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School Direct University of Manchester

School Direct University of Manchester. Primary PGCE June 2013 Contact: Dr Linda Rush linda.rush@manchester.ac.uk. Agenda 1. Context 2. Vision of Partnership & Teacher Education 3. SD delivery models. F ar from crumbling.

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School Direct University of Manchester

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  1. School Direct University of Manchester Primary PGCE June 2013 Contact: Dr Linda Rush linda.rush@manchester.ac.uk

  2. Agenda1. Context 2. Vision of Partnership & Teacher Education3. SD delivery models

  3. Far from crumbling... The annual survey of newly qualified teachers (a response rate of over 11,000 NQTs) in July 2011 had a 90% rating of good or very good training. Ofsted rated 94% of all HEI led provision as being ‘good’ or ‘outstanding’. The newly appointed (2010) Secretary of State for Education, Michael Gove stated “I have been struck by the dedication and commitment in schools and universities alike to play their part in the recruitment and training of new teachers.” (2011, p.3) and that “I believe we have the best generation of teachers ever in our schools” (2010).

  4. AN AVALANCHE IS COMING Higher Education and the revolution ahead Michael Barber, Katelyn Donnelly, SaadRizvi March 2013 ‘It’s tragic because, by my reading, should we fail to radically change our approach to education, the same cohort we’re attempting to “protect” could find their entire future is scuttled by our timidity” David Puttman Speech at Massachusetts Institute of Technology, June 2012

  5. Vision of Partnership at the University of Manchester: To develop a collaborative model of partnership in which a “community of practice of learning”prevails, informed by a distinct set of beliefs and values.

  6. Underpinning Beliefs and Values • distinct relationships in which honesty, integrity, respect and sensitivity prevail • professional development for ALL • a distinct pedagogy associated with ‘productive inquiry’ At all times the primary interest is the education of the children whom we serve. Key mechanisms: Cluster Model & role of Hub School; Teaching School status of one school within each Cluster & support of School Direct model of training for a small number of trainees; Bespoke CPD funds; Flexible Learning materials for Professional Studies element of course; Research Seminars; Cluster Action Learning Sets; R&D projects

  7. ITE Partnership at UoM Partnership Development Advisor(s) & Administrator Bespoke CPD funds Pathway Enhancement Action Learning Sets R&D projects Partnership Conference Cluster / School Trainee Child Head Teacher Associate Tutor Teaching Schools School Direct Hub School University Tutor coordinated continuous tailored shared

  8. Viewing Partnership as Complex comprising numerous, diverse, highly interactive agents patterns of interaction contribute to emergent, non-linear and self-organizing behaviour change cannot be forced and attempts to control the system are counterproductive

  9. Purpose of Our Work for AY 2013-14 To reframe partnership as a learning process To focus on the relational aspects of partnership To develop a learning model to guide future research and practice based on the concept of “learning to learn”

  10. Learning to Learn (L2L) pedagogy for exploring knowledge exchange and knowledge creation L2L is building capacity to reflect on one’s own learning and intentionally apply the results of one’s reflection to further learning inquiry and reflection occurs as a function of actions and interactions with others

  11. Learning to Learn (L2L) – con’t. • Technical knowledge alone is insufficient • Which learning behaviourswill enableprofessionals to become open and active learners in the face of cognitive and social barriers to knowledge exchange and synthesis? • Interaction • Reflection • Self-Directed Learning

  12. Pedagogy of PartnershipKey Questions to be addressed as part of course design and delivery • Who is the learner? Michelangelo’s motto is worth noting: I am still learning • Closed vs Open: how prepared are we to discuss with one another as participants in the partnership our approaches and assumptions concerning learning, knowledge, etc? • Manipulative vs Facilitative: do we want students to take on board our views and approaches, or do we seek to help them to develop their own meanings and learning processes? • Transmission vs Interpretation: do we see the education process as principally concerned with the transmission of functionally-based knowledge, or with the wider interpretation of its use, linkages and relationships?

  13. School Direct Delivery Premium Standard Bespoke Salaried

  14. School Direct Delivery Key dimension of variation: Link with Professional Learning Role of technology Situation of learning – practice in the real world Role of ‘mentorship’ Assessment – feedback from real world Distinctiveness

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