Section 1 - Professional Values - GTC SCOTLAND PROFESSIONAL STANDARDS 2021 - General Teaching Council ...
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GTC SCOTLAND PROFESSIONAL STANDARDS 2021
Section 1 – Professional Values
SOCIAL JUSTICE
Social justice is the view that everyone deserves equal economic, political and social rights
and opportunities now and in the future.
n Promoting health and wellbeing of self, colleagues and the children and young people in my care.
n Building and fostering positive relationships in the learning community which are respectful of individuals.
n Embracing global educational and social values of sustainability, equality, equity, and justice and recognising children’s rights.
n Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to
be included in decisions regarding their learning experiences and have all aspects of their wellbeing developed and supported.
n Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage
learning our way to a better future.
n Committing to social justice through fair, transparent, inclusive, and sustainable policies and practices in relation to protected characteristics,
(age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex, sexual orientation)
and intersectionality.
n Valuing, as well as respecting, social, ecological, cultural, religious, and racial diversity and promoting the principles and practices of
sustainable development and local and global citizenship for all learners.
n Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic,
religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to
learning.
n Demonstrating a commitment to supporting learners who are experiencing or who have experienced trauma, children and young people from
a care experienced background and understanding responsibilities as a corporate parent.
n Understanding and challenging discrimination in all its forms, particularly that which is defined by the Equality Act 2010.
TRUST AND RESPECT
Trust and respect are expectations of positive actions that support authentic relationship building and show care for the needs
and feelings of the people involved and respect for our natural world and its limited resources.
n Promoting and engendering a rights respecting culture and the ethical use of authority associated with one’s professional roles.
n Acting and behaving in ways that develop a culture of trust and respect for self, others and the natural world.
n Understanding, acknowledging, and respecting the contribution of others in positively influencing the lives of learners.
n Understanding health and wellbeing and the importance of positive and purposeful relationships to provide and ensure a safe and secure
environment for all learners and colleagues within a caring and compassionate ethos.
n Respecting individual difference and supporting learners’ understanding of themselves, others and their contribution to the development and
sustainability of a diverse and inclusive society.
INTEGRITY
Integrity is the practice of being honest and showing a consistent and uncompromising
adherence to strong moral and ethical principles and values.
n Demonstrating kindness, honesty, courage, and wisdom.
n Being truthful and trustworthy.
n Critically examining professional beliefs, values and attitudes of self and others in the context of collegiate working.
n Challenging assumptions, biases and professional practice, where appropriate.
1GTC SCOTLAND PROFESSIONAL STANDARDS 2021
Section 2 – Professional
Knowledge and Understanding
2.1 Curriculum and Pedagogy Curriculum, Pedagogy, Leadership
and Strategic Vision
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.1.1 Have knowledge and Have a depth of knowledge Have an enhanced and critically Understand how to Fully understand how to
understanding of and understanding of informed understanding of develop and demonstrate develop and demonstrate a
Pedagogical Theories Pedagogical Theories and Pedagogical and Learning a strategic vision strategic vision
and Professional Professional Practice Theories and Professional
Practice Practice
As a student teacher As a registered teacher As an accomplished teacher you As a middle leader you: As a headteacher you:
you are required you are required to have an enhanced and critically
to demonstrate demonstrate a depth informed understanding of: n contribute to the n lead collegial practices
knowledge and of knowledge and shared strategic and collaborative
understanding of: understanding of: n the stages of learners’ vision, ethos and aims approaches to
cognitive, social, emotional, for the school and co-create a shared
n pedagogical and n pedagogical and physical and psychological learning community strategic vision, ethos
learning theories learning theories, development and know and effectively lead and aims for the
and draw on these and draw on these how to use this information these with your learning community,
appropriately to appropriately to inform: to support every learner’s team/s and across which inspires and
inform: - curriculum design wellbeing; your area/s of motivates every learner,
- curriculum design and content where n approaches to pedagogy responsibility. You including colleagues,
and content where appropriate taking and practice: assessment, lead and demonstrate and all members of the
appropriate taking account of Gaelic learning and teaching this strategic vision, learning community and
account of Gaelic medium; and curriculum where which underpins its partners and sets
medium; - classroom organisation, appropriate taking account the work of your high expectations for
- classroom learning environment of Gaelic medium and team/s in inspiring every learner;
organisation, and structures; Learning for Sustainability; and motivating every n embrace Learning for
learning environment - planning, learning n the most appropriate learner, through Sustainability within
and structures; and teaching and contexts and environments the adoption of the shared strategic
- planning, learning assessment; for learning, including collegial practices vision for the learning
and teaching and - interdisciplinary outdoor learning, and and collaborative community; and
assessment; learning; how to apply appropriate approaches; n act as a leader of and
- interdisciplinary - outdoor learning, pedagogies for these n support and for learning and are
learning; including direct environments; contribute to a committed to continued
- outdoor learning, experience of nature n innovative and partnership strategic vision that professional learning
including direct and other learning approaches for learners with embraces Learning acting as a leading
experience of nature within and beyond additional support needs; for Sustainability; and learner to support
and other learning school boundaries; n digital technologies to n act as a leader of colleagues and the
within and beyond - additional support support learning; and for learning and learning community to
school boundaries; needs; n the significance of and are committed to enhance practice.
- additional support n the stages of practices in leadership of your own on-going
needs; learners’ cognitive, curriculum development and professional learning
n the stages of mental, social, pedagogical practices; and acting as a ‘leading
learners’ cognitive, emotional, physical, n how to take critical account learner’ to support
mental, social, and psychological of the gender, social, colleagues and the
emotional, physical, development and cultural, racial, ethnic, learning community to
and psychological know how to use this religious and economic enhance practice.
development and information to support context of learners and
their influence learning and wellbeing; how to adapt practices
on learning and n digital technologies to accordingly.
wellbeing; and support learning; and
n digital technologies n how to take account
to support learning. of the gender, social,
cultural, racial, ethnic,
religious and economic
context of learners and
how to adapt practices
accordingly.
2GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.1.2 Have knowledge Have a depth of knowledge Have an enhanced Have knowledge and Have knowledge and
and understanding and understanding of and critically informed understanding of understanding of political,
of Research and Research and Engagement understanding of Research political, economic, economic, sociological,
Engagement in in Practitioner Enquiry and Engagement in sociological, technological, legal and
Practitioner Enquiry Practitioner Enquiry technological, legal and environmental trends and
environmental trends developments
and developments
to enhance positive
outcomes for all learners
As a student teacher As a registered teacher As an accomplished As a middle leader you: As a headteacher you:
you are required you are required to teacher you have an
to demonstrate demonstrate a depth enhanced and critically n regularly share and n regularly share and
knowledge and of knowledge and informed understanding of: apply your enhanced apply enhanced
understanding of: understanding of: knowledge and knowledge and
n how to access and critical understanding critical understanding
n how to access n how to access and apply relevant findings of research and of research and
and apply relevant apply relevant findings from educational developments in developments in
findings from from educational research and contribute education policy and education policy and
educational research research; to research knowledge legislation across the legislation across the
to develop an n research and in areas of interest; learning community learning community
enquiring stance; engagement in n practitioner enquiry as to support positive to support positive
and professional/ stance in relation to learning contexts; and learning contexts; and
n how to engage practitioner enquiry; your own professional n ensure you n ensure enhanced
appropriately in the and learning, individually have enhanced knowledge and
ethical investigation n how to have an and/or collaboratively, knowledge and critical understanding
of practice. enquiring stance in to challenge and inform critical understanding of contemporary
relation to your own professional practice of contemporary developments in
practitioner enquiry, (pedagogy, learning and developments in education and society
working ethically, subject knowledge); and education and society (including the role of
individually and/or n a range of enquiry (including the role of digital technologies);
collaboratively, to approaches, different digital technologies); the environment
challenge and inform data collection the environment and the wider global
professional practice. methods/tools, and the wider global community (including
appropriate to the community (including trends and changes in
enquiry question/ trends and changes family patterns, work
context. in family patterns, patterns, the media,
work patterns, the leisure and politics) and
media, leisure and relevant current and
politics) and relevant emerging legislation.
current and emerging
legislation.
3GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.1.3 Have knowledge and Have a depth of knowledge Have an enhanced Have an enhanced Have an enhanced
understanding of and understanding of and critically informed and critically informed and critically informed
Curriculum Design Curriculum Design understanding of understanding of understanding of
Curriculum Design Curriculum Curriculum
As a student teacher As a registered teacher As an accomplished As a middle leader you: As a headteacher you:
you are required you are required to teacher you have an
to demonstrate demonstrate a depth enhanced and critically n engage critically n engage critically
knowledge and of knowledge and informed understanding of: with research and with research and
understanding of: understanding of: developments in developments in
n current principles curriculum and work curriculum and work
n principles of n principles of curriculum (local and national) collaboratively with collaboratively with
curriculum design design and how these of curriculum and others to ensure this others to ensure this
and how these can be applied to assessment design; learning is creatively learning is creatively
can be applied in learning in different n how to interpret and applied to improve applied to improve
context; sectors and contexts; analyse current policy outcomes for every outcomes for every
n theory and practical n theory and practical about curriculum learner in the learning learner in the learning
skills required in skills required in design and assessment community where community where
curricular areas as curricular areas as set to ensure learners appropriate taking appropriate taking
set out in current out in current national experience a curriculum account of Gaelic account of Gaelic
national and local and local guidelines; that meets their needs; medium; medium;
guidelines; n the value of learning n the value of learning n promote and support n co-create a culture
n processes used beyond curricular beyond curricular areas/ learning beyond where learning beyond
to develop the areas/subject subject boundaries curricular areas/ curricular areas/
curriculum; boundaries and of cross and of cross curricular subject boundaries subject boundaries
n curriculum content curricular subjects; subjects, e.g. literacy, and of cross curricular and cross curricular
and its relevance n processes used to numeracy, health and subjects, e.g. literacy, subjects e.g. literacy,
to the education of change and develop wellbeing, Learning for numeracy, health and numeracy, health and
every learner; the curriculum; Sustainability and digital wellbeing, Learning wellbeing, Learning
n interdisciplinary n curriculum content literacy; for Sustainability, for Sustainability,
learning between and its relevance to n the skills and interdisciplinary interdisciplinary
curricular areas e.g. the education of every competencies that learning and digital learning and digital
literacy, numeracy learner; comprise teacher literacy; literacy is inherent to
and health and n interdisciplinary digital literacy and n enable digital literacy the curriculum;
wellbeing, Learning learning between know how to embed and the use of digital n lead collegial practices
for Sustainability and curricular areas, stages digital technologies to technologies to and collaborative
digital literacy; and/or sectors; enhance teaching and enhance teaching and approaches to enable
n the skills and n the skills and learning; learning; and digital literacy and
competencies that competencies that n the need to adapt n ensure effective the use of digital
comprise teacher comprise teacher and enhance learning learning experiences technologies to
digital literacy and digital literacy and experiences for learners for learners with enhance learning and
know how to embed know how to embed with additional support additional support teaching; and
digital technologies digital technologies to needs; and needs. n ensure effective
to enhance teaching enhance teaching and n the need to explore learning experiences
and learning; and learning; and and adopt a wide for learners with
n the need to take n the need to take variety of technologies additional support
account of learners account of learners and learning spaces needs.
with additional with additional support within and beyond the
support needs. needs. classroom, including the
use of outdoor learning.
4GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.1.4 Have knowledge Have a depth of knowledge Have an enhanced Have knowledge Have knowledge
and understanding and understanding of and critically informed and understanding and understanding
of Planning for Planning for Assessment, understanding of Planning of Leadership and of Leadership and
Assessment, Teaching Teaching and Learning for Assessment, Teaching Management related to Management
and Learning and Learning your context
As a student teacher As a registered teacher As an accomplished As a middle leader you: As a headteacher you:
you are required you are required to teacher you have an
to demonstrate demonstrate a depth enhanced and critically n continuously widen n continuously widen
knowledge and of knowledge and informed understanding of: your knowledge and your knowledge and
understanding of: understanding of: critical understanding critical understanding
n approaches to of leadership and of leadership and
n how to plan n how to plan for pedagogy and practice: management management concepts
for effective effective assessment, assessment, learning concepts and and practices and
assessment, teaching and learning, and teaching and practices related to work collegially and
teaching and individually and curriculum; your context and collaboratively with
learning across collaboratively, across n the gender, social, work collegially and others to ensure this is
different contexts; different contexts, and cultural, racial, ethnic, collaboratively with embodied in practice;
n approaches to in order to support the religious and economic others to ensure n consider the
assessment, needs of every learner; context of every learner this is embodied in implications for
recording and n how to adapt planning and how to adapt practice; your leadership
reporting as an approaches to ensure practices accordingly; n consider the and impact on the
integral part of that the needs of every n the features of inclusive implications for learning community
learning and learner are effectively learning contexts which your leadership in terms of respectful
teaching; addressed; motivate and value and impact on the relationships across the
n national assessment n individual and every learner; learning community learning community in
requirements and collaborative n how to engage with in terms of respectful support of attainment
requirements of approaches to a wide a range of literature, relationships and achievement,
other relevant range of assessment, research and policy across the learning curriculum design and
awarding and recording and reporting and how to use this community in content; and
accrediting bodies; as an integral part of individually and support of attainment n in both your personal
and learning and teaching; collaboratively to inform, and achievement, and professional life,
n how to use feedback n national assessment evaluate and analyse curriculum design and and in the way you
to engage learners requirements and practice; content; and lead and empower the
in dialogue about requirements of other n individual and n in both your personal learning community,
their progress and relevant awarding and collaborative leadership and professional exemplify the vision
next steps. accrediting bodies; and approaches to life, and in the and culture you seek to
n the positive impact of curriculum development way you lead and develop throughout the
engaging learners in and pedagogical empower the learning learning community and
dialogue about their practices; community, exemplify across teams.
progress and how to n approaches and the vision and culture
provide meaningful practices employed you seek to develop
feedback to support to enable positive and throughout the
and agree next steps. purposeful relationships learning community
with every learner to and across teams.
discuss and support
their progress through
meaningful feedback
and agreed next steps;
and
n the most appropriate
contexts and
environments for
learning and how to
apply appropriate
pedagogies for these
environments.
5GTC SCOTLAND PROFESSIONAL STANDARDS 2021
Section 2 – Professional
Knowledge and Understanding
2.2 Professional Responsibilities
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.2.1 Have knowledge and Have a depth of knowledge Have an enhanced Understand and Fully understand and
understanding of and understanding of and critically informed demonstrate Political demonstrate Political
Education Systems Education Systems understanding of Education Insight Insight
Systems
As a student teacher As a registered teacher As an accomplished As a middle leader you: As a headteacher you:
you are required you are required to teacher you have an
to demonstrate demonstrate a depth enhanced and critically n have an insight and n have an enhanced
knowledge and of knowledge and informed understanding of: understanding of the insight and
understanding of: understanding of: dynamics of political understanding of the
n how to actively power and influence dynamics of political
n the principal national n the principal national consider and critically in the relationship power and influence
and international and international question national and between schools and in the relationship
influences on influences on Scottish international influences society in general and between schools and
Scottish education; education, and their on educational policy, the local community society in general and
n current, relevant relevance to learning practices and systems and context; the local community
legislation, policies and teaching in the development; n have an insight and and context;
and guidance in local context; n frameworks, systems understanding of n have an enhanced
relation to the n how to critically engage and processes to the dynamics and insight and
teacher’s role; with current, relevant support and enhance political power and understanding of the
n pastoral and legal legislation, policies teacher professionalism; influences and how dynamics of political
responsibilities, and national and local n current policy context this aligns with the power and influence
for example, in guidance; and how that impacts on Professional Values and how this aligns with
relation to equality, n contractual, educational change and and expectations; and the Professional Values
diversity, additional pastoral and legal teaching and learning n understand and expectations; and
support needs, child responsibilities, for and meaningfully links the impact and n understand the impact
protection, and example, in relation to inform and change implications of and implications of
wellbeing; to equality, diversity, practice; political insight for political insight for
n frameworks, systems inclusion, additional n how to ensure a culture your leadership your leadership and
and processes support needs, child which recognises and management management practices
to support and protection, and and realises the practices and the and the work of
enhance teacher wellbeing; rights of all children work of school and school and learning
professionalism; and n frameworks, systems and young people learning community. community.
n biases and their and processes and in which every
impact on people to support and learner meaningfully
and practices and enhance teacher participates in decisions
challenge these. professionalism; and related to their learning
n biases and their and wellbeing; and
impact on people and n biases and their impact
practices and challenge on people and practices
these. and how to identify and
challenge these.
6GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.2.2 Have a knowledge Have a depth of knowledge Have an enhanced Understand and demonstrate Fully understand and
and understanding and understanding of and critically informed self-awareness and inspire and demonstrate self-awareness
of Learning Learning Communities understanding of Learning motivate others and inspire and motivate others
Communities Communities
As a student As a registered teacher you As an accomplished As a middle leader you: As a headteacher you:
teacher you are required to demonstrate teacher you have an
are required to a depth of knowledge and enhanced and critically n continually develop self- n continually develop self-
demonstrate understanding of: informed understanding of: awareness; awareness;
knowledge and n regularly challenge your n regularly challenge your
understanding of: n the roles and n the roles and thinking and practice through thinking and practice
responsibilities of responsibilities of critical reflection and enquiry; through critical reflection
n the roles and teachers in establishing teachers in establishing n manage yourself and others and enquiry;
responsibilities and sustaining positive positive relationships effectively, supporting n manage yourself and others
of teachers in and purposeful across the learning and enabling teacher effectively, supporting
establishing relationships across the community and how professionalism through a and enabling teacher
and sustaining learning community; to individually and commitment to collegial and professionalism through a
positive and n the distinctive culture, collaboratively support, collaborative practice; commitment to collegial and
purposeful context and ethos of develop and sustain n build and sustain professional collaborative practice;
relationships the learning community these relationships; and personal credibility by n build and sustain
across the including Gaelic medium n local and wider learning modelling your commitment professional and personal
learning ethos where appropriate; communities and how to to on-going professional credibility by modelling your
community; and draw on these to enrich learning, integrity and ethical commitment to on-going
n the distinctive n the role of local, regional learning experiences for practice, and Learning for professional learning,
culture, context and national bodies in every learner; and Sustainability; integrity and ethical
and ethos of relation to your different n the contexts and n support and enable a culture practice, and Learning for
the learning contexts and sectors. complexity in which of trust and respect; Sustainability;
community teachers operate n use cultural and emotional n support and enable a culture
including and the dynamic and intelligence to explore bias, of trust and respect;
Gaelic medium complex role(s) of through questioning your own n use cultural and emotional
ethos where professionals within the assumptions and identifying intelligence to explore
appropriate; and educational community how these influence your work bias, through questioning
n the role of local, including Gaelic and relationships; your own assumptions
regional and medium ethos where n use insight of any personal and identifying how these
national bodies appropriate. bias and strategic leadership influence your work and
in relation to the to mitigate the negative relationships;
context. impact of bias and ensure n use insight and strategic
equity of access, opportunity leadership to mitigate the
and support; negative impact of bias and
n display confidence and ensure equity of access,
courage in the way you deal opportunity and support;
with criticism and conflict; n display confidence and
n encourage and enable the courage in the way you deal
development of leadership with criticism and conflict;
skills and capacities in others n encourage and enable the
and cultivate trust and respect development of leadership
among colleagues by creating skills and capacities
leadership opportunities in others and cultivate
across and beyond the school; trust and respect among
and colleagues by creating
n work co-operatively and leadership opportunities
strategically to develop across and beyond the
trusting relationships with school; and
parents/carers and families n work co-operatively and
and a wide range of partners strategically to develop
to support partnerships in trusting relationships with
learning. parents/carers and families
and a wide range of partners
to support partnerships in
learning.
7GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.2.3 Judge wisely and decide Judge wisely and decide
appropriately appropriately
See 3.1.4 See 3.1.4 and 3.3.2 As a middle leader you: As a headteacher you:
n analyse and define n analyse and define situations
situations clearly; clearly;
n take a positive solution- n take a positive solution-
focused approach to your focused approach to your
work; work;
n know how and when to n know how and when to make
make decisions and use decisions and use a wide
a wide range of robust range of robust and credible
and credible data to data to support and inform
support and inform your your judgements;
judgements; n actively engage in professional
n actively engage in debate and dialogue and
professional debate and actively encourage and seek
dialogue and actively views from across the learning
encourage and seek community – from colleagues,
views from across the parents/carers and families,
learning community – children and young people,
from colleagues, parents/ partners, other schools and
carers and families, the Local Authority/employer
children and young to inform your professional
people, partners, other judgement and decision-
schools and the Local making; and
Authority/employer to n create, design and share
inform your professional approaches to achieving
judgement and decision- improvement and display an
making; and awareness of the positive
n create, design and share and ethical use of power and
approaches to achieving authority.
improvement and display
an awareness of the
positive and ethical use
of power and authority.
8GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
2.2.4 Communicate effectively Communicate effectively
See 3.3.1 and 3.2.3 See 3.3.1 and 3.2.3 As a middle leader you: As a headteacher you:
n regularly display and n regularly display and
communicate your deep communicate your deep
commitment to the education, commitment to the education,
wellbeing and inclusion of wellbeing and inclusion
every learner through your of every learner through
everyday thinking and practice; your everyday thinking and
n communicate effectively and practice;
actively build positive working n communicate effectively
relationships and inclusive and actively to build positive
practices within the school, working relationships and
learning community, with inclusive practices within the
colleagues, parents/carers/ school, learning community,
families and partners; with colleagues, parents/
n support, encourage and carers/families and partners;
facilitate learners’ participation n support, encourage
in decisions about their own and facilitate learners’
learning and the life of the participation in decisions
learning community and its about their own learning
environment; and the life of the learning
n listen attentively and community and its
purposefully and express your environment;
ideas and feelings clearly; n listen attentively and
n engage in professional purposefully and express
dialogue, provide your ideas and feelings
constructive feedback clearly;
and show commitment n engage in professional
to the development and dialogue, provide
implementation of effective constructive feedback
communication in and beyond and show commitment
the school; to the development and
n demonstrate your commitment implementation of effective
to openness and honesty with communication in and
others through your effective beyond the school;
use of a variety of means of n demonstrate your
communication including, as commitment to openness and
appropriate, social media; and honesty with others through
n have a clear and critically your effective use of a variety
informed understanding of – of means of communication
and respect for – confidentiality including, as appropriate,
and consistently apply this social media; and
knowledge and insight to all n have a clear and critically
engagements, practices and informed understanding
procedures. of – and respect for
– confidentiality and
consistently apply this
knowledge and insight to all
engagements, practices and
procedures.
9GTC SCOTLAND PROFESSIONAL STANDARDS 2021
Section 3 – Professional Skills
and Abilities
3.1 Curriculum and Pedagogy Curriculum, Pedagogy, Leadership and Strategic Vision
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
3.1.1 Middle leaders, with colleagues Headteachers lead and work collaboratively
and within their specific area/s of with the learning community to design
responsibility, contribute to designing and build the curriculum (i.e. through
and building the curriculum (i.e. through the practices that take place in learning
the practices that take place in learning communities in developing content,
communities in developing content, pedagogy, assessment and provision,
pedagogy, assessment and provision, as educational programmes are planned,
as educational programmes are planned, enacted and evaluated). They critically
enacted and evaluated). They critically engage with policy, research and practice
engage with policy, research and to inform strategic knowledge and
practice to inform their knowledge and understanding of curriculum.
understanding of curriculum.
Plan effectively to meet Plan effectively to meet Plan effectively to meet Support the design and provision of Work with the learning community to
learners’ needs learners’ needs learners’ needs a curriculum informed by theoretical design and build a shared vision to provide
principles of curriculum design and a curriculum informed by theoretical
purposes of education principles of curriculum design and
purposes of education
As a student teacher As a registered teacher As an accomplished As a middle leader, through individual As a headteacher, you lead and work
to demonstrate your to demonstrate your teacher you consistently and collegial activities, you lead and collaboratively to:
professional skills and professional skills and demonstrate the enhanced work collaboratively to:
abilities you are required abilities you are required to: skills and abilities working n critically engage with policy, research
to: both individually and n develop understanding and help and practice to inform a strategic
n plan coherent, progressive collaboratively to: promote collective responsibility for overview of the planning, development
n plan coherent, and engaging teaching school-based decisions which are and assessment of learning to ensure
progressive and programmes which address n use a range of assessment in accordance with the principles that school-based decisions are
engaging teaching the needs of every learner; approaches to plan and of the purpose of education, good in accordance with the principles
programmes which n plan learning in accordance adapt teaching and/or curriculum design and address and purpose of education, good
address the needs of with current curriculum further assessment; learners’ entitlement to Learning for curriculum design and addressing the
learners; guidance, including in n plan and adapt learning, Sustainability; learners’ entitlement to Learning for
n plan learning in Gaelic medium education teaching and assessment, n critically engage with policy, research Sustainability;
accordance with current where appropriate; to meet the needs of every and practice to inform the planning, n develop and establish appropriate
curriculum guidance n identify the potential learner: development and assessment of curriculum design and planning
including Gaelic medium barriers to learning and - with a critically informed learning to meet the learning and processes to meet the learning, health
education where plan differentiated and rationale for actions taken; health and wellbeing needs of every and wellbeing needs of all learners,
appropriate; appropriately challenging - taking account of the learner, including Gaelic medium including Gaelic medium education
n identify the potential learning experiences gender, social, cultural, education where appropriate; where appropriate;
barriers to learning to ensure learning is racial, ethnic, religious and n support and lead change effectively n ensure curriculum design and planning
and plan differentiated accessible for every economic context; within your specific area/s of processes are well informed to ensure
and appropriately learner; - using appropriate responsibility; learners with additional support needs
challenging learning n communicate appropriately resources, environments n model and develop, within and experience a curriculum that meets their
experiences to ensure with every learner, and technologies; beyond your area of responsibility, needs;
learning is accessible modelling and promoting n lead pedagogical practice clear standards in your practice in n understand and lead change effectively
for every learner; competence and with a deep, informed relation to enacting the principles of across the school and wider learning
n communicate confidence in literacy, understanding of purposes inclusion, sustainability, equality and community;
appropriately with every numeracy, health and and processes of learning; social justice through the curriculum; n set clear standards in relation to
learner, modelling and wellbeing and digital and n develop understanding and promote enacting the principles of inclusion,
promoting competence literacy; n plan learning that is collective responsibility for curriculum sustainability, equality and social justice
and confidence in n ensure teaching builds creative, sustainable and design and planning processes that through the curriculum; and
literacy, numeracy, confidence and promotes takes full account of the enhance the learning experience n agree and develop curricular
health and wellbeing the progress of every impact on resources. for learners with additional support frameworks to ensure appropriate
and digital literacy; and learner; and needs; and personalisation and choice through
n ensure teaching n plan learning that is n develop curricular frameworks to individualised pathways.
builds confidence and creative, sustainable and ensure appropriate personalisation
promotes the progress uses available resources. and choice through individualised
of every learner. pathways.
10GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
3.1.2 Utilise pedagogical Effectively utilise pedagogical Critically and effectively utilise Enable and sustain a coherent approach Work with the learning
approaches and approaches and resources pedagogical approaches and to the development and improvement of community to establish,
resources resources curriculum practices (including pedagogy enable and sustain a strategic
and assessment) in line with agreed approach to the development
strategic and operational priorities and improvement of curriculum
practices (including pedagogy
and assessment) informed by
knowledge and understanding
of underpinning principles and
purposes
As a student teacher As a registered teacher As an accomplished teacher As a middle leader, through individual As a headteacher, you lead
to demonstrate your to demonstrate your you consistently demonstrate and collegial activities, you lead and and work collaboratively to:
professional skills professional skills and the enhanced skills and work collaboratively to: n develop a culture
and abilities you are abilities you are required to: abilities working both n facilitate a culture which promotes which promotes and
required to: individually and collaboratively
and sustains high-quality sustains high-quality
n create meaningful contexts to:
for learners through a curriculum practices (including curriculum practices
n create meaningful
contexts for learners range of different learning n enact deep subject pedagogy and assessment); including pedagogy and
through a range of environments; knowledge and pedagogical n model and support, high assessment;
different learning n employ appropriate leadership; expectations of curriculum in n agree and communicate
environments; teaching strategies and n use research informed order to provide all learners with clearly high expectations
n employ teaching resources, including digital pedagogies and critically creative and consistently high- of curriculum in order
strategies and approaches, to meet the evaluated resources to:
quality learning experiences and to provide all learners
resources, including needs and abilities of every - deliver high-quality learning
digital approaches, learner; pathways and opportunities for with creative and
experiences for every
to meet the needs n use self-evaluation and learner; and learning to be transformative in consistently high-quality
and abilities of professional learning - support every learner to terms of challenging assumptions learning experiences and
every learner; to support and improve be curious and engaged and expanding world views; opportunities for learning
n use self-evaluation practice; with their learning using n ensure all learners and colleagues to be transformative in
and professional n consider feedback about real world themes where meaningfully participate terms of challenging
learning to support the learning process to appropriate;
in decisions related to the assumptions and
and improve inform your teaching; n employ rigorous and critical
practice; n use a wide variety of self-evaluation, reflection development and planning of expanding world views;
n use a variety questioning techniques and enquiry including how learning opportunities; n engage with partners
of questioning and a wide range of digital to ethically investigate and n engage with partners to support to facilitate access to
techniques to and traditional approaches evidence impact on every access to appropriate learning appropriate learning
enhance learning to enhance learning and learner and on professional opportunities including outdoor opportunities, including
and teaching; and teaching; and practice; and learning within and beyond the outdoor learning within
n create opportunities n create opportunities n create opportunities for
for learning to be school and resources across the and beyond the school
for learning to be learning to be transformative
transformative in transformative in terms of in terms of challenging wider learning community; and resources across
terms of challenging challenging assumptions assumptions and expanding n establish and develop processes the wider learning
assumptions and and expanding world views the world views of learners. to systematically gather, community and provide
expanding world analyse and make effective learners with regular
views use of assessment feedback access to and education
and learners’ progress data to in the natural world;
evaluate, inform and plan future n engage with colleagues
learning which meet the learning and the learning
and wellbeing needs of every community to develop
learner; and strategic assessment
n develop, enhance and share practices, outlining the
practices which promote principles, purposes,
improvements in curriculum uses, impact and sharing
practices, ensuring and of any data gathered;
maintaining a focus on the and
interests of children and young n enable colleagues
people. to develop, enhance
and share teachers’
curriculum practices.
11GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
3.1.3 Utilise partnerships for Effectively utilise partnerships Critically and effectively Enable and sustain Work with the learning
learning and wellbeing for learning and wellbeing use partnerships for processes which actively community to establish,
learning and wellbeing promote professional enable and sustain
dialogue, critical reflection processes which actively
and collegial practice as promote professional
a way of evaluating and dialogue, critical reflection
enhancing curriculum and collegial practice as
practices (including a way of evaluating and
pedagogy and assessment enhancing curriculum
practices) and wellbeing practices (including
pedagogy and assessment
practices) and wellbeing
among the school
community
As a student teacher As a registered teacher to As an accomplished As a middle leader, through As a headteacher,
to demonstrate your demonstrate your profes- teacher you consistently individual and collegial you lead and work
professional skills and sional skills and abilities you demonstrate the activities, you lead and collaboratively to:
abilities you are required to: are required to: enhanced skills and work collaboratively to:
abilities working n model and develop
n contribute to a rights- n contribute to a rights- both individually and n model and support a culture of mutual
respecting culture respecting culture where collaboratively to: the development of trust, respect and
where learners can learners meaningfully a culture of mutual accountability through
meaningfully participate participate in decisions n further develop trust, respect and the development
in decisions related related to their learning, and encourage accountability through and enactment of the
to their learning, wellbeing, learning a culture where the development curriculum;
wellbeing, learning environment and their learners meaningfully and enactment of the n promote a culture of
environment and their school; participate in curriculum; critical reflection and
school; n create and sustain decisions related n actively promote and self-evaluation and
n create and sustain effective working to their learning, engage in collaborative establish approaches
effective working relationships with wellbeing and learning professional dialogue, to review curriculum
relationships with colleagues, parents/carers, community; critical reflection and practices which gathers
colleagues, parents/ families, wider school n work effectively with self-evaluation with your views from colleagues
carers, families and community and partner colleagues, parents/ team or teams across and others across the
the wider school agencies, to support carers, wider school the school, as a way of learning community;
community and partner learning and wellbeing community and proactively monitoring and
agencies where across the school and partner agencies to and reviewing n agree, develop and
appropriate, to support taking a lead role when enrich learning and pedagogy; establish processes to
learning and wellbeing appropriate; teaching and support n establish approaches validate and enhance
across the school; n establish opportunities the wellbeing of all, to review curriculum the quality of curriculum
n practise self-care for parents/carers to across the learning practices which gathers practices (including
and support the participate in decisions community; and views from colleagues pedagogy and
wellbeing of others, about their child’s learning; n create and develop and others across the assessment practices).
seeking support where n practise self-care and and sustain learning community;
necessary; support the wellbeing of partnerships which: n support a range of peer
n develop partnerships others seeking support - support decision learning approaches
which: where necessary; making that is which enable teams to
- support decision- n develop partnerships compatible with a work collaboratively
making that is which: sustainable future in and provide systematic
compatible with a - support decision-making a just and equitable opportunities to
sustainable future in that is compatible with a world; enhance and refresh
a just and equitable sustainable future in a just - connect learners to teachers’ pedagogic and
world; and equitable world; their dependence on assessment practices;
- connect learners to - connect learners to their the natural world and and
their dependence on dependence on the natural develop their sense n agree, develop and
the natural world and world and develop their of belonging to both establish processes to
develop their sense sense of belonging to the local and global validate and enhance
of belonging to both both the local and global community; and the quality of curriculum
the local and global community; and - connect relevance of practices (including
community; and - connect relevance of learning to skills for pedagogy and
- connect relevance of learning to skills for life, life, learning and work. assessment practices).
learning to skills for life, learning and work.
learning and work.
12GTC SCOTLAND PROFESSIONAL STANDARDS 2021
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
3.1.4 Employ assessment, evaluate progress, Effectively employ assessment, evaluate progress, Critically and effectively employ assessment, evaluate
recording and reporting as an integral part of recording and reporting as an integral part of the progress, recording and reporting as an integral part of the
the teaching process to support and enhance teaching process to support and enhance learning teaching process to support and enhance learning
learning
As a student teacher to demonstrate your As a registered teacher to demonstrate your As an accomplished teacher you consistently
professional skills and abilities you are professional skills and abilities you are required to: demonstrate the enhanced skills and abilities working
required to: both individually and collaboratively to:
n record, analyse and use assessment data
n record, analyse and use assessment data effectively to evaluate learning and teaching; n ensure formative and summative assessment
to evaluate learning and teaching; n use the results of assessment to identify information is used effectively to inform learning and
n use the results of assessment to identify development needs at class, group and teaching and is proportionately and appropriately
development needs at class, group and individual level and as a basis for dialogue with recorded;
individual level; learners about their progress and targets; n critically evaluate and use a range of differentiated
n use a range of differentiated assessment n evaluate and use a range of differentiated assessment strategies that ensures support and
strategies that ensures support and assessment strategies that ensure support and challenge for all learners;
challenge for all learners; challenge for all learners; n apply the principles, policies and practices of
n use appropriate formative and summative n use appropriate formative and summative assessment, including those required by awarding
assessment strategies to provide assessment strategies to provide opportunities and accrediting bodies;
opportunities for challenge and growth for challenge and growth appropriate to n with a range of relevant partners, select/design, use
appropriate to the needs of every learner the needs of every learner and to meet the and evaluate innovative, responsive assessment
and to meet the requirements of the requirements of the curriculum and awarding approaches and strategies;
curriculum and awarding and accrediting and accrediting bodies; n engage with moderation and verification processes
bodies; and n engage with moderation and verification to effectively inform pedagogy, learner progress,
n contribute to clear, informative reports processes to inform pedagogy, learners’ whole school and system improvement;
for parents/carers and the school which progress and school improvement; n contribute to/design effective recording strategies to
discuss progress in learning in a sensitive n produce clear, informative reports for parents/ capture and analyse appropriate and proportionate
and constructive way. carers, the school and partner agencies which data that:
discuss both progress in learning and matters - provides meaningful feedback/feedforward to
related to personal, social and emotional learners;
development in a sensitive and constructive - supports meaningful reporting of learners’ progress
way; and to parents/carers, families and partners;
n apply professional judgement to evidence n contribute to the evidence base used to inform
gathered to inform summative assessment. learning and teaching, school and system level
improvement; and
n apply professional judgement to evidence gathered
to inform summative assessment.
13GTC SCOTLAND PROFESSIONAL STANDARDS 2021
Section 3 – Professional Skills
and Abilities
3.2 The Learning Context
SPR SFR SCLPL SML SFH
BENCHMARK OF TEACHER COMPETENCE ASPIRATIONAL STANDARDS
3.2.1 Middle leaders, with colleagues and within their Headteachers lead and work collaboratively
specific area/s of responsibility, help promote to establish a culture which promotes
a culture of wellbeing for all. In line with their wellbeing for self, others and the natural
identified strategic and operational priorities, world to enable and sustain positive and
they enable and sustain positive and purposeful purposeful relationships and partnerships
relationships and partnerships with colleagues, with colleagues, learners, and others across
learners, and others across the learning the learning community to meet the identified
community to meet the identified needs of all needs of all learners. They critically engage
learners. They critically engage with policy, with policy, research and practice to inform
research and practice to inform their knowledge strategic knowledge and understanding of the
and understanding of the learning environment. learning environment.
Appropriately organise Effectively organise and Critically and effectively organise Lead and support the vision, values, ethos and Agree, share and enact the vision, values,
and manage learning manage learning and manage learning aims of the learning community with colleagues, ethos and aims of the learning community
learners, parents/carers and families and wider with colleagues, learners, parents/ carers and
community families and wider community
As a student teacher As a registered teacher As an accomplished teacher As a middle leader, through individual As a headteacher, you lead and work
to demonstrate your to demonstrate your you consistently demonstrate and collegial activities, you lead and work collaboratively to:
professional skills professional skills and the enhanced skills and abilities collaboratively to:
and abilities you are abilities you are required to: working both individually and n co-create an aspirational vision, values,
required to: collaboratively to: n help co-create, model and share the vision, ethos and aims, agreed in partnership with
values, ethos and aims of the learning all colleagues, learners, parents/carers
n create a safe, caring community with all learners, colleagues, and families and wider community and
n create a safe, caring n create and maintain an
and purposeful learning parents/carers and families and wider embracing Learning for Sustainability;
and purposeful inclusive, stimulating,
environment which is community, including Gaelic medium ethos n model and share the vision, values, ethos
learning environment purposeful and dynamic
welcoming and inclusive, where appropriate, and embracing Learning and aims regularly to all learners and the
which is welcoming learning environment that
well managed and well for Sustainability; wider learning community including Gaelic
and inclusive, well offers appropriate support and
organised; n enable your teams to promote and sustain a medium ethos where appropriate;
managed and well challenge for all learners;
n plan and organise culture of wellbeing for all through modelling n promote a culture of wellbeing for all
organised; n provide innovative and
effectively to facilitate and supporting sustainable processes and through modelling and supporting
n plan and organise adaptive learning experiences
whole-class lessons, practices for working and learning; sustainable processes and practices for
effectively to facilitate for learners with additional
group and individual work n create and sustain a learning culture where working and learning;
whole-class lessons, support needs;
and promote independent additional support needs are integral to the n promote and enable a learning culture
group and individual n ensure that the learning
learning; learning community ethos; and where additional support needs are
work and promote environment takes full account
n take into account the n support and sustain colleagues in creating integral to the learning community ethos;
independent learning; of the diverse learning needs of
additional support needs safe, caring and purposeful learning and
n use a range of learners;
of learners to ensure environments which are welcoming and n create safe, caring and purposeful
opportunities that n ensure opportunities for active
meaningful learning inclusive, well managed and well organised. learning environments which are
stimulate and reflect participation, individually and
experiences; welcoming and inclusive, well managed
ongoing learning collaboratively, for all learners;
n use a wide range of and well organised.
in varied and n critically evaluate, select and
opportunities that
dynamic learning design appropriate resources
stimulate and reflect
environments; to ensure appropriately
ongoing learning in varied
n enable learners to differentiated learning, teaching
and dynamic learning
make use of well- and assessment;
environments;
chosen resources, n ensure that every learner has
n enable every learner
including digital access to and are enabled
to make full use of
technologies, to to select from well-chosen/
well-chosen resources,
enhance learning, designed resources including
including digital
teaching and digital technologies; and
technologies, to enhance
assessment, as n draw on a range of sources to
learning, teaching
appropriate; critically evaluate the impact
and assessment, as
n create opportunities of the learning environment
appropriate;
for learning to be on every learner and learning
n create opportunities
transformative in and to challenge assumptions,
for learning to be
terms of challenging bias and adapt provision, as
transformative in terms of
assumptions and appropriate.
challenging assumptions
expanding world
and expanding world
views; and
views; and
n evaluate the impact
n draw on a range of
of the learning
sources to evaluate the
environment on every
impact of the learning
learner and learning
environment on every
and to challenge
learner and learning and
assumptions,
to challenge assumptions,
surface bias and
surface bias and adapt
adapt provision, as
provision, as appropriate.
appropriate.
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