCarney University of Glasgow

Professor Ronald Elder Northern College of Education

Professor Peter Cope University of Stirling

Dr Valerie Hallam General Teaching Council for Scotland (GTCS)

Mr Jim McNally General Teaching Council for Scotland (GTCS)

Mrs Christine Pollock North Lanarkshire Council

Mr Nick Marra St Mary's Primary School

Mr Gordon Mackenzie Balwearie High School

HMI Mrs Margery Browning HM Inspectors of Schools (SEED)

Dr David Bottomley (observer) Quality Assurance Agency for Higher Education (QAA)