Transcript Document
The new landscape of teacher professional learning in England Dr Coleen R Jackson Session outline • • • • The education context in England The changing scene with schools in control The shift in practice of professional learning Opportunities for professional learning for teachers Education in England - key facts (January 2013) • The Department for Education (DfE) is responsible for the education and care of children and young people • There are 152 local authorities (LAs) in England who are responsible for the maintained schools in their authority • Full-time education is compulsory for all children aged between 5 and 18 years • Number of schools in England – around 17,000 state-funded primary schools and 3,000 state-funded secondary schools • Number of pupils in all schools in England – 8.2 million (93% in state schools) The English school system Role of central government: •Funding •National Curriculum •Governance •National tests •Inspection Role of local government: •School improvement Safeguarding Role of schools: •The profession leading the profession School place planning Headline trends and policies • • • • • • • • • • • state stepping back from day-to-day running of schools greater autonomy excellence in leadership schools to train and develop teachers learning from the best schools rather than from the centre raising standards: pupil performance, qualifications, behaviour measuring success by international standards helping schools to access independent best evidence reforming funding to better support poorer children Shortages in some subjects and in leadership across all phases Changes to our pension age50 - 60 - 68 Free Schools Trusts Youth services Further education Social services Through Schools Police Health services Locality Clusters and Companies Partnerships Collaborations Traditional and new Academies Faith School Federations Community Federations Federations New Academy Chains What professional learning do our teachers need throughout their career? Professional continuum Teacher training Continuing professional development/ learning Leadership development Changes in professional learning Use of processes and practices that support learning, change, impact Performance Management Shift from ‘one day wonders’ to transformational practice Professional learning opportunities FOCUS • Subject based • Pedagogy • Leadership PROVIDER • • • • • • Department for Education Local Authorities Subject associations Exam Boards Private providers Schools Professional learning opportunities • ½ day, 1 day, 2 days short courses (SKILLS) • Longer programmes – over a period of time (CHANGES IN PRACTICE – IMPACT – TRANSFORMATION) • Face to face, blended learning, distance or online courses • Coaching support Modular Curriculum: Overview Module Map Professional learning opportunities Sabbaticals Secondment Internships Scholarships Sabbaticals • Stressed teachers should be allowed to take sabbaticals to ensure they are fresh for the classroom Sir Michael Wilshaw (HMCI) • Teachers are calling for paid sabbaticals and job swaps to help them cope with having to work into their late sixties • The Teacher Support Network believes that a well-timed sabbatical can help teachers manage stress and keep them in the profession longer. Sabbaticals • Concept of providing teachers the opprotunity to engage in a balance of professional learning activities, reflection and rejuvenation • NFER research ( 2005) A sample of 130 sabbaticals: 97 primary teachers, 14 secondary teachers and 19 special school teachers Sabbatical outcomes • Improvements in confidence, refreshment and self-esteem were reported in 87% of sabbaticals • In 83%, there were reports of the school developing as a professional learning community and changes in practice across the school • some headteachers had feared that releasing a teacher for a sabbatical would result in less work being done, there is considerable evidence that teachers approached sabbaticals very diligently and undertook more work by doing a sabbatical. Secondment • Through local arrangements or private arrangements • Coming back into the profession within Academy Chains Internship • Through Leadership programmes – e.g. Future Leaders • Various entry routes into teaching offer a type of internship to encourage graduates to take up teaching Purpose of professional learning The future landscape in England • Responsibility of the school • Individual negotiation with the teacher and the school • entitlement • Hope – more structured planning for CPD/L – continued external support e.g. British Council, EU Funded projects THANKS Dr. Coleen R Jackson CJSolutions(Education)