recommendation 3teacher education s

recommendation 3
teacher education should be seen as and should operate as a continuum, spanning a career and requiring much better alignment across and much closer working amongst schools, authorities, universities and national organisations.
Selection of students
The foundations of a high quality teaching profession lie initially in the people recruited to become teachers. Scotland is fortunate in that it has generally enjoyed a good supply of
well-qualified individuals wishing to join the profession. Approaches to selection for teacher education courses vary across universities but primacy is given to academic qualifications, usually complemented by assessment of values and social skills. In general, those arrangements have allowed the strongest candidates to be selected but there was a persistent view in evidence presented to the Review that a small but significant number of those selected lacked fundamental attributes needed to become a good teacher. Poor interpersonal skills and basic weaknesses in literacy and numeracy were often cited as issues to be addressed. Admitting students to courses within which they are unlikely to succeed is neither a good use of increasingly scarce resources nor fair to the student. We need, therefore, to improve and make more efficient the process of selection for initial teacher education courses.
recommendation 4
Selection for entry to initial teacher education programmes should be made more rigorous, drawing on existing best practice and using a wider set of selection criteria. the possible establishment of a national assessment centre should be explored. the role of future employers should be significantly strengthened within any revised process.
recommendation 5
candidates for teaching should undertake diagnostic assessments of their competence in both literacy and numeracy. the threshold established for entry should allow for weaknesses to be addressed by the student during the course. a more demanding level should be set as a prerequisite for competence to teach.
Managing student numbers
Predicting teacher numbers is at best an art rather than a science. While the numbers of children are broadly known many years ahead, decisions about the curriculum, class sizes, promotion structures and posts in addition to class teaching are subject to political and economic pressures which can render the original assumptions redundant. The uncertainty is further compounded by the different levels at which decisions on such matters can be taken. Improving intelligence about local policies and trends and reducing lead times between decisions about numbers entering dedicated teaching courses and subsequent entry to employment should mitigate the effects of this uncertainty. Given continuing changeability, it is important that prospective students are able to take informed decisions about the likelihood of employment and that qualifications for teaching have currency and credibility in employment markets beyond education. Similarly, the path to return to teaching for qualified teachers who have taken employment in other fields should be eased.

recommendation 6

the accuracy of the workforce planning model should be improved through universities and local authorities providing their latest projections on an annual basis.

recommendation 7

Because workforce planning cannot be an exact science, steps should be taken to increase flexibility in the availability of teachers and manage fluctuations. to achieve this, students undertaking a teaching qualification should be given greater information about prospective employment in teaching, particularly at those points where alternative degree options might still be open to them. the marketability of transferable skills in education degrees beyond the education sector should be highlighted both to students and to employers. (See also recommendation 11 about the nature of teaching degrees).

recommendation 8

in order to maintain a wider pool of potential teachers, individuals who have met either the Standard for full registration or Standard for initial teacher education but have sought employment elsewhere should be encouraged to retain a reduced level of gtcS membership which gives them access to employment information and continuing professional development. where an individual seeks to return to teaching, local authorities should provide them with relevant training to support their return to the classroom.

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đề nghị 3giáo dục giáo viên nên được xem như và nên hoạt động như là một liên tục, kéo dài sự nghiệp và đòi hỏi phải có nhiều liên kết tốt hơn qua và làm việc gần gũi hơn giữa các trường học, cơ quan, trường đại học và các tổ chức quốc gia.Sự lựa chọn của sinh viênCơ sở chất lượng cao dạy nghề nói dối ban đầu ở những người tuyển dụng để trở thành giáo viên. Scotland là may mắn, trong đó nó thường đã có một nguồn cung cấp tốtđầy đủ điều kiện cá nhân muốn tham gia các nghiệp vụ. Phương pháp tiếp cận để lựa chọn cho các khóa học giáo dục giáo viên khác nhau trên khắp trường đại học nhưng primacy được trình độ học vấn, thường được bổ sung bởi đánh giá giá trị và kỹ năng xã hội. Nói chung, sự sắp xếp những người đã cho phép các ứng cử viên mạnh nhất để bạn lựa chọn nhưng có một cái nhìn liên tục bằng chứng trình bày cho việc xem xét lựa chọn một số lượng nhỏ nhưng đáng kể của những người thiếu các thuộc tính cơ bản cần thiết để trở thành một giáo viên tốt. Kỹ năng giao tiếp kém và các điểm yếu cơ bản biết đọc biết viết và toán thường được trích dẫn như là vấn đề được giải quyết. Thừa nhận sinh viên các khóa học trong đó họ có khả năng để thành công là không tốt việc sử dụng ngày càng khan hiếm tài nguyên cũng không công bằng với học sinh. Chúng ta cần, do đó, để cải thiện và thực hiện hiệu quả hơn quá trình lựa chọn cho các khóa học giáo dục giáo viên ban đầu.khuyến nghị 4Selection for entry to initial teacher education programmes should be made more rigorous, drawing on existing best practice and using a wider set of selection criteria. the possible establishment of a national assessment centre should be explored. the role of future employers should be significantly strengthened within any revised process.recommendation 5candidates for teaching should undertake diagnostic assessments of their competence in both literacy and numeracy. the threshold established for entry should allow for weaknesses to be addressed by the student during the course. a more demanding level should be set as a prerequisite for competence to teach.Managing student numbersPredicting teacher numbers is at best an art rather than a science. While the numbers of children are broadly known many years ahead, decisions about the curriculum, class sizes, promotion structures and posts in addition to class teaching are subject to political and economic pressures which can render the original assumptions redundant. The uncertainty is further compounded by the different levels at which decisions on such matters can be taken. Improving intelligence about local policies and trends and reducing lead times between decisions about numbers entering dedicated teaching courses and subsequent entry to employment should mitigate the effects of this uncertainty. Given continuing changeability, it is important that prospective students are able to take informed decisions about the likelihood of employment and that qualifications for teaching have currency and credibility in employment markets beyond education. Similarly, the path to return to teaching for qualified teachers who have taken employment in other fields should be eased.recommendation 6the accuracy of the workforce planning model should be improved through universities and local authorities providing their latest projections on an annual basis.recommendation 7Because workforce planning cannot be an exact science, steps should be taken to increase flexibility in the availability of teachers and manage fluctuations. to achieve this, students undertaking a teaching qualification should be given greater information about prospective employment in teaching, particularly at those points where alternative degree options might still be open to them. the marketability of transferable skills in education degrees beyond the education sector should be highlighted both to students and to employers. (See also recommendation 11 about the nature of teaching degrees).recommendation 8in order to maintain a wider pool of potential teachers, individuals who have met either the Standard for full registration or Standard for initial teacher education but have sought employment elsewhere should be encouraged to retain a reduced level of gtcS membership which gives them access to employment information and continuing professional development. where an individual seeks to return to teaching, local authorities should provide them with relevant training to support their return to the classroom.