Home > Standards-2021 Being a Teacher in Scotland Professional Values Social Justice Trust and Respect Integrity Professional Commitment Professional Code View the Professional Standards as PDFs View all 5 refreshed Standards side-by-side Being a Teacher in Scotland × Our increasingly interconnected and rapidly changing world faces many social, environmental and economic challenges, and an effective, responsive and inclusive education system is vital if we are to address these. Engaged, reflective, empowered and skilled teachers and learners acknowledge Scotland’s place in the world, our history, our differences and diversity, our unique natural environment and our culture based on social justice. Scotland’s teachers help to embed sustainable and socially just practices in order to flourish as a nation. The Professional Standards outline what it means to become, to be and to grow as a teacher in Scotland. A commitment to the professional values of social justice, trust and respect and integrity are at the heart of the Professional Standards and underpin our relationships, thinking and professional practice in Scotland. The educational experiences of all our children and young people are shaped by the professional values and dispositions of all those who work to educate them. Values are complex: they are the ideals by which teachers shape their practice as professionals. Starting with teachers as individuals, values extend to our learners, our colleagues and community and to the world in which we live. Professional values help to develop our professional identity and underpin a deep commitment to all learners’ cognitive, social and emotional growth and wellbeing. They provide the foundation to support and encourage teachers to see the whole child or young person and their needs. They are integral to, and demonstrated through, all our professional relationships, thinking and actions and all that we do to meet our professional commitment as teachers registered with GTC Scotland. As part of teacher professionalism, professional values are required to be enacted in everyday practice both within and outwith the educational establishment. They support us to ask critical questions of educational theories, policies and practices and to examine our own attitudes and beliefs. Values, and the connections between values and actions, require regular reflection over the course of teachers’ careers as society and the needs of learners change and as understanding develops. Our commitment to career-long professional learning is a critical part of developing our professionalism. Enquiring and collaborative professionalism is a powerful force in developing teachers’ agency and delivering our commitment to engaging children, young people, their families and communities in the education process. Social Justice × Social justice is the view that everyone deserves equal economic, political and social rights and opportunities now and in the future. Promoting health and wellbeing of self, colleagues and the children and young people in my care. Building and fostering positive relationships in the learning community which are respectful of individuals. Embracing global educational and social values of sustainability, equality, equity, and justice and recognising children’s rights. Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their wellbeing developed and supported. Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future. Committing to social justice through fair, transparent, inclusive, and sustainable policies and practices in relation to protected characteristics, (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex, sexual orientation) and intersectionality. Valuing, as well as respecting, social, ecological, cultural, religious, and racial diversity and promoting the principles and practices of sustainable development and local and global citizenship for all learners. Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to learning. Demonstrating a commitment to supporting learners who are experiencing or who have experienced trauma, children and young people from a care experienced background and understanding responsibilities as a corporate parent. Understanding and challenging discrimination in all its forms, particularly that which is defined by the Equality Act 2010. Trust and Respect × Trust and respect are expectations of positive actions that support authentic relationship building and show care for the needs and feelings of the people involved and respect for our natural world and its limited resources. Promoting and engendering a rights respecting culture and the ethical use of authority associated with one’s professional roles. Acting and behaving in ways that develop a culture of trust and respect for self, others and the natural world. Understanding, acknowledging, and respecting the contribution of others in positively influencing the lives of learners. Understanding health and wellbeing and the importance of positive and purposeful relationships to provide and ensure a safe and secure environment for all learners and colleagues within a caring and compassionate ethos. Respecting individual difference and supporting learners’ understanding of themselves, others and their contribution to the development and sustainability of a diverse and inclusive society. Integrity × Integrity is the practice of being honest and showing a consistent and uncompromising adherence to strong moral and ethical principles and values. Demonstrating kindness, honesty, courage, and wisdom. Being truthful and trustworthy. Critically examining professional beliefs, values and attitudes of self and others in the context of collegiate working. Challenging assumptions, biases and professional practice, where appropriate. Professional Commitment × Making a professional commitment to learning and learners that is compatible with the aspiration of achieving a sustainable and equitable world embodies what it is to be a teacher in Scotland. This means teachers commit to living the professional values and engage in lifelong learning, reflection, enquiry, leadership of learning and collaborative practice as key aspects of their professionalism. This commitment to professional learning and growth, to the growth of learners, and to helping support that of colleagues, is demonstrated through engagement with all aspects of professional practice. It is demonstrated by working collegially, in English or Gaelic medium with all members of our learning communities with enthusiasm, adaptability, critical thinking and associated constructive, professional dialogue. A core component of teachers’ professional commitment is understanding the needs of all learners. Some children and young people may have a barrier to wellbeing and learning associated with a range of circumstances such as the learning environment, family circumstances, disability or health need, and social and emotional factors. This includes learners with additional support needs such as: Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD); Autism; Developmental Coordination Disorder (Dyspraxia) (DCD); Dyslexia; and Tourette syndrome. Teachers recognise, see and acknowledge the value in everyone and have a deep awareness of the need for culturally responsive pedagogies. They promote equality and diversity, paying careful attention to the needs of learners from diverse groups and in upholding children’s rights. Upholding the professional values of social justice, trust and respect and integrity requires a commitment to leadership that inspires confidence and encourages aspiration. This commitment underpins leadership of learning in all contexts and change for improvement. It values the contribution of others, challenges biases and assumptions and applies critical thinking to make effective decisions, in the interests of maintaining and improving the quality of education and leading to improved outcomes for all children and young people in Scotland. The professional commitment of teachers in Scotland is to lead learning through: developing deep knowledge of learning and teaching; critically examining how our teaching impacts on learners; and using evidence collaboratively to inform teacher judgement and next steps for learners. What are the Professional Standards? The Professional Standards, with professional values at the heart, support and promote partnership, leadership, enquiry and professional learning. It can be helpful to move across and between the Professional Standards to support your professional practice and enable you to support the learning of colleagues and student teachers. Use this tool to compare Professional Knowledge and Understanding, and Professional Skills and Abilities across up to three Professional Standards. Click on one of the Standards below to find out more. Standard for Provisional Registration Standard for Full Registration Standard for career long professional learning Standard for Middle Leadership Standard for Headship The Standard for Provisional Registration is the benchmark of competence required of all student teachers at the end of Initial Teacher Education who are seeking provisional registration with GTC Scotland. This Professional Standard outlines what is required to become a teacher in Scotland. Find out more The Standard for Full Registration is the foundation of the Professional Standards and is the benchmark of competence required of all registered teachers in Scotland. This Professional Standard is the gateway to the profession and constitutes the teaching standards in which learners, parents, the profession itself and the wider community can have confidence. This Professional Standard encompasses what it is to be a teacher in Scotland. Find out more The Standard for Career-Long Professional Learning provides an aspirational and developmental framework for teachers. It describes the advanced professional knowledge and pedagogical expertise that registered teachers could develop and maintain as they continue to progress in teaching and the education profession. This Professional Standard supports the professional growth of teachers in Scotland. Find out more The Standard for Middle Leadership provides an aspirational and developmental framework for teachers in or considering leadership roles. It outlines the strategic vision, professional knowledge and understanding, interpersonal skills and abilities and professional illustrations that support teachers in leadership roles. Set alongside the Standard for Headship, these Professional Standards provide a framework for professional growth for teachers in leadership roles. Consequently, they have some additional purposes: support for self-evaluation and reflection for teachers in, and aspiring to, formal leadership roles in our schools; informing the process of recruitment and selection; and contributing to dialogue about leadership and management. Find out more The Standard for Headship provides an aspirational and developmental framework for teachers in or considering leadership roles. It outlines the strategic vision, professional knowledge and understanding, interpersonal skills and abilities and professional actions that support teachers in leadership roles. Set alongside the Standard for Middle Leadership, these Professional Standards provide a framework for professional growth for teachers in leadership roles. Consequently, they have some additional purposes: support for self-evaluation and reflection for teachers in, and aspiring to, formal leadership roles in our schools; informing the process of recruitment and selection; and contributing to dialogue about leadership and management. The Standard for Headship has the additional purpose of being a requirement for teachers permanently employed in local authority Headteacher roles from August 2020. Find out more Standard for Provisional Registration The Standard for Provisional Registration is the benchmark of competence required of all student teachers at the end of Initial Teacher Education who are seeking provisional registration with the General Teaching Council for Scotland (GTC Scotland). This Professional Standard outlines what is required to become a teacher in Scotland. Find out more Standard for Full Registration The Standard for Full Registration is the foundation of the Professional Standards and is the benchmark of competence required of all registered teachers in Scotland. This Professional Standard is the gateway to the profession and constitutes the teaching standards in which learners, parents, the profession itself and the wider community can have confidence. This Professional Standard encompasses what it is to be a teacher in Scotland. Find out more Standard for Career Long Professional Learning The Standard for Career-Long Professional Learning provides an aspirational and/or developmental framework for teachers. It describes the advanced professional knowledge and pedagogical expertise that registered teachers could develop and maintain as they continue to progress in teaching and the education profession. This Professional Standard supports the professional growth of teachers in Scotland. Find out more Standard for Middle Leadership The Standard for Middle Leadership provides an aspirational and/or developmental framework for teachers in or considering leadership roles. It outlines the strategic vision, professional knowledge and understanding, interpersonal skills and abilities and professional actions that support teachers in leadership roles. Set alongside the Standard for Headship, these Professional Standards provide a framework for professional growth for teachers in leadership roles. Consequently, they have some additional purposes: support for self-evaluation and reflection for teachers in, and aspiring to, formal leadership roles in our schools; informing the process of recruitment and selection; and contributing to dialogue about leadership and management. Find out more Standard for Headship The Standard for Headship provides an aspirational and/or developmental framework for teachers in or considering leadership roles. It outlines the strategic vision, professional knowledge and understanding, interpersonal skills and abilities and professional actions that support teachers in leadership roles. Set alongside the Standard for Middle Leadership, these Professional Standards provide a framework for professional growth for teachers in leadership roles. Consequently, they have some additional purposes: support for self-evaluation and reflection for teachers in, and aspiring to, formal leadership roles in our schools; informing the process of recruitment and selection; and contributing to dialogue about leadership and management. The Standard for Headship has the additional purpose of being a requirement for teachers permanently employed in Headteacher roles from August 2020. Find out more