Transcript Adrian Copping Presentation

‘Put it there, Partner!’
A Case Study of
An Organic Partnership with a School
Adrian Copping
[email protected]
We know that teachers learn best from other
professionals and that an ‘open classroom’ culture
is vital: observing teaching and being observed,
having the opportunity to plan, prepare, reflect
and teach with other teachers
(p.19)
Great Britain. Department for Education. (2010). The Importance of Teaching. London.
The Stationery Office
http://upload.wikimedia.org/wikipedia/commons/d/d6/Apprenticeship.jpg
We had the experience but missed
the meaning. And approach to the
meaning restores the experience in
a different form.”
T.S. Eliot. ‘The Dry Salvages’ part of ‘The Four Quartets’ 1941
‘…all too often designs for teacher education (as
framed by policy) have instead relied on an
acquisition view of learning and a view of knowledge
as a thing that is transferred (experienced teacher to
beginner).. Experience in schools simply becomes an
opportunity to receive or become acculturated to the
existing practices of the setting with an emphasis on
reproduction of routinised behaviours and the
development of bureaucratic virtues such as
compliance and the collection of evidence. Learning
to teach becomes teaching by proxy.. constrained by
pervasive delivery metaphors..’
Ellis. V (2010). P.106
Categories of partnership
• collaborative
• cooperative
• HEI-led partnership
Furlong, J., Campbell, A., Howson , J., Lewis , S. and McNamara , O. (2006) 'Partnership in
English Initial Teacher Education: Changing Times, Changing Definitions- Evidence from
the Teacher Training Agency National Partnership Project', Scottish Educational Review,
vol. 37, 32.
accommodate
embed
partner
The school is
willing to host ITE
students and staff
and provide
access to its
resources
The school
partners with ITE
students and staff
in adding their
perspectives to
student learning
and development
The school plays an
active role in
developing and
shaping learning
programmes
alongside ITE
students and staff
and co-delivers
A continuum of school involvement in ITE
The Case Study (so far)
Observe/
support
in school
Observe/
model/
support
in school
Practitioner
Research
Schoolembedded
Learning
Reciprocal
Activity
&CPD
Supporting a student into NQT into RQT
May 2012
–
July 2014
Current PGCE student development journey
Tutor /
student
support
Tutor /
student
support
Practitioner
research
Reciprocal
activity
University Tutor development journey
Student into NQT into RQT development journey
accommodate
embed
School development journey
school
initiates
Conceptualising the process;
A ‘Give and Take’ model with
an organic label
HEI development journey
partner?
What was the impact?
As a teacher, I believe that working in partnership with
Adrian Copping has inspired my own teaching and made
me reflect more on why I decided to become a teacher and
how I can improve my own practice.
(Hannah PGCE student, then NQT now RQT)
What was the impact?
More recently, Adrian has ran a Murder Mystery higher
level thinking day with my current Year Five Class at XXXX
Academy and all of my class had a fantastic day and learnt
a lot. I think my class benefitted from the creativity and the
excitement of being taught by a historical character.
(Hannah PGCE student, then NQT now RQT)
What was the impact?
This second day went a lot better than expected. A lot of
the children were able to engage with the different types of
writing asked of them and enjoyed the real examples,
especially of the coded letters. They were able to draw on
the creative thinking skills from yesterday and I have been
impressed at some of their writing, especially compared to
what they usually produce.
(reflective diary extract – lines 64-68)
What was the impact?
Laura:
Well, I popped in for the session before break
yesterday and I was surprised to see so many of
the children engaged. Adrian used approaches
that I didn’t expect to work with this class..
Andrea: So, is there some CPD for staff then do you think?
Laura:
Well certainly for some of our staff who might shy
away from this then yes.
Andrea: Adrian, would you be willing to broaden this out?
(extract from semi-structured interview)
What was the impact?
‘It was really useful to team teach with you because
although we have planned English a lot, seeing how you
do it for a real context, helping you with structure and
ideas helped my confidence but then working with you
and seeing how you respond to the needs of the children
and use your plan flexibly was really helpful for us to
experience’
(Rosie (Pseudonym) primary PGCE student, interview)
Conclusions (so far)
• Relationship-built partnership is sustainable and
transferable;
• Symmetric partnership (NCSL 2011) (moving from
accommodate to embed and towards partner) is desirable
by all stakeholders because they/we can get something
they/we need from it;
• Practitioner Research in school can act as a catalyst for
stakeholder involvement and springboard to other
reciprocal activity.
So where next….
• Shaping of a bespoke PGCE for an alliance of schools at a
distance from university collaboratively with Heads and
teachers
• Joint collaborative work on pedagogy and what it
means to be a teacher educator
• Practitioner Research
• Reciprocal CPD
• Innovative approach – joining primary and secondary
Photos used by permission
[email protected]