| StorageSite | UCL Institute of Education |
| Description | discusses
QTS
competence reporting procedures
Dec 2001 monitoring of research activity regarding teacher capabilities, with particular reference to teachers leaving the profession after three years
the Code of Professional Values and Practice for Teachers
disciplinary casework - practicalities, committees and other issues related to disciplinary action
training for disciplinary procedures
conceptual framework for the interests of the GTC
provision of legal services to disciplinary committees
renamed Registration and regulation cttee 2004 - minutes reflect this of October 2004
regulatory issues - hearings, training,
induction appeals
Teacher Registration and associated issues
Regulatory casework discussions
online employer enquiry service
teacher enquiry service
The award of Qualified Teacher Status via the College Exit project 2005/06
Publication of jointly commissioned research paper entitled Cross-nation research into mutual recognition of teaching qualifications, 2006
dual registered teachers
school workforce census, March 2007
final meeting - cttee reported on numbers of teachers registered on the closure of the GTCE in 2011 |
| AdminHistory | renamed Registration and regulation cttee 2004 - minutes reflect this of October 2004
The Advisory Committee on Professional Standards will:
" formulate the Council's policy advice on issues relating to evaluation, inspection, quality assurance and performance management
" formulate the Council's policy advice on issues relating to a professional standards framework
" formulate the Council's policy advice on issues relating to school leadership
" undertake the oversight of the Council's disciplinary functions, including making recommendations to Council on the operation and development of the Council's disciplinary framework and Rules of Procedure
" provide the policy framework for the Council's regulatory roles regarding competence to teach
" ensure effective oversight of the Professional Code and its development
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