The state of play in England

1. The state of play in England school system re-structuring and the training and development of teachers

2. Outline • A brief (very) history of how schooling has been structured in England 1944 – present day • Recent re-structuring and initial teacher education • Recent re-structuring and continuing professional development • Recent re-structuring and educational research • A personal view

3. A bit of history 1965 – 2010 Comprehensive schools Voluntary aided schools Independent schools (Grammar schools) 1944 – 1965 Public schools Independent or private schools Grammar schools Secondary Modern schools Secondary Technical schools

4. Where we are now (In England, not the rest of the UK) 2010 – present day . • Maintained schools: Community schools, Foundation trust schools, Voluntary Aided schools, Voluntary Controlled schools, Grammar schools • Academies: Traditional academies and convertor academies • Free schools • Independent schools

5. Some of the significant differences between types of school

6. Performance management Revised Teachers’ Standards One set of standards for all teachers from training through to retirement Assessment against the standards, along with student outcomes may be used to determine teachers’ pay in all schools/academies (compulsory in maintained schools) Teachers pay and conditions Incremental pay progression replaced with pay progression linked to performance Schools/academies have freedom to determine teachers’ starting salaries No obligation to match current salary when recruiting

7. National Teaching Schools

8. Initial Teacher (Education) Training

9. From partnerships to apprenticeships Cognitive apprenticeships (Brown, Collins and Duguis 1989) Additionally include pedagogic interventions such as engaging with theories of learning and expert knowledge, critical reflection, enquiry and investigation. These help trainee teachers to understand the ‘why’ as well as the ‘how’ of practice and make the thinking behind practice visible. (Collins, Brown and Holum 1991) Traditional apprenticeships Learning through participation in practice in combination with mentoring or coaching to address day-to-day problems arising from practice.

10. What the evidence says • Sahlberg 2012 balance between learning through doing and learning through other means • Higher levels of academic engagement linked to higher pupil test scores, better prepared and more effective teachers. (Darling Hammond 1998) • Balanced relationship between theory and practice, using and undertaking research on learning and teaching lead to more effective teachers (Schleicher 2011:20) • Teaching experience shouldn’t take over completely on the theoretical part of education fundamental to obtaining high quality teachers. (Musset 2010:46) • OfSTED report (2010) that found ‘there was more outstanding teacher education delivered by higher education-led partnerships than by school-centered initial ITE partnerships and employment based routes.’

11. How does the policy fit with the evidence? Cognitive Apprenticeship Traditional Apprenticeship

12. National/professional organisations CPD Charitable organisations Local Authority Schools and teachers being encouraged to provide more CPD support for each other University Consultant / private company Subject Association

13. CUREE (2012) Evaluation of CPD providers England 2010 – 2011 www.curee.co.uk

14. Effective CPD involves

15. Government priorities • closing the gap, • English, Maths, Science and Technology Research • School-based, practitioner led • Pragmatism / ‘what works’ • Compliance versus critical enquiry • Capacity building and application (http://www.tlrp.org) • Methodology • Randomised Control Trials. • Action research, case study, ethnography.

16. Social mobility – no change in real terms since 1945 Social inequality – well above OECD average and rising A personal view Education as a public good and social utility Are we educating teachers to initiate children and young people into the values, attitudes and behaviour appropriate to active participation in democratic institutions and processes; to be citizens who can think critically Education as a market commodity to be bought and sold Are we educating teachers to initiate children and young people into the values, attitudes and behaviour appropriate to their role as producers, workers and consumers; to be easily influenced by media and advertising

17. Bibliography • CUREE (2012) Evaluation of CPD providers England 2010 – 2011 www.curee.co.uk • Darling-Hammond, L. (1998) ‘Teachers and Teaching: Testing PolicyHypotheses From a National Commission Report’ Educational Researcher 27: 5-15 • DfE (2013) Press release https://www.gov.uk/government/news/new-randomised-controlled-trials-will-drive-forward-evidence-based-research • Furlong, J (2013) ‘Educationalists must do better’ Times Higher Education, 2 May 2013 • Goldacre, B (2013) Building Evidence into Education • Musset, P. (2010) Initial Teacher Education and Continuing Training Policies in a Comparative Perspective:OECD working papers 48 OECD Publishing • OfSTED (2010) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2009/10. House of Commons • Sahlberg, P (2012) ‘Educational change in Finland’ in Second International Handbook of Educational ChangeedHargeraves, A., Leiberman, A., Fullan, M. and Hopkins, D. New York: Springer, 323-348 • Schleicher, A. (2012) (ed) Preparing Teachers and Developing School Leaders for 21st Century: Lessons from around the world. OECD Publishing.