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Reflections on the assessment of standards and characteristics

Reflections on the assessment of standards and characteristics. John Ryan, Richard Eke, John Lee Richard2.Eke@uwe.ac.uk. TDA/OFSTED. Initial teacher training regulated by the Secretary of State through the Department to which the Training and Development Agency for schools is responsible.

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Reflections on the assessment of standards and characteristics

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  1. Reflections on the assessment of standards and characteristics John Ryan, Richard Eke, John Lee Richard2.Eke@uwe.ac.uk

  2. TDA/OFSTED • Initial teacher training regulated by the Secretary of State through the Department to which the Training and Development Agency for schools is responsible. • Government by circular (These documents provide non-statutory advice and guidance on particular issues to expand on subjects referred to in legislation) • Ofsted inspects to ensure compliance with circulars-non compliance or performance issues can lead to loss of funding

  3. Context • The circulars have consistently required teacher trainers to work with schools and have increased the emphasis on the role of schools in teacher training • Emphasis on performativity • Production of pathologies of creative compliance in the form of gamesmanship around an indicator culture (Elliot,2001)

  4. Recent Developments • TDA standards set out in circular, current standards revised 2008) • Ofsted inspection framework introduces characteristics describing trainees (2009) • Regional workshop (2009) four HEIs training teachers across 4-16 phases work together with representatives of [partner schools on issues in using characteristics and standards.

  5. Reflection on collaboration • Report produced http://www1.uwe.ac.uk/ssh/education/theschool.aspx • Creative compliance around an indicator culture (some jumping through linguistic hoops) • Creative actors using the spaces arising from the tensions between standards and characteristics

  6. Using the space • Valuing cultural diversity • Match and pace • Uptake on pupil interests • Use of interactive teaching • Agency regarding their subject knowledge for teaching • Description of reflective practitioners who have a sense of agency about their own practice and are able to pursue a dialogic pedagogy

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