Masters in Teaching and Learning (MTL) A Teacher Education Advancement Network Event Tuesday, February 23rd 2010 Dr. Ca

1. Masters in Teaching and Learning (MTL) A Teacher Education Advancement Network Event Tuesday, February 23rd 2010 Dr. Carolyn Bromfield UWE UWE TEAN Carolyn.Bromfield@uwe.ac.uk

2. Being the best for our children: Releasing Talent in Teaching and Learning • The new programme is intended to develop and improve teacher quality. • A ‘New Professionalism’ agenda – respects teachers as highly skilled individuals who make judgments and exercise professional autonomy in the classroom within a clear framework of accountability, as leaders of teaching and learning and as learners who engage in professional development throughout their career. • The Government’s plans to make teaching a Masters level profession • The MTL is a tailored masters programme personalised to teachers’ professional development interests and career choices UWE TEAN Carolyn.Bromfield@uwe.ac.uk

3. The MTL programme • A practice-based Masters programme • Fully funded for Newly Qualified Teachers (NQTS) in secondary National Challenge Schools with an expectation to complete the MTL in the first five years of their career (early professional development) • Each MTL participant will have access to an in-school coach and an HEI tutor • The money will fund release time for the in-school coach to work collaboratively with the teacher, to identify professional needs, and plan for the next stage in their learning • Expected completion of the award in 3-5 years of registering for the programme UWE TEAN Carolyn.Bromfield@uwe.ac.uk

4. Benefits for teachers • Participants should emerge with higher levels of skills in developing their pedagogical practice leading to improved teaching and learning • Teachers with MTL will be well placed to demonstrate professional standards at a higher level in support of applications to cross the threshold or to be assessed at Excellent Teachers or Advanced Skills Teachers UWE TEAN Carolyn.Bromfield@uwe.ac.uk

5. Wallace and Poulson (2003:6) provide a useful list of what it means to be ‘critical’ in academic enquiry • Adopting an attitude of scepticism or reasoned doubt towards all claims for knowledge • Habitually questioning the basis of claims • Scrutinising claims for logical consistency, evidence, acceptability of values • Respecting others as people at all times • Being open-minded • Being constructive. Criticism is for the purpose of finding a better understanding and doing things, not for indulging in destructive criticism of the work of others UWE TEAN Carolyn.Bromfield@uwe.ac.uk

6. The QAA states that holders of Masters qualifications should be able to • Deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level. UWE TEAN Carolyn.Bromfield@uwe.ac.uk

7. Some issues to think about • In a higher degree course, questioning the taken-for-granted is central. Postgraduate courses are not training courses which seek compliance with a pre-ordained way of thought of action. Neither are they uncritical conveyor belts for the policies of a political party in power • A work-based/vocational model has both strengths and weaknesses. One of the weaknesses is that it can become instrumental and thus narrowing in terms of what a higher degree seeks to provide • The needs of individuals cannot simply be subsumed into what is needed by their employer or by the state • ‘Teachers must be critics of curriculum, not its docile agents’ (Lawrence Stenhouse,1975). School based coaches working closely with university tutors and others have a role to play in encouraging this important and re-vitalising professional capability. UWE TEAN Carolyn.Bromfield@uwe.ac.uk

8. Key features The MTL is the only national masters programme for teachers, delivered locally, which combines all the following features: • A focus on children and young people • School-based learning • A personalised programme • Alignment with induction • Higher education institution (HEI) and school collaboration • A trained in-school coach • An assigned tutor from an HEI • Funding for the whole Masters award UWE TEAN Carolyn.Bromfield@uwe.ac.uk

9. Strategic vision for coaching within MTL Developing a purpose, setting the goal(s) Peer relationship building; learning to learn with and from others 4.Collaboration Persistent questioning by the coach and the participant of the contexts, principles and procedures involved with the goal(s) Reflection on themeans for achieving change © Doyle, 2009: This model adapts Fullan’s (1995) 4 core capacities of professional development as a basis for the MTL coaching strategy. UWE TEAN Carolyn.Bromfield@uwe.ac.uk

10. Key foci for learning conversations(Taken from Harrison, J.K. (2008) • the positive /negative aspects of … • the alternatives /other possibilities / choices • other points of view • the component parts; the overall qualities … • the opposite ways of constructing this; ways in which it could be done… • What has been left out /not thought about • …. Continually encouraging reflection UWE TEAN Carolyn.Bromfield@uwe.ac.uk

11. Boyatzis’ Theory of Self-Directed Learning Boyatzis, R.E. (2002) UWE TEAN Carolyn.Bromfield@uwe.ac.uk

12. KEY TO TERMS AST Advanced Skills Teacher – a teacher who has passed a national assessment and whose role is concentrated on sharing their expertise with teachers in their own and other schoolsGTCE General Teaching Council for England – professional body for teaching in England OFSTED Office for Standards in Education, Children’s Services and Skills NCSL National College of School Leadership – centre for training and development of current and future school leaders SIPS School Improvement Plans SSAT Specialist Schools and Academies Trust – organisation working to improve secondary education TDA Training and Development Agency for Schools TLA Teacher Learning Academy UWE TEAN Carolyn.Bromfield@uwe.ac.uk

13. MTL Student Support Student HEI Tutorials E-learning support, access to expert resources and tutoring Regular coach meetings Brokering of professional learning opportunities MTL Coach HEI Tutor Assessment & Quality Assurance UWE TEAN Carolyn.Bromfield@uwe.ac.uk

14. The roles of the in-school coach and HEI tutor In-school coach HEI Tutor • Each participant will have an in-school coach who will be responsible for providing coaching and brokering suitable learning opportunities • Identifying the teacher’s professional needs, and planning for the next stage of their learning, drawing appropriately on induction and performance management outcomes • The tutor provided by the HEI will have the lead role in assessing the progress of the teacher undertaking the MTL • To provide appropriately personalised learning opportunities for the teacher, including expert input in relation to the four content areas of the MTL UWE TEAN Carolyn.Bromfield@uwe.ac.uk

15. In-school coaches • Schools will identify in-school coaches • National training programme • HEI training programme • Opportunity to receive additional training to equip them with the knowledge and understanding of the MTL programme and the relationship with the HEI tutor they will need to enable them to provide school based coaching support UWE TEAN Carolyn.Bromfield@uwe.ac.uk

16. M-level learning At Masters Level, there is an expectation that the participant will drive their own learning through critical enquiry Participants will make use of research methods, critical reading and evidence introduced in Phase 1 to improve professional practice, the content of which will be supported by the HEI Tutor. The coach is not responsible for content but rather focuses on the facilitation of process.

17. School of Education Pedagogic Principle • The cyclical nature of reflective practice UWE TEAN Carolyn.Bromfield@uwe.ac.uk

18. What does practice-based mean? • The programme is practice-based in that it is rooted in – and adds value to – what teachers are already doing. • The majority of what teachers do will be in their classroom and relevant to day-to-day work. They will work with their coach to identify needs relevant to their school context and apply evidence and educational theory to real-life situations, which will help inform and consolidate their learning. UWE TEAN Carolyn.Bromfield@uwe.ac.uk

19. 3 Professional Learning Phases • Phase 1 Developing 40 M-level credits • Allows transfer in of up to 30 M-level credits • Plus completion of a 10 credit module which develops enquiry skills and the use of evidence to measure the impact of teaching on pupils outcomes • Phase 2 Broadening and Embedding 80 M-level credits • 4X 20 credit modules focussing on: • Teaching, learning and assessment; • Subject knowledge and the curriculum; • How young people develop and learn, and inclusion; • Leadership and management, and working with others. • Phase 3 Deepening 60 M-level credits • Two 30 credit modules which develop expertise through a specialist pathway in teaching, engaging with experts and specialist material UWE TEAN Carolyn.Bromfield@uwe.ac.uk

20. Phase 1: The Developing Stage40 M Level Credits Self Audit CEDP 30 Credits APL 30 M Level credits from PGCE or Developing Enquiry Skills (Mini Enquiry) 10 credits Researching Impact (Mini Enquiry) On-going self-audit M Coach and HEI Tutor UWE TEAN Carolyn.Bromfield@uwe.ac.uk

21. Phase 2: Broadening and Embedding80 M Level Credits 20 credits Dynamic of Teaching & Learning Content Area 1 20 credits Applying Wider Professional Knowledge & Skills Content Area 2 20 credits Understanding Diversity in Learners Content Area 3 20 Credits Exploring Issues of Leadership & Management Content Area 4 On-going self-audit Knowledge Base of Professional Scenarios UWE TEAN Carolyn.Bromfield@uwe.ac.uk

22. Phase 3: The Deepening Stage60 M Level Credits 30 Credits Developing Specialist Interests 30 credits Evaluating & Disseminating Impact On-going self-audit Action Enquiry UWE TEAN Carolyn.Bromfield@uwe.ac.uk

23. Assessment The programme will offer innovative and varied forms of assessment, consistent with the practice-based nature of the MTL: • Action Enquiry • Enquiry Design, Implementation & Evaluation • Oral presentation • Article critique • A3 poster • Observations of learners • Literature review • Observations of experienced teacher • Data collection/Analysis • Case study • Learning Statement • Annotated bibliography • Research proposal UWE TEAN Carolyn.Bromfield@uwe.ac.uk

24. TRANSFORM Consortium • University of Gloucestershire • University College of St Mark and St John • University of Plymouth • University of West of England Sleeping partners: • University of Bath • University of Bristol • University of Exeter UWE TEAN Carolyn.Bromfield@uwe.ac.uk