The Teacher Induction Scheme (TIS) in ScotlandAdoption, Evolution, Revolution

Resumen

The Scottish education system was one of the first to introduce a formal programme of induction for newly qualified teachers that included the guarantee of a one year, salaried, teaching position. The scheme emerged as part of a workforce remodelling package entitled ‘A Teaching Profession for the 21st century’ (2001). The TIS sought to redress concerns about the fragmented and inconsistent experience of newly qualified teachers across Scotland. Through the TIS, newly qualified teachers would be guaranteed a programme of induction and mentoring to support their introduction into the teaching profession. This programme included a guaranteed teaching post for one year following initial qualification; a reduced teaching timetable to enable participation in induction events organised by the local education authority; and an assigned mentor. Successful completion would result in full admission to the teaching profession confirmed by achieving the Standard for Full Registration with the General Teaching Council of Scotland.The Scottish Teacher Induction Scheme has endured for almost 20 years, since its introduction in 2002. Since then there has been further workforce remodelling which has included an adjustment to the reduced timetable due to austerity measures and a new policy initiative to reform the teaching profession through ‘Teaching Scotland’s Future’ (2011). A key feature of this change programme was the strengthening of teachers’ initial preparation and a focus on their career-long profession development through Masters-level learning. Over the two decades of its existence the TIS has become a flagship of the Scottish education system, withstanding challenges in the external environment and recognised for enhancing the quality and experience of early career teachers.Drawing from policy analysis, and evaluation and research reports, this chapter will explore the development of the teacher induction scheme in Scotland. It will analyse the contextual drivers that led Scotland to be one of the first to introduce a formalised programme of this type. The evolution of the scheme and the implications of policy initiatives to improve teacher quality will be interrogated, while considering how the scheme has impacted upon a wider school improvement agenda. Finally, the chapter will discuss the extent to which the TIS can respond to perhaps its greatest challenge: supporting an induction programme for newly qualified teachers whose teaching programmes and practicum have been curtailed by the global Coronavirus pandemic.