Transcript Slide 1

New Perspectives
Towards Principled, Schoolembedded Transformation of
Teacher Education
Andrew Pollard
APTE, 2013, York
Where we are now?
Prominence of education in public life, and
commitment to ‘improvement’
High standards of initial teacher education
• Analysis and practice
• Embedded partnerships
• Transition from HEI to School leadership
The importance of teaching, internationally established
The use of evidence for the improvement of practice ...
and of policy ... (rhetoric and reality)
Improvement - in the sweep of history
Post-war consensus and the Welfare State
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Comprehensive education
Robbins expansion of higher education
James Report and development of teacher education
Autonomous education authorities with local partnerships
Autonomous teachers and schools with local
accountabilities
Features:
Issues:
Innovation + variability
Entitlement? Overall quality?
Callaghan’s Ruskin speech. The responsibilities of teachers
to the nation; the potential role of government.
Improvement - in the sweep of history
Post-Thatcher consensus and the Neo-Liberal mindset
Phase 1: Challenging ‘producer capture’ through centralised
control
1988 Education Reform Act
National curriculum, assessment, teaching strategies +
inspection
Features:
Issues:
Entitlements. Efficiencies
Innovation. Professionalism
‘The quality of an education system cannot exceed the quality
of its teachers.’ OECD’s autonomy + accountability
prescription
Improvement - in the sweep of history
Post-Thatcher consensus and the Neo-Liberal mindset
Phase 2: Advancing quasi-markets through choice,
diversity, autonomy and accountability
School education
Teacher education
Diversity of school type
(independent, maintained,
academy, free, etc)
Diversity of route (PGCE, SCITT,
Teach First, School Direct,
Teaching Schools, etc)
Features: Competition. Collaboration
Innovation. Variability
Issues:
Entitlement? Efficiency? Overall quality?
Gove’s schools revolution and its
transformative spaces
Features:
Curriculum: ‘School curriculum’, with NC core and foundation
requirements
Assessment: School assessment practices, with end of key
stage testing
Pedagogy: School determined, with evidential warrant (but
phonic prescription)
Issues:
Information requirements? Performance measures? Inspection?
Recruitment and economic viability (‘creative destruction’)?
Competition and/or cooperation between schools?
Gove’s ITT/ITE revolution and its
transformative uncertainties
Charlie Taylor (NCTL) ‘Head teachers must take control to
create a school-led teacher education system. Now is the
chance. We must not rely on outsiders. We aim to shift from
a centrally controlled system to a school controlled system
within three years.’
Features: School led diversity and authenticity to context
Development from practice to analysis (or practice to practice?)
Issues:
Competition and/or cooperation between schools?
Competition and/or cooperation between schools/HEIs?
Quality of provision (local vs generic understanding)?
Recruitment and economic viability (‘creative destruction’)?
Reputational risks to schools and HEIs?
Power and interests; identities, work and careers?
Looking back over the last fifteen years ... I want to
celebrate the gains which have been made - and one of
the most important is the development and deepening of
culture in which we recognise that it is professionals, not
bureaucratic strategies and initiatives, which drive school
improvement. ....
The most important people in driving school improvement
are teachers and school leaders.
Look at the highest performing nations in any measure of
educational achievement and they are always, but
always, those with the most highly qualified teachers.
We want to further enhance the prestige and esteem of the
teaching profession and further improve teacher training
and continuous professional development.
Michael Gove, 17th June, 2011
National College Annual Conference
So what is the substance of
professional expertise?
The essence of professionalism is the
exercise of skills, knowledge and
judgement for the public good.
Teacher expertise is developed though
evidence-informed reflection on practice
(see joint statement of GTCs of Ireland, Scotland, Wales and Northern
Ireland)
• ‘Pedagogy’ is the practice of teaching framed
and informed by a shared and structured body
of knowledge and combined with moral purpose.
• By progressively acquiring such knowledge and
mastering pedagogical expertise – through initial
formation, continuing development and
reflective experience – teachers are entitled to
be treated as professionals.
• Teachers should scrutinise and evaluate their
practice to make rationally defensible
professional judgements beyond pragmatic
constraints and/or ideological concerns.
(GTCE, 2010)
‘Routine’ Vs ‘reflective’ action
Capability, skill and understanding build from
both experience and analysis, from immersion
and reflection – to which schools and HEIs
contribute in complementary ways.
But, through successive stages of professional
development and widely distributed models of
school-embedded provision, are the HEI and
school contributions practically, reputationally
and economically viable?
Problem
Issue
Surviving and building
confidence
Reflect
Dilemmas
Experience,
coaching and
evidence
Collect evidence
Judgement
Analyse & evaluate
Reflection from:
• Direct classroom experience
• Discussion and collaboration with colleagues
• Advice and guidance from school mentors
• Personal classroom experiment and enquiry
• Discussion and study though HEI activity
• Considering evidence and frameworks of
understanding (theory)
The 2014 ‘Reflective Teaching in Schools’
Evidence-informed professionalism for primary and
secondary schools (Cambridge teams)
Collates and celebrates practical knowledge, augmented
with the latest UK and international evidence
New, explicit provision for ‘deepening expertise’ (principles
+ expert questions and conceptual tools)
New website at www.reflectiveteaching.co.uk
New book of readings (112 readings, mostly new)
New structure (2/3 of text new for this edition)
PART 1: BECOMING A REFLECTIVE PROFESSIONAL
1. Identity. Who are we, and what do we stand for?
2. Learning. How can we understand learner development?
3. Reflection. How can we develop the quality of our teaching?
4. Principles. What are the foundations of effective teaching and learning?
PART 2: CREATING CONDITIONS FOR LEARNING
5. Contexts. What is, and what might be?
6. Relationships. How are we getting on together?
7. Engagement. How are we managing behaviour?
8. Spaces. How are we creating environments for learning?
PART 3: TEACHING FOR LEARNING
9. Curriculum. What is to be taught and learned?
10. Planning. How are we implementing the curriculum?
11. Pedagogy. How can we develop effective strategies?
12. Communication. How does the use of language support learning?
13. Assessment. How are we providing feedback for learning?
PART 4: REFLECTING ON CONSEQUENCES
14. Outcomes. How are we monitoring learning achievements?
15. Inclusion. How are we enabling opportunities?
PART 5: DEEPENING UNDERSTANDING
16. Expertise. Conceptual tools for career-long fascination?
17. Professionalism. How does reflective teaching contribute to society?
Problem
Issue
Building principled
understanding
Reflect
Dilemmas
Judgement
Evidence, coaching Collect evidence
Understanding of enduring
educational principles
Analyse & evaluate
Why ‘evidence-informed principles’?
• affirms a holistic approach to teaching and
learning or pedagogy
• represents cumulative evidence and experience
• supports contextualised judgement by teachers,
tutors, practitioners and policy-makers
1. EQUIPS LEARNERS FOR LIFE IN
ITS BROADEST SENSE
2. ENGAGES WITH VALUED
FORMS OF KNOWLEDGE
3. RECOGNISES THE
IMPORTANCE OF PRIOR
EXPERIENCE AND LEARNING
4. REQUIRES THE TEACHER
TO SCAFFOLD LEARNING
5. NEEDS ASSESSMENT TO
BE CONGRUENT WITH
LEARNING
6. PROMOTES
THE ACTIVE ENGAGEMENT
OF THE LEARNER
7. FOSTERS BOTH INDIVIDUAL AND
SOCIAL PROCESSES AS OUTCOMES
8. RECOGNISES THE SIGNIFICANCE
OF INFORMAL LEARNING
9. DEPENDS ON
TEACHER LEARNING
10. DEMANDS CONSISTENT POLICY
FRAMEWORKS WITH SUPPORT
FOR TEACHING AND
LEARNING AS THEIR
PRIMARY FOCUS
9. DEPENDS ON TEACHER
LEARNING
The importance of teachers learning continuously
in order to develop their knowledge and skill, and
adapt and develop their roles, especially
through classroom inquiry, should be
recognised and supported.
Problem
Issue
Deepening expertise
through conceptual analysis
Reflect
Dilemmas
Evidence
Judgement
Collect evidence
Understanding through a
conceptual framework and
language for discussion
Analyse & evaluate
Professionalism
and Pedagogy:
a contemporary
opportunity
TLRP with GTCE,
2010
Concepts are to do with:
CURRICULUM
Aims
Contexts
Processes
Outcomes
PEDAGOGY
ASSESSMENT
1. Societal aims To what vision of ‘education’ does the provision aspire?
2. Elements of learning What knowledge, concepts, skills and values are to be learned
in formal education?
3. Community context Is the educational experience valued and endorsed by civil
society?
4. Institutional context Does the school promote a common vision to extend educational
experiences and inspire learners?
5. Process for social needs Does the educational experience build on social
relationships, cultural understandings and learner identities?
6. Process for emotional needs Does the educational experience take due account of
learner views, feelings and characteristics?
7. Process for cognitive needs Does the educational experience match learners’
cognitive needs and provide appropriate challenge?
8. Developmental outcomes Does the educational experience lead to development in
knowledge, concepts, skills and values?
9. Cumulative outcomes Does the educational experience equip learners for adult and
working life and for an unknown future?
Curricular
concepts
Pedagogic
concepts
Assessment
concepts
1. Society’s educational goals
Breadth
Principle
Alignment
2. Elements of learning
Balance
Repertoire
Validity
3. Community context
Connection
Warrant
Dependability
4. Institutional context
Coherence
Culture
Expectation
5. Processes for learners’
social needs
Personalisation
Relationships
Inclusion
6. Process for learners’
emotional needs
Relevance
Engagement
Authenticity
7. Processes for learners’
cognitive needs
Differentiation
Dialogue
Feed-back
8. Outcomes for continuous
improvement in learning
Progression
Reflection
Development
9. Outcomes for certification
and the lifecourse
Effectiveness
Empowerment
Consequence
Reflective Teaching Series
RT + Readings in Early Education (Jen Colwell, Brighton
and UK colleagues) (2015)
RT + Readings in Schools (Andrew Pollard and
Cambridge colleagues) (2014)
RT+ Readings in Adult, Further and Vocational
Education (Yvonne Hillier, Maggie Gregson and
colleagues at Sunderland and IOE) (2015)
RT in Higher Education (Paul Ashwin, Lancaster, and
international colleagues) (2015)
www.reflectiveteaching.co.uk
Bloomsbury Academic
Where are we going now?
Prominence of education in public life, and commitment to
‘improvement’
New routes and challenges towards high ITT standards
• Analysis and practice (but in distributed ways such as RT & web?)
• Embedded partnerships (but with practical tensions diminishing?)
• School led (but accountability responsibilities uneasy?)
Increasing institutional role differentiation (cf. Shulman)
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Research intensive HEIs (content knowledge?)
Teaching intensive HEIs (pedagogic content knowledge?)
HEI Teaching Schools (content, pedagogic and curricular knowledge?)
Teaching Schools (pedagogic and curricular knowledge?)
Schools (applied curricular knowledge?)
The importance of teaching, internationally confirmed
The use of evidence for the improvement of practice ... and
of policy ... (less rhetoric and more reality?)
Tch Ed
content
knowledge
Research intensive
HEIs
Analysis and
REF driven
Univ Teaching
Schools
Analysis and
REF driven
Tch Ed pedagogic
content
knowledge
Tch Ed curricular
knowledge
Pedagogic and
OfSTED ITT driven
Teaching intensive
HEIs
Pedagogic and
OfSTED ITT driven
Teaching Schools
SCITTS
Pedagogic and
OfSTED ITT driven
Practice and
school perf. driven
School Direct
Practice and
school perf. driven
Other schools
Practice and
school perf. driven
Increasing institutional role differentiation? (cf. Shulman)
New Perspectives:
Towards principled, school-embedded
transformation of teacher education
Can we bridge institutional
differentiation and further enhance
teacher expertise through new
forms of reflective practice?
Friday – end of conference
Summary and signposting themes
(an attempt ...)
APTE 2013, Thursday 11th July
Simon Asquith – Welcome and introduction
The Challenges of Partnerships
Viv Ellis – A new meaning for partnerships: reasons to be
cheerful (?)
d’Reen Struthers – moving papers to construct meaning
Greg Burke – Schools at the heart of teacher training
New Purposes
Samantha Twiselton – Matching expectations in the new
OfSTED world
James Noble Rogers – Lessons from OfSTED 2013
Bea Noble Rogers – Lessons learned, one year on
Simon Asquith – OfSTED reflections
APTE 2013, Friday12th July
New Perspectives
Andrew Pollard - Towards principled, school-embedded
transformation of teacher education
Group discussions
New Players
Alison Peacock – speaking from a Teaching School and
the Cambridge Primary Review
Paul Haigh – leading a Teaching School and work with its
alliance in South Yorkshire
Stephen Wilkinson - developing an HEI School Direct
provision for schools and Teaching School alliances in
Yorkshire
Group discussions
Summary and signposting themes
Special Interest Groups – into action!
Special Interest Groups (SIGs)
Table topic Groups
1. Partnership Agreements/MoAs Financial models..
2. School Direct training/salaries models (in Sch –led
provision
3. Mentoring/Coaching models – ‘M’ level portfolios (incl
ways of conceptualising ITE with/for new players)
4. Organising Partnership practices … cultural practices
in HEIs to support “placements”
5. Managing Ofsted Demands – language of indicative
criteria/grading
6. Principles for ‘new’ partnerships
7. Impact for trainees – short and long term
8. Models of “collaborative” provision (not sch or HEI
led)
9. Collaborative partnership research Teacher Enquiry,
PGCE ---- CPD ------ MA ------ EdD…..
10. Local engagement.. Harmonisation (HEIs, Las School
Alliances)
Potential themes for engagement with DfE
Affirming the quality of contemporary ITT + embedded
partnerships + school voices
Querying:
• Strategy for ITT + balance and sources of practice and analysis +
international comparisons
• School led + HEI roles + ethical, procedural and financial protocols
to manage dilemmas of competition and collaboration
• Inspection of ITT + tyranny and unreasonable features +
mis/alignment with educational purposes
• Laissez faire allocations + market failures, supplier exits + teacher
shortages and impact on school standards (inefficiency, inequality)
Affirming the needs of expert teachers for the 21st century