The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and Education Authorities. The approach adopted by the Evidence for Policy and Practice Information and Co-ordinating Centre review of the international literature since 1998 on teacher induction offers a lens through which to review developments in Scotland. Hastily implemented but generally regarded to be a success by the General Teaching Council for Scotland and the Scottish government, how do the Scottish developments measure up?
References
1.
American Federation of Teachers (AFT) (2001) Beginning Teacher Induction: The essential bridge. Educational Issues Policy Brief 13. Washington DC: AFT.
2.
Asia-Pacific Economic Cooperation ministerial group (APEC) (1997) From Students of Teaching to Teachers of Students: Teacher induction around the Pacific Rim. www.ed.gov/pubs/APEC (accessed 18 March 2009).
3.
Audit Scotland (2006) A Mid-term Report. A First Stage Review of the Cost and Implementation of the Teachers' Agreement A Teaching Profession for the 21st Century. Edinburgh: Audit Scotland.
4.
BlackwellP.J. (2002) Putting the Pieces of Teacher Education Together: Lessons learned by the Eisenhower Initial Teacher Professional Development Programs. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, 1–5 April.
5.
ChristieD. (2003) Competences, Benchmarks and Standards in Teaching, in BryceT.HumesW. (Eds) Scottish Education: Post devolution, 2nd edn, 952–963. Edinburgh: Edinburgh University Press.
6.
ChristieF.DraperJ.O'BrienJ. (2003) A Study of the Induction Scheme for Beginning Secondary Teachers in Scotland. Edinburgh: Centre for Educational Leadership, Moray House School of Education, University of Edinburgh.
7.
ChristieF.O'BrienJ. (2005) A CPD Framework for Scottish Teachers: Steps or stages, continuity or connections? in AlexandrouA.FieldK.MitchellH. (Eds) The Continuing Professional Development of Educators: Emerging European issues. Oxford: Symposium Books.
8.
ClarkeR.MathesonI.MorrisP.RobsonD. (2007) Models of Support in the Teacher Induction Scheme in Scotland: The views of head teachers and supporters. Paper delivered at 32nd Association of Teacher Educators in Europe (ATEE) conference, Telford, August.
9.
DraperJ.ChristieF.O'BrienJ. (2006) Meeting the Standard? The New Teacher Education Induction Scheme in Scotland, in TownsendT.BatesR. (Eds) Handbook of Teacher Education: Globalization, standards and professionalism in times of change, 391–406. Dordrecht: Springer-Kluwer.
10.
DraperJ.FraserH.SmithD.TaylorW. (1991) A Study of Probationers. Edinburgh: Moray House Institute.
11.
DraperJ.O'BrienJ.ChristieF. (2004) First Impressions: The new teacher induction arrangements in Scotland, Journal of In-service Education, 30(2), 201–223. http://dx.doi.org/10.1080/13674580100200316
12.
DraperJ.O'BrienJ. (2006) Induction – fostering career development at all stages. Edinburgh: Dunedin Academic Press.
13.
Feiman-NemserS. (2001) From Preparation to Practice: Designing a continuum to strengthen and sustain teaching, Teachers College Record, 103(6), 1013–1055.
14.
Feiman-NemserS.SchwilleS.CarverC.YuskoB. (1999) A Conceptual Review of Literature on New Teacher Induction. Washington, DC: National Partnership for Excellence and Accountability in Teaching.
15.
General Teaching Council for Scotland (2002) The Standard for Full Registration. Edinburgh: GTCS.
16.
HumphreyD.C.AdelmanN.EschC. (2000) Preparing and Supporting New Teachers: A literature review. Menlo Park: SRI International.
17.
JohnsonS.M.BirkelandS.E. (2003) Pursuing a ‘Sense of Success’: New teachers explain their career decisions, American Educational Research Journal, 40(3), 581–617. http://dx.doi.org/10.3102/00028312040003581
18.
JonesC.BubbS.TotterdellM.HeilbronnR. (2002) Reassessing Variability of Induction for NQTs: Statutory policy and schools' provision, Journal of In-Service Education, 28, 495–508. http://dx.doi.org/10.1080/13674580200200229
19.
KirkG.BeveridgeW.SmithI. (2003) The Chartered Teacher. Edinburgh: Dunedin Academic Press.
20.
McNallyJ. (2002) Developments in Teacher Induction in Scotland and Implications for the Role of Higher Education, Journal of Education for Teaching, 28(2), 149–164. http://dx.doi.org/10.1080/0260747021000005583
21.
McNallyJ. (2006) A Loose Thread of Research in a Seamless Garment of Professional Development. Paper presented to Teaching and Learning Research Programme Seminar Programme: Changing Teacher Roles, Identities and Professionalism (C-TRIP), King's College, London, 26 April.
22.
O'BrienJ.ChristieF. (2005) Characteristics of Support for Beginning Teachers: Evidence from the new induction scheme in Scotland, Mentoring and Tutoring, 13(2), 191–205.
23.
O'BrienJ.ChristieF. (2008) A Role for Universities in the Induction of Teachers? A Scottish Case Study, Journal of In-Service Education, 34(2), 147–163. http://dx.doi.org/10.1080/13674580802003599
24.
O'BrienJ.ChristieF.DraperJ. (2007) Induction Standards and the Assessment of Beginner Teacher Competence: A UK perspective, in Valencic-ZuljanM.VogrincJ. (Eds) Professional Inductions of Teachers in Europe and Elsewhere, 289–308. Ljubljana: European Social Fund and Slovenian Education Ministry.
25.
O'BrienJ.DraperJ. (2008) Leadership for Learning or Learning for Leadership? The Role of Teacher Induction and Early Professional Development in England and Scotland, in MacBeathJ.ChengY.C. (Eds) Leadership for Learning: International perspectives, 259–272. Amsterdam: Sense Publishers.
26.
O'BrienJ.TorranceD. (2005) Professional Learning for School Principals: Developments in Scotland, Education Research and Perspectives, 32(2), 165–181.
27.
Organisation for Economic Cooperation and Development (2002) Attracting, Developing and Retaining Effective Teachers. Country Questionnaire: (UK). London: Department for Education and Skills.
28.
PearsonM.A.RobsonD. (2005a) Reflecting on Experiences of the Teacher Induction Scheme. Edinburgh: General Teaching Council for Scotland.
29.
PearsonM.A.RobsonD. (2005b) Experience of the Teacher Induction Scheme: Operation, support and CPD. Edinburgh: General Teaching Council for Scotland.
30.
PurdonA. (2003) A National Framework of CPD: Continuing professional development or continuing policy dominance?Journal of Education Policy, 18(4), 423–437. http://dx.doi.org/10.1080/0268093032000106866
31.
Quality Assurance Agency for Higher Education (QAAHE) (2000) Quality Assurance in Initial Teacher Education: The Standard for Initial Teacher Education in Scotland – benchmark information. Gloucester: QAAHE.
RobsonD.PearsonM. (2004) The Standard for Full Registration: Evaluation of current practice in the teacher induction scheme in Scotland. Paper presented at the British Educational Research Association annual conference, Manchester, September.
35.
RobsonD.PearsonM. (2005) Using Research Evidence to Enhance the Scottish Teacher Induction Scheme. Paper presented at the British Educational Research Association annual conference, Pontypridd, September.
36.
RogersD.L.BabinskiL.M. (2002) From Isolation to Conversation: Supporting new teachers' development. Ithaca: State University of New York Press.
37.
SchalockM.SchalockD. (2002) The Prevalence of Specific Standards-Based Teaching Practices Observed in the Classrooms of First and Second Year Teachers. Monmouth: Western Oregon University, Teaching Research Division.
Scottish Executive Education Department (2000) A Teaching Profession for the 21st Century. The ‘McCrone’ Report. Edinburgh: Scottish Executive.
40.
Scottish Executive Education Department (SEED) (2002) Standard for Chartered Teacher. Edinburgh: SEED.
41.
Scottish Executive Education Department (2005a) (SEED) Review of Initial Teacher Education Stage 2. Edinburgh: SEED.
42.
Scottish Executive Education Department (SEED) (2005b) Review of Initial Teacher Education Stage 2: Ministerial response. Edinburgh: SEED.
43.
Scottish Office Education and Industry Department (1998) The Standard for Headship. Stirling: Scottish Qualification for Headship (SQH) Unit.
44.
TotterdellM.WoodroffeL.BubbS.HanrahanK. (2004a) The Impact of NQT Induction Programmes on the Enhancement of Teacher Expertise, Professional Development, Job Satisfaction or Retention Rates: A systematic review of research literature on induction. London: EPPI-Centre, Institute of Education, University of London. http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/TTA/NQT/NQT_review.pdf (accessed 6 October 2008).
45.
TotterdellM.WoodroffeL.BubbS.HanrahanK. (2004b) The Impact of NQT Induction Programmes on the Enhancement of Teacher Expertise, Professional Development, Job Satisfaction or Retention Rates: A systematic review of research literature on induction: Summary. London: EPPI-Centre, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=307 (accessed 6 October 2008).
46.
Victorian Institute of Teaching (2003) Standards of Professional Practice for Fully Registered Teachers. Melbourne: VIT.
47.
YoungsP. (2002) State and District Policy Related to Mentoring and New Teacher Induction in Connecticut. New York: National Commission on Teaching and America's Future.
