Transcript Document

A perspective on partnership
John Carr
Director, Training and Qualifications for Teachers
Training and Development Agency for Schools
APTE Conference
The Met Hotel, Leeds
15 July 2010
developing people, improving young lives
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The Importance of Teaching: The Schools White Paper
(November 2010)
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TDA remit letter for 2011-12
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Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)
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The role of schools
“… over the next five to ten years we expect that, rather than
Government managing much of the ITT system centrally, schools
should increasingly take on this responsibility. This does not mean
that universities would not be involved: far from it. Groups of
schools, often led by the new Teaching Schools, might lead ITT
partnerships and draw on support from universities and other
providers.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)
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The debate?
“The part of the field which we are to examine has long been a
battleground for the expert, and many questions call for
discussion. What, for example, should be the purpose of
professional training? – its character and duration? Where
should it be given and by whom? .... At what age should it
commence? – and is a system of apprenticeship desirable?”
Lance Jones - The Training of Teachers in England and Wales
(1923)
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Partnership – embedded in the culture? (ITT)
All ITT programmes include periods of time spent in training
in schools or other settings…
A four year undergraduate QTS
programme
160 days (32 weeks)
A three year QTS undergraduate
120 days (24 weeks)
programme
A one year graduate QTS
programme
90 - 120 days (18 - 24 weeks)
Employment based schemes
As determined by the training
programme, which is based in
school
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Partnership – embedded in the culture? (CPD)
• Training Schools and clusters – the School Partnerships Project
• Postgraduate Professional Development (PPD)
“A new working level of partnership appears to have evolved naturally and is
testament to the widespread recognition of the value and importance of a
cooperative approach to the planning, delivery and evaluation of PPD.”
A longitudinal review of the postgraduate professional development of
teachers (2009)
• Masters in Teaching and Learning (MTL)
“a workplace-based programme led jointly by HEI tutors and school-based
coaches, working in partnership”
The National Framework for Masters in Teaching and Learning (2008)
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Partnership – embedded in the culture? (Schools)
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Headspace Survey (Autumn 2010)
National priorities
“We want to tackle two specific weaknesses consistently identified
by new teachers in the initial training they have received:
• “for primary teachers, the ability and confidence to teach reading
effectively, including using systematic synthetic phonics;
• “feeling able to establish and maintain a good standard of
behaviour in the classroom.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)
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Leading Partners in Literacy and Mathematics projects (2011)
Aims to “strengthen training in the priority areas of mathematics
and literacy … by … working with the sector to help evaluate,
capture and disseminate models of targeted placements developed
to:
•
support trainee and teacher learning, and strengthen schools’ role in training,
through partnership;
•
demonstrate how schools’ involvement in training can support children’s
learning and raise standards in literacy and mathematics;
•
demonstrate how schools can organise effective training environments which
also support children’s learning;
•
build coherence across training in core subjects and integrate school- and
centre-based training.
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“Schools Direct”
• A school or group of schools applies to the new Teaching
Agency (TA) to be able to offer a training place. The TA
approves the application. The school advertises the training
place … selects a trainee and chooses an accredited ITT
provider to work with to provide the training*. If the trainee
attracts DfE funding … the Agency releases funding to the
accredited provider.
• Once the trainee has completed training and gained QTS, the
school will be expected to employ the trainee. Priority will be
given to the schools and subjects with the greatest need.
* Any places are delivered through “school direct” will not count against the provider’s
allocation of places through the continuing system of allocating places directly to ITT
providers.
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University-School Partnerships
“In the allocation of places, we propose to prioritise the strongest
university-school partnerships that are able to demonstrate
features such as:
• guaranteed high quality placements for trainees, especially in
outstanding schools, attached to teachers whose lessons have
been judged to be outstanding, and attached to subject
departments judged to be outstanding;
• shared staff between the university and school;
• university presence on school governing bodies or their
committees.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)
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University Training Schools
“We will invite some of the best higher education providers of initial
teacher training to open University Training Schools. These are
used widely in Finland as a means of training teachers in practice.
There are similar successful models in the US, including for
example ‘lab schools’ in Chicago.”
The Importance of Teaching: the Schools White Paper (2010)
“We will also encourage our best university providers to develop
University Training Schools. Based on a Finnish model, these
schools have the potential for excellence in teaching, research and
teacher training.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (2011)
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University Training Schools
• Schools set up and run by universities
• Three combined and equally important core functions:
–
teaching pupils;
–
training and development of novice and experienced teachers;
–
pedagogical research.
• Universities with especially high performing ITT departments
and a strong reputation for education research, becoming
stronger by combining this with “clinical practice”.
• Innovators of teaching and training techniques; sharing these
with others
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Teaching Schools
• … will identify and coordinate expertise in partner schools, using
the best leaders and teachers to … work with other strategic
partners, including universities, to train new entrants to the
profession
• … are likely to take responsibility for:
–
assessing trainees’ needs and ensuring appropriate provision to meet them
–
managing high quality school experiences
–
making sure trainees have excellent support
–
ensuring rigorous assessment of trainees
–
demonstrating a capacity to respond to local, regional and national priorities
–
encouraging greater involvement in ITT across their partners and supporting their
partners in improving the quality of ITT
–
ensuring progression and coherence with other professional development
programmes
National teaching schools Prospectus (2011)
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Partnership – embedded in the culture?
“The challenge is .. not so much about getting the balance right
between theory and practice, as of ensuring the right interaction
between them.”
Report on practical classroom training within Initial Teacher Education
(European Commission, 2010)
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The role of schools?
“… over the next five to ten years we expect that, rather than
Government managing much of the ITT system centrally, schools
should increasingly take on this responsibility. This does not mean
that universities would not be involved: far from it. Groups of
schools, often led by the new Teaching Schools, might lead ITT
partnerships and draw on support from universities and other
providers.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)
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Responses to the ITT Strategy document?
• The proposed changes to initial teacher training set out for
consultation today are a solution to a problem that doesn’t exist,
says ….
• The Universities Council for the Education of Teachers (UC....
today welcomed the government’s proposed reforms to teacher
training….
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Responses to the ITT Strategy document?
• The proposed changes to initial teacher training set out for
consultation today are a solution to a problem that doesn’t exist,
says the Association of School and College Leaders.
• The Universities Council for the Education of Teachers (UCET)
today welcomed the government’s proposed reforms to teacher
training….
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“I have often wondered why teachers, as a body, in elementary and
secondary schools alike, do not demand a larger share in training.
The trained teachers are to join their staffs … yet, in effect, they
are content to entrust the training to persons who, however skilled,
are at the time outside the schools.’
Unknown, 1928
Quoted in Brooks A ‘quiet revolution’? The impact of Training Schools on initial
teacher training partnerships (2006)
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“At present, responsibility for the monitoring and support of trainees
rests with the training provider until the trainee takes up his/her first
post. It then passes, with variable success, to the school and local
authority. Failure to offer trainees a smooth transition from initial
training to the induction year and into the early years of their
teaching career is a widely held criticism of existing teacher training
arrangements. The move from initial training to induction was
described by one witness as like “falling off the edge of a cliff”.”
House of Commons Children, Schools and Families Committee Report on
Training of Teachers (January 2010)
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The future?
Same challenge
… different perspective?
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John Carr
Director, Training and Qualifications for Teachers
Training and Development Agency for Schools
[email protected]
0300 065 6589
developing people, improving young lives
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