Outline of the STNE development of a 6 year continuum for beginning teachers from four years undergraduate to the first two years of teaching.

1. Scottish Teachers for a New Era (STNE) is a collaborative six-year pilot project which
seeks to prepare ‘teachers for a new era’ able to face up to the challenges of knowledge
and learning in the twenty-first century. The programme’s aims include the creation of
an extended professional culture, the broadening of learning experiences, opportunities to
develop new and personal approaches to teaching and a broader conceptualisation of
pupil gains leading to improved teacher and pupil learning.
Developing a Continuum of New Teacher Learning,
Development and Support
May 2010
Introduction
One key objective of the STNE project is the development of a seamless continuum of teacher support
(including mentoring), learning and development from pre-service through induction and into the early
years of teaching, underpinned by strong partnerships between the University and various project
stakeholders (including seven partner local authorities, their schools and teachers).
The overarching aim of this research was to develop a deeper understanding of teachers’ early career
experiences, specifically the articulation between stages, continuing professional learning and
development, support mechanisms and future development requirements.
Key messages emerging from data collected over a two year period regarding the (support and
development) experiences of Scottish teachers progressing through early career stages are presented. The
emergent strong evidence base is being used, on an on-going basis, to underpin the practical development
of specific partnership activities to support achievement of the objective, an approach which closely aligns
with one of the key project design principles, ‘decisions driven by evidence’.
The research findings summarised here were initially published in a confidential STNE report (Robson and
Fitzpatrick, 2008)

2. Developing a Continuum of New Teacher Learning,
Development and Support
Policy Backdrop
The idea of a partnership-based continuum of new teacher support and development aligns closely with the
foci of recent important Scottish educational policy developments, which encompass early career
professional development, teacher induction and support (including mentoring), and partnership in Initial
Teacher Education (ITE).
The 2001 McCrone Report recognised the importance of Continuing Professional Development (CPD),
both as a professional entitlement and responsibility, and accelerated progress towards the development of
a national CPD framework, to underpin and support lifelong learning.
A subsequent joint research project between the Scottish Government and the General Teaching Council
for Scotland led to the development of the Standard for Full Registration (SFR), which set out expectations
for new teachers during their one year induction period (Teacher Induction Scheme) but also provided a
structure for schools and employers developing the first stage of the CPD framework. Each probationer has
a 0.7/0.3 teaching /professional learning and development commitment, a structured induction programme
provided by local authorities and schools, and a designated supporter (mentor). National data highlighted a
generally successful scheme (Pearson and Robson, 2005a,b) (Clarke et al, 2007), but also pointed to some
areas for improvement, notably limitations in the continuity of CPD and inconsistent mentoring practices.
Coupled with this, it appears that there has been relatively limited thought given to immediate post-
Induction CPD and support needs, and very little evidence exists as to formal policies and provision from
the Universities and/or the local authorities (GTCS, 2006) - a clear gap exists in terms of opportunities for
focused CPD pathways between the Induction Scheme and the Chartered Teacher Scheme. As such, these
are areas where, potentially, strong partnership activity between stakeholders (an interconnected model of
CPD provision) would bear fruit in relation to continuum development, reflecting comments made in a
2005 Ministerial response (SEED, 2005) to the conclusions of the 2nd Stage Review of Initial Teacher
Education.
In this connection, the evidence-informed STNE development provides a vehicle to enable investigation of
partnership opportunities in relation to early career professional learning, development and support.
In addition, in light of the recent announcement (Scottish Government, 2009) concerning a new Review of
Teacher Education in Scotland which will consider, amongst other topics, interconnections between ITE,
Induction and continuing professional learning and development, the findings presented and resultant
partnership-based activities outlined in this summary report, may be viewed as particularly timely.

3. Developing a Continuum of New Teacher Learning,
Development and Support
Method and Findings
Method
To enable the ‘landscape’ of early career experiences to be investigated, a mixed method approach to data
collection and analysis was adopted. Over a two year period, data was collected from Induction year teachers
and mentors, and years 1 and 2 fully registered teachers (employed in partner local authorities).
Questionnaires, focus groups and evaluation events were used to gather a bank of quantitative and qualitative
data specifically related to :
(i) transitions between early career stages (including ITE to Induction year); and
(ii) the provision of CPD and support (including mentoring) during and beyond the Induction year.
Findings
An overarching analysis of the collated data highlighted generally positive transition, CPD and support
experiences for early career teachers, but also pinpointed a number of other specific research findings
potentially forming a focus for further development of partnership-based activity, and subsequent enhanced
practices. Many of the findings from the detailed, but comparatively locallised study reported here, align with
the findings of previous national studies (Pearson and Robson, 2005a,b; Clarke et al, 2007).
Key messages emerging from the research emphasised the need to reinforce and progressively strengthen
existing partnerships, and pointed to a number of partnership-based activities focussed on specific areas
including :
• the need for the development of an enhanced ‘transition to teaching’ profile document for new
teachers to support personal CPD planning activities during (and possibly beyond) the Induction
Year, and recognised by all stakeholders;
• the development of CPD programmes and pathways tailored to the needs of individual and groups of
new teachers, incorporating non-credit bearing and Masters level credit bearing opportunities;
• the development of a balanced suite of mentor training programmes for all teachers working with
STNE students and beginning teachers;
• the development of web-based support vehicles for delivery of proposed and related developments.

4. Developing a Continuum of New Teacher Learning,
Development and Support
Developing the Continuum
To date, a number of specific activities, resulting from a deeper understanding of new teacher experiences,
have been initiated, including :
• the collaborative development and delivery of programme- related CPD, specifically CPD events
for mentors, and new year 3 and 4 courses (in mentoring and action research);
• the development, piloting and evaluation of a new ‘transition to teaching profile’ to be adopted for
use across all HE institutions in Scotland offering ITE programmes;
• the development of a New Teachers’ Network virtual resource and information network for new
teachers and all personnel involved in their support, which may be integrated with other initiatives
such as the national GLOW network, and offer interactive on-line learning opportunities;
• the development of CPD activities / courses for year 5 and 6 teachers with credit bearing and non-
credit bearing options to support / augment activities offered by the local authorities. Courses link
to the key STNE areas of evidence gathering, reflexive practice, action research (linked to pupil
gains) and cross-disciplinary practice. Appropriate training for in-school mentors supporting new
teachers during these stages is planned, further strengthening links between the University and
schools in partner authorities. An MSc in Enhanced Professional Practice postgraduate degree
programme has been developed, enabling new teachers to follow a flexible, credit-bearing CPD
pathway, whilst achieving and maintaining the SFR.
References
Clarke, R., Matheson, I., Morris, P. & Robson, D. (2007) Models of Support in the Teacher Induction
Scheme in Scotland : The Views of Head Teachers and Supporters. Proc. 32nd ATEE Conference,
Telford, UK, August 2007.
General Teaching Council for Scotland (2006) Developing Teachers : A Review of Early Professional
Learning. Research Pub. No. 3. Edinburgh : GTCS.
Pearson M.A. and Robson, D. (2005a) Reflecting on Experiences of the Teacher Induction Scheme. GTCS
Occasional Pub. No.5. Edinburgh : GTCS.
Pearson M.A. and Robson, D. (2005b) Reflecting on Experiences of the Teacher Induction Scheme :
Operation, Support & CPD. GTCS Occasional Pub. No.6. Edinburgh : GTCS.
Robson, D. and Fitzpatrick, R. (2008) Developing a Continuum of New Teacher Learning, Development
and Support. STNE Confidential Report, September 2008.
Scottish Executive Education Department (2005) 2nd Stage Review of Initial Teacher Education :
Ministerial Response, p6. Edinburgh : Scottish Executive Education Department
Scottish Government (2009). Review of teacher education. Available:
http://www.scotland.gov.uk/News/Releases/2009/11/20103407 [Date Accessed: 12/05/2010]