In this section we will look at:
6.1 School community
6.2 Curriculum flexibility and planning
6.3 Standards for CLPL and professional recognition
Learning for sustainability represents how a practitioner connects their knowledge and understanding of their learners with the areas highlighted in figure 15
Each school community is unique. Variants will depend on factors such as geographical location, The Scottish Index of Multiple Deprivation (SIMD) ethos and engagement levels, and many more. Developing inclusive school communities requires cognisance of these factors and those highlighted in figure 15.
The Standard for Career-Long Professional Learning describes the advanced professional knowledge and pedagogical expertise that registered teachers will develop and maintain as they continue to progress in teaching and the education profession. The standard provides an opportunity for teachers to progress, enrich, develop and enhance their practice, expertise, knowledge, skills and professional values. It will support teachers as they develop as reflective, accomplished, and enquiring professionals who are able to engage with the complexities of teaching and learning, the changing contemporary world of their learners, and the world beyond the profession and its institutions, in order to enhance the learning experiences for all learners.
The key areas of career-long professional learning are:
In your Reflective Log complete the table and indicate how you are achieving the standards.
See the diagram which highlights the National Framework for Inclusion
See the National Framework for Inclusion website
Read further information on the GTCS standards for career long professional learning
Curriculum for Excellence was designed to be flexible in order to meet the needs of all learners, recognising that one size does not fit all. Barriers to learning and participation are sometimes made unintentionally which is why it is important that schools and local authorities understand their responsibilities and duty with regards to planning for learners who have additional support needs. If required to do so consideration must be given to the design of the curriculum and how it is accessed. An example of this could be when a school amends their curriculum to reflect the interests and abilities of their pupils, offering tailored programmes such as dance, photography, laboratory skills and Open University modules. Such approaches contribute substantially towards closing the ‘gap’ in achievement and attainment for learners.
In your Reflective Log complete the questions in the table.
GTCS’s Professional Recognition recognises the enhanced, significant and sustained enquiry a teacher has undertaken and the development of their professional learning in a particular area. Professional Recognition provides the opportunity for a teacher to be recognised as an accomplished/expert practitioner in a particular area, whose practice is underpinned by ongoing reflective enquiry.
To gain professional recognition in a specific area of expertise you will be required to demonstrate:
Reflective questions
Table
Now go to 7 What Next?