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Developing an integrated teaching workforce: a University response to ECM

Developing an integrated teaching workforce: a University response to ECM. Christine Vincent University of Wolverhampton. Policy context for integrated children’s services. Victoria Climbi é.

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Developing an integrated teaching workforce: a University response to ECM

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  1. Developing an integrated teaching workforce: a University response to ECM Christine Vincent University of Wolverhampton

  2. Policy context for integrated children’s services

  3. Victoria Climbié It is deeply disturbing that during the days and months following the initial contact with Ealing Housing Department, Victoria was known to over ten other agencies. On twelve key occasions relevant services had the opportunity to intervene in Victoria’s life. ‘A gross failure of the system.’ (The Victoria Climbie Inquiry Report, 2003)

  4. Every child matters (ECM) agenda • Supporting children, young people, parents and carers • Early intervention and effective protection • Accountability and integration – locally, regionally and nationally • Commissioner for Children’s Services • Children’s Trusts – by 2010 • Children’s 10 Year Plan – December 2007 • Workforce reform – Children’s Workforce Strategy 2020 -December 2008 • All working towards the team around the child

  5. Inter-Agency Governance Integrated Strategy Integrated Processes Integrated Front-Line Delivery Families Community Outcomesfor children & young people Parents • ECM outcomes: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well-being

  6. Every Child Matters = Key Policy amongst many requiring the development of multi agency teams

  7. Government policy • 2003 Every Child Matters • 2003 National remodelling team • 2004 Children’s Act • 2005 Children’s Workforce Strategy. A Strategy to Build a World-Class Workforce for Children and Young People • 2005 Extended schools: Access to Opportunities and Services for all • 2007 10 Year Strategy, The Children’s Plan: Building Brighter Futures • 2008 2020 Children and Young People’s Workforce Strategy

  8. Children’s workforce remodelling • Children’s Workforce Development Council established • Children’s Workforce Network driving forward and integrated qualification framework

  9. UCET’s Position Paper 2007 Cites that teachers in the future will “flourish in a different professional world” (Kirk and Broadhead, 2007)

  10. Implications for teacher training and CPD

  11. UCET, ECM and Teacher Education ‘Just as ECM calls for a re-conceptualisation of teaching so it also demands a re-conceptualisation of teacher education. It demands a re-structuring of the total programme in such a way that ECM principles become embedded and are made to permeate the student teachers’ university based studies and placement activities’ (Kirk and Broadhead, 2007)

  12. The teaching profession will require a clear understanding of their role within integrated children’s services • Implication for the delivery of teacher education in HEI’s • Masters level programme in teaching and learning • Leadership a key requisite

  13. University of Wolverhampton – responding to change

  14. Capability and capacity of the ECM workforce, providers and leaders (including UoW workforce) Outcomes and benefits to learners Fit for purpose systems and business processes Efficiency, effectiveness and value for money ECM Balanced Score Card for UoW

  15. Engaging stakeholders Continual Professional Development • Creation of social networks • Creation of action learning sets • Embed IQF common core competences into CPD programs • Facilitation of CPD programs using the expertise of the regions best practice • Leadership and management as a core theme • Accreditation of existing programs developed by children’s services • The sharing of research locally through action learning sets • An ongoing seminar program required

  16. Curriculum Development • Opportunities for reflective practice high priority • Joint placements – work based learning opportunities to be integrated and meaningful • Shared research – the evidence base for practice • Use of a common language across all modules to support multi agency working • Leadership qualification • Qualification for support staff working in integrated services

  17. Staff development

  18. Teacher training programmes and CPD • University now offers a 30 credit master’s level module to all newly qualified teachers (NQT’s) to support their reflective practice. • Range of CPD opportunities to support ECM • Masters in Teaching and Learning

  19. Curriculum development

  20. Accreditation and validation CPD Integrated services for children and young people (ECM) Curriculum development Inter professional teaching and learning experience

  21. Foundation Degree in integrated services for children, young people and families (2008) • MBA (integrated children’s services) (2009)

  22. Thank you for listening Questions Christine.vincent@wlv.ac.uk

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