Lauren Dobson Joe Higgs Hayley Galpin

1. Educating Leaders: Initial and Continuing Teachers’ Education and Professional Development of Leaders Lauren Dobson Joe Higgs Hayley Galpin

2. University of Southampton • http://www.youtube.com/watch?v=RFSs9OOQ0nk • Daniel Muijs – Collaboration and Leadership • http://www.youtube.com/watch?v=354LArRutjc

3. University of Southampton

4. The Current Context for Teacher training • All Initial Teacher Training (ITT) courses within the England and Wales lead to the award of qualified teacher status. • In order to gain a place on an ITT course, individuals require grade C in GCSE Maths, English and Science, and 2 A-levels or more. Prior to starting ITT training teacher, skills tests within Numeracy and Literacy should be passed. • ITT courses are provided by universities and other higher education institutions. • Quality Assurance of ITT is ensured via OFSTED whom inspect the provision of both primary and secondary courses. The assessment of quality and standards in ITT takes place against a framework agreed between OFSTED and the Teacher Training Agency (TTA).

5. Teaching Standards • Throughout ITT courses individuals are assessed against the required Teaching standards. • Teachers are expected to; act with integrity and honesty, have strong subject knowledge and skills, keep up to date and be self-critical, forge positive professional relationships, and work with parents in the best interest of their pupils. • Part 1: States what is required of a Teacher • Part 2: Outlines expectations of Personal and Professional conduct.

6. The Role of Teachers as Moral Leaders • Part 2 of the Teaching standards states the moral and ethical expectations, that teachers must uphold. • In the 21st Century, more than any time in our history, educational leader must also be role models. • ‘Adults need to demonstrate to young people that it is possible to live one’s values and advocate for a more just and responsible society’ Bereth & Berman (1997, P.25)

7. Skills Tests • From 2013 prospective teachers have had to sit new tougher tests in English, mathematics and reasoning before they can start training. • In 2011 to 2012: • 1,050 candidates had not passed the numeracy test after 5 attempts • 270 candidates had not passed the literacy tests after 5 attempts • 20 candidates had not passed both tests after 20 attempts

8. Undergraduate Teacher Training • Undergraduate degrees offering Qualified Teacher Status (QTS) adjacent to normal study • Undergraduate initial teacher training (ITT) courses such as: • BEd, • BA with qualified teacher status (QTS) • BSc with QTS

9. Funding for Undergraduate Teacher Training • Student Finance based funding • Tuition fees • Maintenance loans, grants and bursaries • Eligibility for funding dependent on terms and conditions

10. Postgraduate Teacher Training • Graduates wishing to enter the profession can undertake a 1 year post-graduate certificate in education (PGCE). • SCITT- school centered initial teacher training/school direct • The Fast-track teaching programme. • Teach-First • Troops to teachers

11. Funding for Postgraduate Teacher Training • Funding available for all postgraduate routes including non-salaried School Direct Programme • Tuition fees • Maintenance grants and bursaries • No trainee will need to pay the cost of tuition charges up front. They will only pay once they are in full-time employment and earning above £21,000. • Training bursaries dependent on teacher training subject, degree class or highest relevant academic qualification

12. School Direct • On the job programme • Qualify as a teacher whilst receiving a salary • Open to graduates with at least 3 years of work experience • Schools can decide to accept applications from candidates with less work experience • Aimed at drawing in high quality graduates (Physics etc) • Must be employed in a maintained school for the duration of the programme

13. Funding for School Direct Teacher Training • Salary in place of student finance financial support • Equal to at least the minimum point on the unqualified teacher pay ranges • Depending on your responsibilities, experience and location, your school may pay you more • No tuition fees but may need to pay for a qualification if awarded (e.g.- PGCE etc)

14. Funding for Postgraduate Teacher Training

15. Postgraduate Teacher Training Scholarships • Priority evaluated every year, subjects may change to meet demand • Maths • Physics • Chemistry • Computing • School direct trainees receive a 25% premium when working in schools where more than 35% of pupils are eligible for free school meals (FSM) • The scholarship will be instead of the standard bursary, but trainees who are not awarded the scholarship will continue to be eligible for the standard bursaries.

16. Scholarships for teachers and SEN support staff • Scheme now 4 years old • Applications for funding of PD opportunities • Teachers up to £3,500 • SEN up to £2,000 • Charlie Taylor, Chief Executive of the National College for Teaching and Leadership: • “We believe that a teaching profession that values continual professional development is crucial to raising standards in our schools. These scholarships - alongside other reforms to improve teacher recruitment and training - will help deliver our objective to raise the status of teachers.

17. Teach First • To train and support committed individuals to become inspirational leaders in low income communities across England and Wales. • Values: • To lead by example • Promote excellence • Collaboration • Integrity • Commitment

18. Sharif’s Story • With no space to work in his crowded home, Sharif struggled with A-level maths. But our teacher, Mr Fairbairn, saw his potential and offered him space in his office after school. Empowered by his teacher’s belief and engaging lessons, Sharif achieved an A grade in his exams, and the confidence to match. • “Mr Fairbairn made me realise that even someone like me, who was not particularly gifted or talented in anything, could do well and achieve if I tried hard enough.” • http://www.youtube.com/watch?v=tsyDgjAynRs

19. Critique of Teach First • Can be a good with the right person employed for the position • The financial incentive may not drive the best people to support the motives -Will they provide the same level of care? • 6 week training – is this sufficient?

20. Troops to Teachers • Offers ITT routes for both graduate and non graduate service leaders • All courses both primary and secondary lead to QTS which means they are able to teach in state maintained in England • You are are an eligible service leader if 2 years before or after leaving the armed forces • As a NQT they are able to access additional personalised training, specifically designed for service leaders. The support draws upon existing skills and expertise of troops

21. Evaluation of Troops to Teachers • Provide role models for pupils • Authoritative teaching style can be useful in secondary education • promotes a sense of national pride • Is the leadership style acquired in service appropriate or applicable to the classroom?

22. Evaluation of Troops to Teachers • This Teaching programme is built upon the assumption that skills of service leaders can be transferred into skills in educational leadership. • Situational Leadership Theory supports this assumption. • The fundamental underpinning f this theory is that there is no single ‘best’ style of leadership. • It postulates that effective leadership is task relevant and the most successful leaders are those that adapt their leadership style to the maturity of the individual or group.

23. Professional Development of Teachers • Four key stages of PD of teachers: • Initial • Induction (NQT) • Early Professional Development (EPD) • Continuing Professional Development (CPD) • The Teacher Education Partnership Handbook (August 2010 Edition) draws together in one place guidance for student teachers, beginning teachers, teacher-tutors and others with a role in the three main stages of early teacher education. • To complement the Handbook, a Questions and Answers booklet on the Professional Development of Beginning Teachers is available. • The Department is currently finalising a draft strategy and implementation plan for the future direction of teacher professional development.

24. Initial Professional Development (NQT) • Beginning teachers are required to complete a Career Entry Profile (CEP) to help prepare for their induction period. The CEP does this by: • Helping the beginning teacher to focus their reflection on their achievements and goals in the early stages of their teaching career; • Helping the beginning teacher to engage in collaborative discussions when planning how to meet their professional development needs; and • Providing a link between their initial teacher education and the school(s) where they will serve their induction period.

25. Initial Professional Development (NQT) • A suitable monitoring and support programme must be put into place for NQT, personalised to meet their personal development • Formal Assessments • A NQT completes the induction period in the full time equivalent of a standard school year • Extra Planning, Preparation and Assessment (PPA) time for lesson planning etc

26. Early Professional Development (EPD) • Second and third years of teaching • EPD sees the focus of reflection shift from thinking about teaching to thinking about learning • Two PDAs comprise the programme of early professional development. Both activities will: • Focus on teaching and learning; • Include educational technology (ET) to support learning. • Each focused activity should engage the teacher in: • Relevant background reading; • Reflective thinking; • Planning;

27. Continuing Professional Development (CPD) • Regular In-Service Training (INSET) days • Opportunities for funding of teachers professional development • Various bodies nationwide offering CPD opportunities: • National College for School Leadership • Connecting Classrooms • These organisations offer courses such as: • National Professional Qualification for Middle Leadership (NPQML) • National Professional Qualification for Senior Leadership (NPQSL) • National Professional Qualification for Headship (NPQH) • Chance to work overseas or in other schools • Other study modules for middle and senior leaders • System of CPD for teachers currently under review

28. Professional Development of Teachers DrDoug Bourn, Director of Development Education Research Centre at Institute of Education, University of London: “In a rapidly changing, globalised world schools teachers and young people need the skills and values base to make sense of what is happening in the world around them. Connecting Classrooms professional development courses play an important role in supporting the development of an international learning community that equips educators to develop young people into global citizens” https://schoolsonline.britishcouncil.org/programmes-and-funding/linking-programmes-worldwide/connecting-classrooms

29. National College for School Leadership • The National College website contains a wealth of information to support professional development • Qualifications and guidance to help you with your career • Guidance on career choices • Resources to use in your day-to-day work • Opportunities to network with others both locally and nationally • http://www.nationalcollege.org.uk/index

30. Teachers in Higher Education • Esteemed academic career for entry • Including Masters, PhD etc • Can take higher education courses • Higher Education Academy

31. 3 Influential Works on Teacher Development and Training • Schon (1984) – The Reflective Practitioner • Kolb (1984) – Experiential Learning Cycle • Behaviourism – Reflected in reinforcement and grading

32. Recent Improvements • Initial Teacher Training-Expansion and encouragement of more schools to become accredited providers -Only allocate places that OFSTED have graded as ‘good’ or ‘Outstanding’ • Encouraging more incentives for teachers into priority subjects. • Continuous re-evaluation and improvement.

33. Our Recommended Future Directions • Decentralisation • Greater incentives for highly qualified teachers in more disadvantaged schools. • More critical assessment of alternative / ‘fast track’ programmes that have been introduced. • Greater encouragement of pupil evaluation in schools.

34. Discussion & Questions • Any Questions? • What do think of the troops to teachers and the school direct programmes? • Do you think these could be implemented in your own countries?