GERM theory and professional vaccination
Dr. Carmel Gallagher
Registrar GTCNI
General Teaching Council for Northern Ireland
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Context
‘A nation’s greatmess depends upon the education
of its people’
A nation’s greatness depends on the quality of its
teachers
Quality Education: teacher responsibility and accountability
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Ever-changing demands from policy directives and changing school contexts
Pressurised to do more with less
Innovations in curriculum pedagogy assessment and digital learning
Teacher Responsibility and Accountability
• Inextricable importance of:
• Promoting quality teaching
• Nourishing teacher quality
Dr Margaret O Donnell
General Teaching Council for Northern Ireland
GERM – the Global Education Reform Movement
Some of My Best Friends Are Germs
Germ - The rudiment of a living organism in its
early stages for subsequent development:
Virus – an infectious agent that replicates within
the cells of living hosts, mainly bacteria;
can damage or shut down a system or network
Good Bacteria - in your gut, probiotics, that fight
invading microbes
Vaccine - a biological preparation that improves
immunity to a particular disease
General Teaching Council for Northern Ireland
Being a Professional
1. Academic/professional preparation
Theoretical knowledge & skills in practice
(relatively inaccessible to the uninitiated)
2. Induction
3. Membership of a professional body
4. Code of professional conduct/ethics
5. Self regulation
6. Public service and altruism
7. Authority and legitimacy
8. Autonomy
9. Continuous professional development
10.‘Personalised’ skills and talent that
moves with the individual
General Teaching Council for Northern Ireland
Having a Vocation
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Idealism
Passion
Values
Public service
Individual needs
Relationships
Discipline
Emotions
Motivation
Creativity
Life influence
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Research
Reflection
Judgement
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Performance
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Offering constant
support
General Teaching Council for Northern Ireland
Satisfiers and Dis-satisfiers
Intrinsic Satisfiers
Extrinsic Dis-satisfiers
Autonomy
Being valued
Being trusted
Being listened to
Time for learning teaching and planning
Collegiality
Initiative
Creativity
Contact with pupils
Scope for innovation and experimentation
Making a difference to children’s lives
Feeling of not being in control
Lack of time
Isolation from colleagues
Prescribed or inflexible curriculum
Bureaucracy
Testing
Policy initiative overload
Pressure to meet targets
Lack of parental support
Poor student behaviour
Stress
Mc Beath, J (2012, P13)
General Teaching Council for Northern Ireland
Model for Professional Development
• Focused on individual teacher professional development
In the context of school and system professional
development
• Schools at the centre of professional development
practice
• Balance of academic, vocational experiential.
• Flexible approach designed and facilitated with and for
teachers
• External expertise supporting professional development
• The concept of action research more meaningfully in
schools
General Teaching Council for Northern Ireland
General Teaching Council for Northern Ireland
Aligning professional competences
with career progression
General Teaching Council for Northern Ireland
‘Simplex’ Teacher Competence Framework
Ethical Competence
1. Acting Professionally
2. Caring
3. Equity
Professional competence
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Knowledge and understanding
Planning and pedagogy
Expectations
Classroom management
Assessment FOR Learning
Assessment & reporting OF learning
Continuous professional development
General Teaching Council for Northern Ireland
Proposed Career Pathways
Graduate Teacher
(provisionally registered - 2 year induction)
Professionally proficient
(fully registered)
Middle Leader
(mentor/coach/leader of learning)
School Leader
System Leader
General Teaching Council for Northern Ireland
Hattie’s Mind Frames: Teacher as ‘change agent’
1. My fundamental task is to evaluate the effect of my
teaching on students’ learning and achievement.
2. The success and failure of my students’ learning is about
what I do or don’t do. I am a change agent.
3. I want to talk more about learning than teaching.
4. Assessment is about my impact.
General Teaching Council for Northern Ireland
Hattie: Effect Sizes
Council for Northern Ireland
www.gtcni.org.uk General Teaching
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Uplifting Accountability
GERM Model
VACCINE Model
• Data-driven
• Data Informed
• Directed & monitored
• Professionally trusted
• Old literacies
• Old & New Literacies
• Narrow targets
• Broad indicators
• Assessment reliability
• Margins of error
• Moderation for policing
Capacity building
• Systemic distrust
Systemic empowerment
• Compliance
without engagement
Autonomous learners
General Teaching Council for Northern Ireland
Let’s Vaccinate!
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General Teaching Council for Northern Ireland