Case studies on good policy practices in the field of school leadership

European Policy Network on School Leadership (EAC/42/2010) The review process was intensive and time consuming. It depended on the very real and extensive commitment of those involved but the costs were deemed to be worthwhile so as to ensure the likely acceptance and use of the revised Standards.

11. Relevance The relevance of the review of the Standards fits in with modern day conceptualisations of professionalism.

Menter et al (2010) in a research review for Teaching Scotland's Future identify different types of professionalism: the effective teacher: standards and competence; accountability (Mahony and Hextall, 2000); the reflective teacher: reflective cycle; commitment to personal and professional development (Pollard, 2008); the enquiring teacher: teacher as researcher; curriculum developer (Stenhouse, 1975), and the transformative teacher: challenge to the status quo; progressive social change and greater social justice through education (Sachs, 2003).

The model of the teacher presented in the GTC Scotland Standards also looks to other research and theorists who propose: Teachers as change agents (Fullan 1993); Activist teachers (Sachs, 2003); Teachers as adaptive experts (Darling-Hammond and Bransford, 2005), and Inquiry as stance (Cochran-Smith and Lytle, 2009).

A third area of influence has been the work of Evetts (2012) in which traditional, occupational professionalism is contrasted with recent forms of organisational professionalism before she goes on to propose that contemporary professionalism should be a hybrid of the two: Occupational professionalism: commitment to altruism, high standards and ethics - but criticised for being a closed shop, self-interest, protectionism.

Organisational professionalism: standards, targets, accountability, managerialism – but criticised for seeing teachers as functionaries, curriculum deliverers.

Hybrid professionalism: professional wish for empowerment, innovation and autonomy – but recognising the public interest and a need for quality assurance and accountability.

12. Sustainability Standards have a shelf life of about five years so the intention will be to review them again after that approximate timescale. At that point evidence will have been gathered to gauge whether the current Standards have been effective and have influenced practice in Scottish education with a positive effect on pupil learning.

13. Synergies The involvement of such a wide range of stakeholders in the review process was very positive for the collegial and consensual nature of Scottish education.

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