Standard for Provisional Registration

The Standard for Provisional Registration (SPR) specifies what is expected of a student teacher at the end of Initial Teacher Education who is seeking provisional registration with GTC Scotland. Having gained the SPR, all provisionally registered teachers continue their professional learning journey by moving towards the attainment of the Standard for Full Registration.

This video summarises all the GTCS’ Standards:

Over the four years of your MA course you will map your professional experiences and reflections against all aspects of the SPR.


           STANDARD Self-evaluation of achievement and any related evidence/examples
1 Professional Values and Personal Commitment
1.1      Social Justice

·         Embracing the values of social justice

·         Committed to the principles of democracy and social justice

·         Valuing local and global citizenship

·         Demonstrating a commitment to engaging learners in real world issues

·         Respecting the rights of all learner

1.2      Integrity

·         Demonstrating openness, honesty, courage and wisdom

·         Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice

·         Critically examining the connections between personal and professional attitudes to bring about transformative change in practice

1.3      Trust and Respect

·         Acting and behaving in ways that develop a culture of trust and respect

·         Providing and ensuring a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing

·         Demonstrating a commitment to motivating and inspiring learners taking into consideration barriers to learning

1.4      Professional Commitment

·         Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality

·         Committed to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice


2.1.1   Have knowledge and understanding of the nature of the curriculum and its development

·         Develop an understanding of the principles of curriculum design and the contexts for learning

·         Know about and understand the processes of change and development in the curriculum

·         Develop an awareness of connections with other curricular areas,

·         stages and sectors

2.1.2  Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

·         acquire knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance

·         understand how to match the level of curricular areas to the needs of all learners

·         understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners

·         know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability


2.1.3  Have knowledge and understanding of planning coherent and progressive teaching programmes

·         know how to plan for effective teaching and learning across different contexts and experiences

·         know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners


2.1.4  Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning

·         know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in their care, and show commitment to raising these learners’ expectations of themselves

·         know how to apply knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing

·         have knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies to enhance teaching and learning

·         know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance

·         know and understand the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and select the most appropriate methods to meet all learners’ needs

·         have knowledge and understanding of current educational priorities such as learning for sustainability


2.1.5  Have knowledge and understanding of the principles of assessment, recording and reporting

·         know and understand that the principles of assessment, recording and reporting are integral to the process of teaching and learning

·         know and understand how to use the principles of assessment, record assessments appropriately, use assessment information to review progress, inform teaching and learning, identify next steps and produce clear, informed and sensitive reports



2.2  Education Systems and Professional Responsibilities


2.2.1  Have knowledge and understanding of the principle influences on Scottish education and develop awareness of international systems

·         develop an understanding of the principal influences on Scottish education and develop awareness of international systems

·         develop an understanding of current, relevant legislation and guidance such as the Standards in Scotland’s Schools etc Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC

·         develop an understanding of the legal and professional aspects of a teacher’s position of trust in relation to learners


2.2.2  Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them

·         develop and understanding of the sector and schools in which they are working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers’ professional practice

·         have a working knowledge of the teacher’s contractual, pastoral and legal responsibilities

·         have an awareness of and respect for a school’s distinctive ethos

·         have an understanding of the roles and responsibilities of all staff within the learning community


2.3  Pedagogical Theories and Practice


2.3.1  Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices

·         have knowledge and understanding of the stages of learners’ cognitive, social and emotional development which they are able to use to take account of all learners’ needs

·         have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning

·         have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected


2.3.2  Have knowledge and understanding of the importance of research and engagement in professional enquiry

·         know how to access and apply relevant findings from educational research

·         know how to engage appropriately in the systematic investigation of practice





3.1  Teaching and Learning


3.1.1  Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities

·         plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work


3.1.2  Communicate effectively and interact productively with learners, individually and collectively

·         model appropriate levels of literacy and numeracy in their own professional practice

·         use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners

·         communicate appropriately with all learners, and promote competence and confidence in literacy

·         demonstrate effective questioning strategies

·         communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners

·         stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional

·         reflect on the impact of their personal method of communication on learners and others in the classroom


3.1.3  Employ a range of teaching strategies and resources to meet the needs and abilities of learners

·         demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes

·         demonstrate that they can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities

·         demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners


3.1.4  Have high expectations of all learners

·         develop tasks and set pace of work to meet the needs of learners, providing effective support and challenge, seeking advice appropriately

·         demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners’ needs


3.1.5  Work effectively in partnership in order to promote learning and wellbeing

·         ensure learners contribute to planning and enhancement of their own learning programmes

·         demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing


3.2  Classroom Organisation and Management


3.2.1  Create a safe, caring and purposeful learning environment

·         plan and provide a safe, well organised learning environment, including effective use of display

·         make appropriate use of available space to accommodate whole-class lessons, group and individual work and promote independent learning

·         use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary

·         organise and manage classroom resources and digital technologies to support teaching and learning

·         know about and be able to apply health and safety regulations as appropriate to their role


3.2.2  Develop positive relationships and positive behaviour strategies

·         demonstrate care and commitment to working with all learners

·         demonstrate knowledge and understanding of wellbeing indicators

·         show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success

·         apply the school’s positive behaviour policy, including strategies for understanding and preventing bullying

·         know how and when to seek the advice of colleagues in managing behaviour

·         demonstrate the ability to justify the approach taken in managing behaviour


3.3  Pupil Assessment


3.3.1  Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning

·         use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies

·         enable all learners to engage in self-evaluation and peer assessment to benefit learning

·         record assessment information to enhance teaching and learning

·         use the results of assessment to identify strengths and development needs which lead to further learning opportunities


3.4  Professional Reflection and Communication


3.4.1  Read and critically engage with professional literature, educational research and policy

·         read and analyse a range of appropriate educational and research literature

·         use what they have learned from reading and research to challenge and inform practice


3.4.2  Engage in reflective practice to develop and advance career-long professional learning and expertise

·         reflect and engage in self evaluation using the relevant professional standard

·         adopt an enquiring approach to their professional practice and engage in professional enquiry and professional dialogue

·         evaluate their classroom practice, taking account of feedback from others, in order to enhance teaching and learning

·         engage where possible in the processes of curriculum development, improvement planning and professional review and development

·         work collaboratively to share their professional learning and development with colleagues

·         maintain a record of their own professional learning and development, culminating in an Initial Professional Development Action Plan



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