All teachers teacher educators?
A
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e
a
c
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e
r
s
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a
c
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d
u
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a
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o
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s
?
TEAN
Stirling Management Centre
14 June 2011
W
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a
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i
s
t
h
e
c
a
s
e
f
o
r
c
h
a
n
g
e
?
Push Factors
•
23% of respondents to TSF reported ‘variable or very poor
experiences’ (Donaldson 2010, p.43)
•
HEIs’ difficulties in quality assuring placements
•
The educational validity of the assessed visit: brief; artificial; snapshot
•
The logistics: travelling; one-to-one tuition
•
The capacity of schools to assess: many teachers very able and
experienced in this area
•
The ‘fit’ with other university tutor responsibilities: role of university-
based teacher educator has changed since ‘universitisation’;
engagement with research.
P
u
l
l
f
a
c
t
o
r
s
•
Opportunity to improve placement experience for students
in relation to their own developing pedagogy
•
Opportunity to establish new pedagogies for student
learning
•
Opportunity to establish formative assessment processes
•
The logistics: more students, fewer schools, less travelling
•
Capacity building among teachers
•
Scholarly development of university tutors
O
t
h
e
r
m
o
d
e
l
s
•
Dewey’s ‘laboratory schools’
•
European tradition of ‘normal’ schools
•
US Professional Development Schools
•
Oxford intern scheme
•
University Training Schools (DfE 2010)
P
r
o
j
e
c
t
A
i
m
s
•
To co-construct and implement a new collaborative school (and
community) based partnership approach to supporting the
professional learning and development of student teachers,
teachers and tutors
•
To establish closer communication, shared understanding and
relationships
•
To build capacity within the profession to engage with effective
practice-based and evidence-informed models of professional
learning…
•
To identify and evaluate the particular benefits for
partnership…
W
h
a
t
d
i
d
w
e
d
o
?
Early stage
•
June-July initial conversations with head teachers and the
local authority
•
August submitted bid
W
h
a
t
d
i
d
w
e
d
o
?
(
2
)
Oct-December
•
Schools invited on basis of location
•
2 secondary schools
•
11 primary schools
•
31 self-selecting students
•
Key role of the Glasgow City Council Placement Co-
ordinator in liaising between schools and university
•
Title emerged - Glasgow West Teacher Education
Initiative
W
h
a
t
d
i
d
w
e
d
o
?
(
3
)
•
Steering group meetings to develop programme;
expressions of interest for tutors; evaluation strand
meetings for research design (in order to ensure that the
project is evidence-informed); design of student, class
teacher and tutor remits; establish action research project
mentor for tutors
•
2 tutors x 0.5 FTE in the field for the duration of Feb/Mar
placement and April/May placement
T
h
e
P
r
o
g
r
a
m
m
e
•
Pedagogy
•
Seminars on themes: behaviour management; curriculum
design; active learning etc.
•
Learning rounds
•
Formative assessment – early diagnosis of struggling
students; immediate identification of next steps
•
Summative assessment – brief observations
•
One joint report
E
v
a
l
u
a
t
i
o
n
P
r
o
c
e
s
s
:
A
i
m
s
1. To provide an account of the development of the project
2. To support the action research project of the tutors
3. To evaluate the extent to which the aims of the pilot
project are achieved
4. To make recommendations for future developments
R
e
s
e
a
r
c
h
D
e
s
i
g
n
•
Early stages
•
Design and planning
•
Ethical approval
•
Identification of a SCRE officer
D
a
t
a
g
a
t
h
e
r
i
n
g
p
e
r
i
o
d
1
•
Pre-placement questionnaire
•
3 focus groups with students
•
Pre-placement interviews with HTs and teachers hosting
a student
•
Interviews with tutors/other stakeholders
D
a
t
a
G
a
t
h
e
r
i
n
g
P
e
r
i
o
d
2
•
Observations of seminars; learning rounds; and steering
group meetings
•
2 focus groups
•
Student reflective journals
•
Teacher logs
D
a
t
a
G
a
t
h
e
r
i
n
g
P
e
r
i
o
d
3
•
Post-placement student questionnaire
•
Post-placement focus group
•
Post-placement interviews with HTs and hosting teachers
•
Still gathering data for 3
rd
round and still analysing more
recent data
P
o
t
e
n
t
i
a
l
c
h
a
l
l
e
n
g
e
s
a
s
o
u
t
l
i
n
e
d
i
n
a
c
a
d
e
m
i
c
l
i
t
e
r
a
t
u
r
e
•
resource,
•
leadership
governance
•
organisational
structures
•
capacity
•
communication,
•
contractual issues
•
locality
•
quality assurance
•
impact assessment
•
professional identity
•
co-existence of
conventional models
•
established
regularities of
schooling
P
o
t
e
n
t
i
a
l
c
h
a
l
l
e
n
g
e
s
•
Time
•
Logistics
•
Capacity
•
Communication and the problems of representational
partnership
P
o
t
e
n
t
i
a
l
b
e
n
e
f
i
t
s
•
More immediate relevance of themed learning from
seminars
•
More opportunities for professional dialogue
•
Early identification of weaknesses in student practice
•
Opportunity to develop a shared language
•
Opportunities for teachers to reflect on their own practice
•
Opportunity for university tutors to facilitate student and
teacher and tutor learning
S
o
m
e
e
a
r
l
y
r
e
f
l
e
c
t
i
o
n
s
o
n
r
o
l
e
s
a
n
d
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
•
Participation in learning rounds elicited tacit teacher
knowledge about learning and teaching
•
Frequent opportunities for professional dialogue enabled
the beginnings of production of shared language
•
Joint reporting meetings affirmed teacher capacity to
assess
A
l
l
t
e
a
c
h
e
r
s
t
e
a
c
h
e
r
e
d
u
c
a
t
o
r
s
?
Much has been accomplished, but much remains to be
done.
What steps have to be taken to make recommendation 39 a
reality?
How do we work in partnership to improve teacher
professional learning at all stages of the career continuum?
The case for change in teacher education, exploring push and pull factors, different models in education, and project aims focused on professional learning development for student teachers and educators.
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Presentation Transcript
All teachers teacher educators? TEAN Stirling Management Centre 14 June 2011
What is the case for change? Push Factors 23% of respondents to TSF reported variable or very poor experiences (Donaldson 2010, p.43) HEIs difficulties in quality assuring placements The educational validity of the assessed visit: brief; artificial; snapshot The logistics: travelling; one-to-one tuition The capacity of schools to assess: many teachers very able and experienced in this area The fit with other university tutor responsibilities: role of university- based teacher educator has changed since universitisation ; engagement with research.
Pull factors Opportunity to improve placement experience for students in relation to their own developing pedagogy Opportunity to establish new pedagogies for student learning Opportunity to establish formative assessment processes The logistics: more students, fewer schools, less travelling Capacity building among teachers Scholarly development of university tutors
Other models Dewey s laboratory schools European tradition of normal schools US Professional Development Schools Oxford intern scheme University Training Schools (DfE 2010)
Project Aims To co-construct and implement a new collaborative school (and community) based partnership approach to supporting the professional learning and development of student teachers, teachers and tutors To establish closer communication, shared understanding and relationships To build capacity within the profession to engage with effective practice-based and evidence-informed models of professional learning To identify and evaluate the particular benefits for partnership
What did we do? Early stage June-July initial conversations with head teachers and the local authority August submitted bid
What did we do? (2) Oct-December Schools invited on basis of location 2 secondary schools 11 primary schools 31 self-selecting students Key role of the Glasgow City Council Placement Co- ordinator in liaising between schools and university Title emerged - Glasgow West Teacher Education Initiative
What did we do? (3) Steering group meetings to develop programme; expressions of interest for tutors; evaluation strand meetings for research design (in order to ensure that the project is evidence-informed); design of student, class teacher and tutor remits; establish action research project mentor for tutors 2 tutors x 0.5 FTE in the field for the duration of Feb/Mar placement and April/May placement
The Programme Pedagogy Seminars on themes: behaviour management; curriculum design; active learning etc. Learning rounds Formative assessment early diagnosis of struggling students; immediate identification of next steps Summative assessment brief observations One joint report
Evaluation Process: Aims 1. To provide an account of the development of the project 2. To support the action research project of the tutors 3. To evaluate the extent to which the aims of the pilot project are achieved 4. To make recommendations for future developments
Research Design Early stages Design and planning Ethical approval Identification of a SCRE officer
Data gathering period 1 Pre-placement questionnaire 3 focus groups with students Pre-placement interviews with HTs and teachers hosting a student Interviews with tutors/other stakeholders
Data Gathering Period 2 Observations of seminars; learning rounds; and steering group meetings 2 focus groups Student reflective journals Teacher logs
Data Gathering Period 3 Post-placement student questionnaire Post-placement focus group Post-placement interviews with HTs and hosting teachers Still gathering data for 3rd round and still analysing more recent data
Potential challenges as outlined in academic literature resource, leadership governance organisational structures capacity communication, contractual issues locality quality assurance impact assessment professional identity co-existence of conventional models established regularities of schooling
Potential challenges Time Logistics Capacity Communication and the problems of representational partnership
Potential benefits More immediate relevance of themed learning from seminars More opportunities for professional dialogue Early identification of weaknesses in student practice Opportunity to develop a shared language Opportunities for teachers to reflect on their own practice Opportunity for university tutors to facilitate student and teacher and tutor learning
Some early reflections on roles and responsibilities Participation in learning rounds elicited tacit teacher knowledge about learning and teaching Frequent opportunities for professional dialogue enabled the beginnings of production of shared language Joint reporting meetings affirmed teacher capacity to assess
All teachers teacher educators? Much has been accomplished, but much remains to be done. What steps have to be taken to make recommendation 39 a reality? How do we work in partnership to improve teacher professional learning at all stages of the career continuum?
