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HRK German Rectors’ Conference 2014
How Can We Recruit the Best?
Assessment and Coaching
for Degree Programmes
in Teacher Education, Induction Phases
and Teaching Assignments
Input 2
Jim O’Brien, The University of Glasgow
Presentation Outline
•
Discovery v Integration
• Recruiting the Best
• Teacher Standards
• Induction
• Assessment and Coaching
• Career Long Professional Learning
• Questions for Consideration
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Scottish Context : policy priorities and prescriptions
•
Pre-devolution characteristics of teacher education policy &
practice
Central control & National Committees
Funding changes for CPD, competition & national packages
Staff development & review
•
Post-devolution
The McCrone Agreement and Standards Framework
“Fuzzy” ill-defined Partnership - Employers/Providers
Challenges:
Purposes
Control or Empowerment?
•
Sound structures but strategy light?
•
Donaldson Review
Scottish Context: Donaldson Review & National Partnership Response
Donaldson Review
•
Career long learning for teachers including leadership development
Eclectic mix of recommendations - no weighting provided
National Planning Group Response, September 2012:
Bringing it all together?
– Recognition of changes happening eg revitalised PRD and introduction of
professional update
– Partnership KEY - players - teachers, schools, EAs, Unions, GTCS,
Education Scotland, ADES, Universities, Other providers
– Masters level teachers/ Enhanced Leadership/ Quality enhanced learning
and leadership/ Professional Inquiry/ Coaching and Mentoring/ Leadership
Framework - Scottish College of Educational Leadership
– National Implementation Board
Reference: O’Brien, J. (2011) Continuing professional development for Scottish teachers:
Tensions in policy and practice. Professional Development in Education, 37(5), 777-792.
Discovery or Integration
BOYER'S FOUR SCHOLARSHIPS
Discovery or Integration
BOYER'S FOUR SCHOLARSHIPS
"Basic research has come to be viewed as the first and most essential
form of scholarly activity, with other functions flowing from it. Scholars
are academics who conduct research, publish, and then perhaps convey
their knowledge to students or apply what they have learned. The latter
functions grow out of scholarship, they are not to be considered a part of
it.
But knowledge is not necessarily developed in such a linear manner.
The arrow of causality can, and frequently does, point in both
directions. Theory surely leads to practice. But practice also leads to
theory. And teaching, at its best, shapes both research and practice."
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Discovery or Integration
6
New Context for Life-Long Learning
7
New Meaning for Life-Long Learning
It is not just an idea: it's a very detailed plan to repair all the types of molecular
and cellular damage that happen to us over time. And each method to do this is
either already working in a preliminary form (in clinical trials) or is based on
technologies that already exist and just need to be combined. This means that
all parts of the project should be fully working in mice within just 10 years and
we might take only another 10 years to get them all working in humans. When
we get these therapies, we will no longer all get frail and decrepit and
dependent as we get older, and eventually succumb to the innumerable ghastly
progressive diseases of old age... I think the first person to live to 1,000 might
be 60 already.
Dr Aubrey de Grey (http://news.bbc.co.uk/1/hi/uk/4003063.stm)
Major References Used
Recruiting the Best
QUALIFICATIONS
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QUALIFICATIONS
QUALIFICATIONS
Recruiting the Best
Schleicher, A (ed.) (2012) Preparing teachers and developing
school leaders for the 21st century – Lessons from around the
world, OECD:Paris
[Chapter 3 Preparing teachers : matching demand and supply]
• The challenge of teacher shortages
• Making teaching an attractive career choice
• Compensation schemes to match teacher supply and demand
• Establishing effective employment conditions
• Ensuring high-quality initial teacher education
• Providing for attractive careers
• Meeting the need for ongoing professional development to address issues of teacher supply
• Conclusions
Recruiting the Best
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Recruiting the Best
Characteristics of effective teachers:
• High levels of subject knowledge
• Teaching expertise
• High levels of literacy & numeracy
• Interest in improving & self-development
• Reflective and research oriented
• Strong interpersonal & communication skills
• Ability to innovate and cope with change
High Performing systems think carefully
about:
• how many teachers are needed
• making the profession attractive and
competitive - status, pay and conditions
• pre-service selection process eg graduate
only profession
• pre-service education & training
• how CPD and PM reduce attrition
Issues:
Scotland’s approach
Approaches
Adopted: to recruiting teachers:
• STEM recruits
• Straight from School
• Wider access policies
• Recession
• Alternative more attractive employment
• Concerns about innovation fatigue
High levels
of subject
knowledge
••Golden
Hellos
in shortage
areas
Evidence
of a desire
to teach
••Training
salaries
or bursaries
Moving
to tests for
literacy and numeracy
••Major
advertising
campaigns
raised the Routes
tariff for to
entry
to TE in University
••Alternative
teaching
• All applicants interviewed by HE/Profession
• Joined up thinking re school curriculum
•
Teacher Standards
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Standards = Quality Teachers?
Teacher Standards are introduced and justified by the claim they make schools and
teachers more professional and thus more effective with a prime purpose being to raise
the attainment of students or learners in schools.
“teachers’ qualifications – based on measures of knowledge and expertise,
education, and experience – account for a larger share of the variance in
students’ achievement than any other single factor, including poverty, race, and
parent education”
Darling-Hammond et al, 2001
“… to improve educational performance of educational systems and to improve
the practices of teachers in classrooms. In some settings, professional standards
have been imposed by governments and are used as regulatory frameworks and
bureaucratic controls over teachers, particularly as they relate to licensing and
certification procedures. In other instances, they are used as an initiative for
teachers to gain professional control over what constitutes professional work”
Sachs, 2003
Standards a warning?
Teaching standards are not a magic bullet. By themselves, they
cannot solve the problems of dysfunctional school organizations,
outmoded curricula, inequitable allocation of resources, or lack of
social supports for children and youth. Standards, like all reforms,
hold their own dangers. Standard setting in all professions must be
vigilant against the possibilities that practice could become
constrained by the codification of knowledge that does not
significantly acknowledge legitimate diversity of approaches or
advances in the field; that access to practice could become overly
restricted on grounds not directly related to competence; or that
adequate learning opportunities for candidates to meet standards
may not emerge on an equitable basis.
Darling-Hammond, 1999
http://www.gtcs.org.uk/standards
Teacher Standards
Australian Charter for the
Professional Learning of
Teachers and School
Leaders, Aug 2012
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Scotland Context
Curriculum for Excellence
Initial Teacher
Education
Donaldson Review
Teacher Standards
Teacher Professionalism
& Development
Assessment and Coaching
• Assessment is a “2 way street”:
• teachers are being assessed
• teachers are assessing the career in terms of their immediate contexts
and socialisation processes - ‘Am I staying or going?’
• Mentoring and Coaching
• Formal mentoring with an allocated and trained mentor
• A named personal Tutor
• Residency programmes - clinical medical approaches combining
coursework with mentoring and extensive field practice
• Importance of having staff trained in mentoring and coaching roles
• Collaboration and ‘learning communities’ encouraged
• Tension between Support and Assessment
Teacher Induction
Induction may be understood in many different ways:
•
as a period of time where new staff are allowed not to know about the organisation;
•
as a set of supportive experiences;
•
as a route for early feedback and review;
•
as a requirement;
•
as an entitlement;
•
as an obligation on employers;
•
as an opportunity for learning;
•
as a trial by fire (proving competence);
•
as an investment in new staff;
•
as an extended process of staff selection;
•
as a time when identity may be further shaped;
•
as a time when support is offered for development.
Two key aspects:
•
induction as a time of proving competence or of developing practice which links
to fitting a prescribed pattern of practice and developing as an individual
teacher;
•
induction as a time where support is offered.
Draper, J. & O’Brien, J. (2006: 12) Induction ~ fostering career development at all stages. Edinburgh: Dunedin
Academic Press.
Promoting Career-long Teacher Education
Career long teacher education is
a coherent approach to teacher
education which is underpinned by a
framework of standards which signpost
the ways in which professional capacity
should grow progressively across a
career (p 10).
Donaldson Report (2010)
Scotland Reforms: Key principles
• Process – standards review and
development
• Coherent framework
• Values across all the standards
• Links to National Partnership Group
process and key stakeholders
The Professional Standards:(GTCS, 2012)
• The Standards for Registration
•
•
The Standard for Provisional Registration
The Standard for Full Registration
• The Standard for Career-Long Professional
Learning
• The Standards for Leadership and Management
•
•
The Standard for Middle Leadership
The Standard for Headship
Professional Development
Career-long teacher education:
• What is the model of professional
progression: tension between legal
requirement for SFR and teachers’ ongoing
professional learning and development?
• How do we balance expectations of
leadership as a permeating theme and the
development of pedagogy?
Career long teacher education: issues and
tensions
Having as a system determined that ITE cannot be isolated we
need to be careful in moving forward
• purposes: developmental versus accountability
• individual models: encouraged, incentivized,
compelled?
• impact: institutional versus individual
• sustainable partnerships
• career patterns and the problem of linearity
• construction of expertise
• changing role and position of the teacher: teacher as
A Technicist Approach?
Wilkin (1999: Section 1)
Teacher training has become painting by
numbers, or rather learning to teach by
numbers; and, moreover, institutions are to be
checked to see whether they are painting
carefully and accurately within the lines.
Wilkin, M. (1999) The Role of Higher Education in Teacher Training. Occasional Paper No.12,. London :
Universities Council for the Education of Teachers (UCET)
Control or Empowerment?
Day, C. and Gu, Q. (2007) 'Variations in the conditions for teachers' professional
learning and development: sustaining commitment and effectiveness over a
career', Oxford Review of Education, 33: 4, 423 — 443
In summary, performativity agendas, coupled with the continuing monitoring of
the efficiency with which teachers are expected to implement externally
generated initiatives, have had five consequences. They have:
(i) implicitly encouraged teachers to comply uncritically (e.g. teach to the test so
that teaching becomes more a technical activity and thus more susceptible to
control);
(ii) challenged teachers’ substantive identities;
(iii) reduced the time teachers have to connect with, care for and attend to the
needs of individual students;
(iv) threatened teachers’ sense of agency and resilience;
(v) challenged teachers’ capacities to maintain motivation, efficacy and thus,
commitment.
(pp 424-425)
Thank You
Jim.O’[email protected]
University of Glasgow
Discussion: Some questions
• Does the approach being adopted in Scotland resonate with what happens
in States within Germany?
• With what may be proposed in some parts of Germany?
• How to bring Standards to life for good professional learning? Avoiding
misuse?
• How do the different stakeholders, particularly providers and learners, use
a standard? Who monitors such usage?
• How will these standards inform future policy in teacher education and
professional learning?
• What difference will standards or any of these
approaches adopted or in the process of adoption
make for learners? How will we be able to tell?