Transcript Working together with Oxford Education Deanery….

Working
together with
Oxford
Education
Deanery….
…..to
build
professional
capital
The best schools have the best
teachers
 Attract
the best entrants
 Keep the best entrants
 Accelerate teachers’ capacity for
improvement
 Develop their abilities to teach and
coach others
Why this idea?
 External
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The Schools White Paper: The Importance
of Teaching
Hargreaves and Fullan: Building Professional
Capital
 Internal
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Oxford Education Deanery
Building a community of professional
practice
An enhanced M.Sc. In Learning
and Teaching from Oxford
 Maximise
the impact of new research on
teaching
 Provide the opportunity for teachers to
gain an MSc. in Learning and Teaching
 Motivate and retain excellent teachers
 Provide cross-school support to such
teachers and their school based mentors
 Contribute to building communities of
learners within and across OCL schools
What is the MLT?
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A professional development masters.
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Focused on learning and teaching in schools
rooted in a dialectic between research and
practice.
4 themes:
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Teachers and learners;
Curriculum, pedagogy and assessment;
Responding to pupils;
Schools, equity and achievement.
Existing MLT Course structure
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Designed to follow M-level PGCE, so a taught
year followed by development project (Years
2 and 3)
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No M-level credits? Initial taught year,
mirroring PGCE work(Year 1)
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Year 2 – 5 weekends; 10K words
Year 3 – 2 weekends; 20 K words
Year 1 – 4 weekends: 2 x 5K words
http://www.education.ox.ac.uk/courses/msclearning-teaching/final-year-project/mltposter-gallery/
Enhancing the MLT for schools
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Support from schools:
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Funding
Time off for study
Presentations at staff meetings
A Kentish MAT sending 8 staff on the course,
from 2 schools (including the director)
Insisting on school-wide topics
Not forbidding teachers to discuss issues of
teaching and learning!
Enhanced OCL MLT
Pre-Year ( Known in OUDE
as Part 1)
The purpose of this is
achievement of 60M
credits.
Participants work on an
issue in school/OCL in
Action learning set
Meet 3 X per year
(once/term), with
coordinator AND/OR Year
3 colleagues as coaches.
YEAR 1 ( Known in OUDE
as Part 2)
Join MLT, working in
current groups. Topics
negotiated with
school/OCL.
Meet 2 x per year to
discuss progress / Meet
with 2nd group 2 X year
YEAR 2 (Known as Part 3
at OUDE)
Working on their R&D
dissertations. Topics
negotiated with
school/OCL
YEAR 3
Working with other
professionals across OCL to
increase the role of research
evidence making a difference
in schools:
Meet 2 X per year
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Teaching adults
Submission in September 
Implementing their
(Yr 3)
research
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Measuring impact of
interventions
Meeting 6 X year
Working with first group as
coaches
Collaboration across the
partnership
Education Deanery
conference
Education Deanery
conference
Education Deanery
conference
Education Deanery
conference
What’s the evidence that this will work?
Research criteria for effective CPD
OCL/MLT model
Using specialist advisors and
external experts
Collaborative enquiry and
structured peer support
Teachers will be supported by researchinformed university-based lecturers
Exploring why things do and don’t
work
By working on thematically linked but
distinctive issues, OCL/MLT teachers will be
able to compare and contrast each other’s
experiences.
MLT provides a range of readings to enable
OCL/MLT teachers to critique some existing
discourses.
Challenging prevailing discourses
Learning how to learn from looking
OCL will provide a series of support
networks, from school, to OCL links, to the
MLT small groups. These will encourage
professional dialogue.
MLT provides guidance in a range of
research techniques: pupil observation;
teacher observation; interviewing; dialogue
analysis; analysis of school data.
How it could work
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A 2 year masters currently costs £5,200 + (full time
Masters cost £7,500)
Each of the partners makes a commitment to
achieve the benefits.
OU will provide bursaries for qualifying teachers.
Schools contribute £1,000 of MLT fees for each of the
2 years, plus minimum 1 day study time/year.
Teachers pay the remaining fees.
OCL will support the enhancement provision, of
c.£3,000/year.
Currently seeking sponsors for the annual conference
Potential research funding may also contribute.
For discussion
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Do we agree in principle with the proposal?
Are we committed to financially supporting the
scheme and to what extent?
How are we prepared to support teachers through
the MLT, including those without M-level credits?
Oxford University have their own selection criteria
for Masters students – would OCL ( i.e. schools)
have additional criteria, in order to apply for
school funding?
What extra implications are there for schools in the
first two years to start the scheme? E.g. Organising
school-based coaches.