Speeding up cases
The GTC will appoint a pool of non-Council members to assist in hearing future GTC disciplinary cases and induction appeals. The decision was made at the Council meeting held in July.
The pool, which will be made up of qualified teachers and lay representatives of the public interest, will assist the 64 GTC Council members in carrying out regulatory work. The number of cases referred to the GTC has been growing, and the pool will reduce the amount of time it takes for cases to be heard.
Those recruited will sit on committees to hear conduct, competence and criminal conviction cases. They will also sit on investigating committees and hear induction appeals. They will be recruited through the public appointments process and receive the same high level of training and evaluation as Council members. Advertising will take place during the autumn term.
Currently, at least two of the three members of hearing committees are teachers and that will not change after the pool is recruited. At least two members of each hearing panel will be Council members.
GTC Chair Judy Moorhouse says: "Council members have always attached huge importance to our regulatory work. However, the interests of justice for the teacher, who should not face undue delay,must be paramount. By recruiting a pool of panel members from outside Council through the public appointments process, we will add to capacity and this will help us work through cases more promptly."
What makes CPD effective?
Two research studies have looked at ways of making sure that continuing professional development (CPD) is effective in schools.
A joint study by the GTC and the Association of Teachers and Lecturers (ATL) examined 20 CPD research projects identifying six main factors that contribute to effective CPD:
- teachers to have influence over their own CPD
- differentiated opportunities at different career stages
- key processes, such as a clear focus on pupil learning, coaching and mentoring
- basing development firmly upon the professional knowledge base of teaching and learning
- leadership from the head teacher, senior leadership and CPD co-ordinator
- high quality external support and opportunities for shared learning.
The study also contends that the 'widely held perception of CPD as training involving short courses and Inset days' should be challenged. Professional development should be seen as a process that is sustained over time, has expert input and is aligned and supported by a professional learning perspective.
Ofsted, in its report The logical chain: continuing professional development in effective schools, finds that CPD is most effective where senior managers understand its potential for raising standards, and use it as a key driver for school improvement.
The GTC supports CPD through our Connect network for CPD leaders and the GTC Teacher Learning Academy (TLA). Ofsted identifies several areas for improvement, and the TLA offers individual teachers a way of addressing their CPD goals through its emphasis on individual needs, working with colleagues and evaluation.
• To view the GTC/ATL report, visit: www.gtce.org.uk/research
• To view the Ofsted report, visit: www.ofsted.gov.uk
