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Andrew Pollard APTE, 2013, York

New Perspectives Towards Principled, School-embedded Transformation of Teacher Education. Andrew Pollard APTE, 2013, York. Where we are now?. Prominence of education in public life, and commitment to ‘improvement’ High standards of initial teacher education Analysis and practice

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Andrew Pollard APTE, 2013, York

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  1. New Perspectives Towards Principled, School-embedded Transformation of Teacher Education Andrew Pollard APTE, 2013, York

  2. Where we are now? • Prominence of education in public life, and commitment to ‘improvement’ • High standards of initial teacher education • Analysis and practice • Embedded partnerships • Transition from HEI to School leadership • The importance of teaching, internationally established • The use of evidence for the improvement of practice ... and of policy ... (rhetoric and reality)

  3. Improvement - in the sweep of history • Post-war consensus and the Welfare State • Comprehensive education • Robbins expansion of higher education • James Report and development of teacher education • Autonomous education authorities with local partnerships • Autonomous teachers and schools with local accountabilities • Features: Innovation + variability • Issues: Entitlement? Overall quality? • Callaghan’s Ruskin speech. The responsibilities of teachers to the nation; the potential role of government.

  4. Improvement - in the sweep of history • Post-Thatcher consensus and the Neo-Liberal mindset • Phase 1: Challenging ‘producer capture’ through centralised control • 1988 Education Reform Act • National curriculum, assessment, teaching strategies + inspection • Features: Entitlements. Efficiencies • Issues: Innovation. Professionalism • ‘The quality of an education system cannot exceed the quality of its teachers.’ OECD’s autonomy + accountability prescription

  5. Improvement - in the sweep of history Features: Competition. Collaboration Innovation. Variability Issues: Entitlement? Efficiency? Overall quality? • Post-Thatcher consensus and the Neo-Liberal mindset • Phase 2: Advancing quasi-markets through choice, diversity, autonomy and accountability

  6. Gove’s schools revolution and its transformative spaces • Features: • Curriculum: ‘School curriculum’, with NC core and foundation requirements • Assessment: School assessment practices, with end of key stage testing • Pedagogy: School determined, with evidential warrant (but phonic prescription) • Issues: • Information requirements? Performance measures? Inspection? • Recruitment and economic viability (‘creative destruction’)? • Competition and/or cooperation between schools?

  7. Gove’s ITT/ITE revolution and its transformative uncertainties • Charlie Taylor (NCTL) ‘Head teachers must take control to create a school-led teacher education system. Now is the chance. We must not rely on outsiders. We aim to shift from a centrally controlled system to a school controlled system within three years.’ • Features: School led diversity and authenticity to context • Development from practice to analysis (or practice to practice?) • Issues: • Competition and/or cooperation between schools? • Competition and/or cooperation between schools/HEIs? • Quality of provision (local vs generic understanding)? • Recruitment and economic viability (‘creative destruction’)? • Reputational risks to schools and HEIs? • Power and interests; identities, work and careers?

  8. Looking back over the last fifteen years ... I want to celebrate the gains which have been made - and one of the most important is the development and deepening of culture in which we recognise that it is professionals, not bureaucratic strategies and initiatives, which drive school improvement. .... • The most important people in driving school improvement are teachers and school leaders.  • Look at the highest performing nations in any measure of educational achievement and they are always, but always, those with the most highly qualified teachers. • We want to further enhance the prestige and esteem of the teaching profession and further improve teacher training and continuous professional development. • Michael Gove, 17th June, 2011 • National College Annual Conference

  9. So what is the substance of professional expertise? The essence of professionalism is the exercise of skills, knowledge and judgement for the public good. Teacher expertise is developed though evidence-informed reflection on practice (see joint statement of GTCs of Ireland, Scotland, Wales and Northern Ireland)

  10. ‘Pedagogy’ is the practice of teaching framed and informed by a shared and structured body of knowledge and combined with moral purpose. • By progressively acquiring such knowledge and mastering pedagogical expertise – through initial formation, continuing development and reflective experience – teachers are entitled to be treated as professionals. • Teachers should scrutinise and evaluate their practice to make rationally defensible professional judgements beyond pragmatic constraints and/or ideological concerns. (GTCE, 2010)

  11. ‘Routine’ Vs ‘reflective’ action Capability, skill and understanding build from both experience and analysis, from immersion and reflection – to which schools and HEIs contribute in complementary ways. But, through successive stages of professional development and widely distributed models of school-embedded provision, are the HEI and school contributions practically, reputationally and economically viable?

  12. Surviving and building confidence Problem Issue Reflect Dilemmas Experience, coaching and evidence Collect evidence Judgement Analyse & evaluate

  13. Reflection from: • Direct classroom experience • Discussion and collaboration with colleagues • Advice and guidance from school mentors • Personal classroom experiment and enquiry • Discussion and study though HEI activity • Considering evidence and frameworks of understanding (theory)

  14. The 2014 ‘Reflective Teaching in Schools’ • Evidence-informed professionalism for primary and secondary schools (Cambridge teams) • Collates and celebrates practical knowledge, augmented with the latest UK and international evidence • New, explicit provision for ‘deepening expertise’ (principles + expert questions and conceptual tools) • New website at www.reflectiveteaching.co.uk • New book of readings (112 readings, mostly new) • New structure (2/3 of text new for this edition)

  15. PART 1: BECOMING A REFLECTIVE PROFESSIONAL • 1. Identity. Who are we, and what do we stand for?                 • 2. Learning. How can we understand learner development? • 3. Reflection. How can we develop the quality of our teaching?     • 4. Principles. What are the foundations of effective teaching and learning? • PART 2: CREATING CONDITIONS FOR LEARNING • 5. Contexts. What is, and what might be?                 • 6. Relationships. How are we getting on together?                           • 7. Engagement. How are we managing behaviour?    • 8. Spaces. How are we creating environments for learning?                • PART 3: TEACHING FOR LEARNING • 9. Curriculum. What is to be taught and learned?                 • 10. Planning. How are we implementing the curriculum?                 • 11. Pedagogy. How can we develop effective strategies? • 12. Communication. How does the use of language support learning?                • 13. Assessment. How are we providing feedback for learning?                 • PART 4: REFLECTING ON CONSEQUENCES • 14. Outcomes. How are we monitoring learning achievements?   • 15. Inclusion. How are we enabling opportunities? • PART 5: DEEPENING UNDERSTANDING              • 16. Expertise. Conceptual tools for career-long fascination? • 17. Professionalism. How does reflective teaching contribute to society?

  16. Building principled understanding Problem Issue Reflect Dilemmas Collect evidence Evidence, coaching Understanding of enduring educational principles Judgement Analyse & evaluate

  17. Why ‘evidence-informed principles’? • affirms a holistic approach to teaching and learning or pedagogy • represents cumulative evidence and experience • supports contextualised judgement by teachers, tutors, practitioners and policy-makers

  18. 1. EQUIPS LEARNERS FOR LIFE IN ITS BROADEST SENSE

  19. 2. ENGAGES WITH VALUED • FORMS OF KNOWLEDGE • 3. RECOGNISES THE • IMPORTANCE OF PRIOR • EXPERIENCE AND LEARNING

  20. 4. REQUIRES THE TEACHER • TO SCAFFOLD LEARNING • 5. NEEDS ASSESSMENT TO • BE CONGRUENT WITH • LEARNING

  21. 6. PROMOTES • THE ACTIVE ENGAGEMENT • OF THE LEARNER • 7. FOSTERS BOTH INDIVIDUAL AND • SOCIAL PROCESSES AS OUTCOMES • 8. RECOGNISES THE SIGNIFICANCE • OF INFORMAL LEARNING

  22. 9. DEPENDS ON • TEACHER LEARNING • 10. DEMANDS CONSISTENT POLICY FRAMEWORKS WITH SUPPORT • FOR TEACHING AND • LEARNING AS THEIR • PRIMARY FOCUS

  23. 9. DEPENDS ON TEACHER • LEARNING • The importance of teachers learning continuously • in order to develop their knowledge and skill, and • adapt and develop their roles, especially • through classroom inquiry, should be • recognised and supported.

  24. Deepening expertise through conceptual analysis Problem Issue Reflect Dilemmas Collect evidence Evidence Understanding through a conceptual framework and language for discussion Judgement Analyse & evaluate

  25. Professionalism and Pedagogy: a contemporary opportunity TLRP with GTCE, 2010

  26. Concepts are to do with:

  27. 1. Societal aims To what vision of ‘education’ does the provision aspire? 2.Elements of learning What knowledge, concepts, skills and values are to be learned in formal education? 3. Community context Is the educational experience valued and endorsed by civil society? 4. Institutional context Does the school promote a common vision to extend educational experiences and inspire learners? 5. Process for social needs Does the educational experience build on social relationships, cultural understandings and learner identities? 6. Process for emotional needs Does the educational experience take due account of learner views, feelings and characteristics? 7. Process for cognitive needs Does the educational experience match learners’ cognitive needs and provide appropriate challenge? 8. Developmental outcomes Does the educational experience lead to development in knowledge, concepts, skills and values? 9. Cumulative outcomes Does the educational experience equip learners for adult and working life and for an unknown future?

  28. Reflective Teaching Series • RT + Readings in Early Education (Jen Colwell, Brighton and UK colleagues) (2015) • RT + Readings in Schools (Andrew Pollard and Cambridge colleagues) (2014) • RT+ Readings in Adult, Further and Vocational Education (Yvonne Hillier, Maggie Gregson and colleagues at Sunderland and IOE) (2015) • RT in Higher Education (Paul Ashwin, Lancaster, and international colleagues) (2015) • www.reflectiveteaching.co.uk Bloomsbury Academic

  29. Where are we going now? • Prominence of education in public life, and commitment to ‘improvement’ • New routes and challenges towards high ITT standards • Analysis and practice (but in distributed ways such as RT & web?) • Embedded partnerships (but with practical tensions diminishing?) • School led (but accountability responsibilities uneasy?) • Increasing institutional role differentiation (cf. Shulman) • Research intensive HEIs (content knowledge?) • Teaching intensive HEIs (pedagogic content knowledge?) • HEI Teaching Schools (content, pedagogic and curricular knowledge?) • Teaching Schools (pedagogic and curricular knowledge?) • Schools (applied curricular knowledge?) • The importance of teaching, internationally confirmed • The use of evidence for the improvement of practice ... and of policy ... (less rhetoric and more reality?)

  30. Increasing institutional role differentiation? (cf. Shulman)

  31. New Perspectives: Towards principled, school-embedded transformation of teacher education Can we bridge institutional differentiation and further enhance teacher expertise through new forms of reflective practice?

  32. Friday – end of conferenceSummary and signposting themes (an attempt ...)

  33. APTE 2013, Thursday 11th July • Simon Asquith – Welcome and introduction • The Challenges of Partnerships • Viv Ellis – A new meaning for partnerships: reasons to be cheerful (?) • d’Reen Struthers – moving papers to construct meaning • Greg Burke – Schools at the heart of teacher training • New Purposes • Samantha Twiselton – Matching expectations in the new OfSTED world • James Noble Rogers – Lessons from OfSTED 2013 • Bea Noble Rogers – Lessons learned, one year on • Simon Asquith – OfSTED reflections

  34. APTE 2013, Friday12th July • New Perspectives • Andrew Pollard - Towards principled, school-embedded transformation of teacher education • Group discussions • New Players • Alison Peacock – speaking from a Teaching School and the Cambridge Primary Review • Paul Haigh – leading a Teaching School and work with its alliance in South Yorkshire • Stephen Wilkinson - developing an HEI School Direct provision for schools and Teaching School alliances in Yorkshire • Group discussions • Summary and signposting themes • Special Interest Groups – into action!

  35. Special Interest Groups (SIGs)Table topic Groups • Partnership Agreements/MoAs Financial models.. • School Direct training/salaries models (in Sch –led provision • Mentoring/Coaching models – ‘M’ level portfolios (incl ways of conceptualising ITE with/for new players) • Organising Partnership practices … cultural practices in HEIs to support “placements” • Managing Ofsted Demands – language of indicative criteria/grading • Principles for ‘new’ partnerships • Impact for trainees – short and long term • Models of “collaborative” provision (not sch or HEI led) • Collaborative partnership research Teacher Enquiry, PGCE ---- CPD ------ MA ------ EdD….. • Local engagement.. Harmonisation (HEIs, Las School Alliances)

  36. Potential themes for engagement with DfE • Affirming the quality of contemporary ITT + embedded partnerships + school voices • Querying: • Strategy for ITT + balance and sources of practice and analysis + international comparisons • School led + HEI roles + ethical, procedural and financial protocols to manage dilemmas of competition and collaboration • Inspection of ITT + tyranny and unreasonable features + mis/alignment with educational purposes • Laissez faire allocations + market failures, supplier exits + teacher shortages and impact on school standards (inefficiency, inequality) • Affirming the needs of expert teachers for the 21st century

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