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The Standard for Full Registration

The Standard for Full Registration set out below should only be used for those probationers completing an extension to their probationary period throughout the 2013/2014 school year.

The SFR needs to serve three main purposes. It has to provide:

  • a clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of induction
  • a professional standard against which reliable and consistent decisions can be made on the fitness of new teachers for full registration with GTC Scotland
  • a baseline professional standard which will apply to all teachers throughout their careers.

Elements of the Standard

The elements of the professional standard are intended to clarify and illustrate, particularly to new teachers and those advising, supporting or reviewing them, what needs to be achieved. They also provide a baseline professional standard which applies to all teachers throughout their careers

Aspect of Professional Development The Professional Standard 
1.0 Curriculum 1.1.1 Registered teachers have detailed knowledge and understanding of the relevant areas of the pre-school, primary or secondary school curriculum.
1.1.2 Registered teachers have sufficient knowledge and understanding to fulfil their responsibilities for cross-curricular themes including citizenship, creativity, enterprising attitudes, literacy and numeracy; personal, social and health education; and ICT. (As appropriate to the sector and stage of development.) 
1.1.3 Registered teachers demonstrate the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach. 
1.1.4 Registered teachers understand the nature of the curriculum and its development. 
1.2 Education Systems and Professional Responsibilities 1.2.1 Registered teachers have a broad, critical understanding of the principal features of the education system, educational policy and practice, and of their part in it.
1.2.2 Registered teachers have detailed working knowledge of their sector, of the school(s) in which they teach, and of their professional responsibilities within them.
1.3 Principles and Perspectives 1.3.1 Registered teachers articulate their professional values and practices and relate them to theoretical principles and perspectives.
1.3.2 Registered teachers have research-based knowledge relating to learning and teaching and a critical appreciation of the contribution of research to education in general. 
2.0 Teaching and Learning 2.1.1 Registered teachers are able to plan coherent, progressive and stimulating teaching programmes which match their pupils' needs and abilities, and they can justify what they teach.
2.1.2 Registered teachers communicate clearly making skilful use of a variety of media, and interact productively with pupils, individually and collectively.
2.1.3 Registered teachers use a range of teaching strategies and resources which they can evaluate and justify in terms of curriculum requirements and of the needs and abilities of their pupils.
2.1.4 Registered teachers set and maintain expectations and pace of work for all pupils.
2.1.5 Registered teachers work co-operatively with other professionals, staff and parents.
2.2 Classroom Organisation and Management 2.2.1 Registered teachers organise and manage classes and resources to achieve safe, orderly and purposeful activity.
2.2.2 Registered teachers manage pupil behaviour and classroom incidents fairly, sensitively and consistently, making sensible use of rewards and sanctions, and seeking and using the advice of colleagues when necessary.
2.3 Assessment of Pupils 2.3.1 Registered teachers understand and apply the principles of assessment, recording and reporting.
2.3.2 Registered teachers use the results of assessment to evaluate and improve their teaching, and the learning and attainment of the children they teach. 
2.4 Professional Reflection and Communication 2.4.1 Registered teachers learn from their experience of practice and from critical evaluation of relevant literature in their professional development.
2.4.2 Registered teachers convey an understanding of practice and general educational matters in their professional dialogue and communication.
2.4.3 Registered teachers reflect on and act to improve their own professional practice, contribute to their own professional development, and engage in the process of curriculum development.
3.0 Professional Values and Personal Commitment 3.1 Registered teachers show in their day-to-day practice a commitment to social justice, inclusion and caring for and protecting children.
3.2 Registered teachers take responsibility for their professional learning and development. 
3.3 Registered teachers value, respect and are active partners in the communities in which they work.