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Transcript of Jayne Woodbury PGCE Business Studies Group Tutor [email protected].
![Page 1: Jayne Woodbury PGCE Business Studies Group Tutor jayne2.woodbury@uwe.ac.uk.](https://reader035.fdocuments.net/reader035/viewer/2022062517/56649ee85503460f94bf943c/html5/thumbnails/1.jpg)
Teaching, a Masters level profession: developing
inspiring teachers or accountable managers?
Jayne WoodburyPGCE Business Studies Group Tutor
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The historical context behind making teaching a Masters level profession
The policies behind this Analysing educational policy Driving influences
Overview
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How New Public Management (NPM) is one way of understanding policy
How the marketisation of teaching has influenced change
Is it a case of accountability versus inspiration in teaching?
The argument
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European policies
Sorbonne Joint Declaration (1998)Bologna Declaration (1999:8)
Pledge to adopt ‘a system essentially based on two main cycles, undergraduate and postgraduate’
Background
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The Bologna process is ... created and developed outside the institutional framework of the European Union’ (EU)(Ravinet 2008:354). ‘It is based neither upon an EU text or a multilateral convention. The texts that make up the Bologna Process are not in and of themselves binding in any way’ (Ravinet 2008:354).
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UK policies
QAA Joint Statement 2005
Split in UK teaching qualifications between Post Graduate Certificate of Education and
Professional Graduate Certificate of Education
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The Children’s Plan 2007
‘all teachers to achieve a Masters qualification ... over the course of their career’ (DCSF 2007:88)
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Teachers as managersWorkforce remodelling 2002/2003 cutting down or removing administrative tasks ‘such as invigilating exams, managing pupil data and photocopying’ (Wilson and Bedford 2008:138)
Also an increase and development of ‘the role of teaching assistants to support curriculum delivery’
(Furlong 2005:131)
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Issues‘management skills for teachers to work with other adults’ were not provided within professional development courses.
(Wilson and Bedford 2008 :139)Now teachers are becoming‘professional managers ... within the organisation’
(Bottery 1996:181)
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business principles management techniques and styles marketisation entrepreneurial-ship closing the gap: public and private indirect rather than direct control
New Public Management (NPM)
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‘institutional reform [was] underpinned by a discourse of modernization ...modernization was presented as a necessary process of updating services to match the expectations of modern consumers...and to meet the business requirements of the ‘modern’ world.’ (Newman 2002:79)
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‘the public sector was still encouraged to look to the business world for models of good practice in a drive to inculcate entrepreneurial values and import dynamic styles of management’ (Newman 2002:79).
NPM tried to change opinion surrounding the public sector by ‘lessening or removing differences between the public and the private sector and [moving] ... towards a greater element of accountability’ (Hood 1995:94).
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This fits well with NPM, particularly with teachers as managers with
‘greater freedoms for high performers, both for excellent organisations and front-line staff’ (Cabinet Office 2009)
and‘much greater freedoms to run their own services’ (ibid)
New Professionalism
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This will allow teachers to be able to draw upon their ‘knowledge, understanding and experience to know what works in the present and what is achievable in the future’ (ibid).
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Mandates for change directive that ‘all teachers to achieve a Masters qualification ... over the course of their career.’ (DCSF 2007:88)
PGCEs have to offer the opportunity to gain M level credits, which links to Bologna Declaration
Implementing policy change
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Inducements Opportunities for trainee teachers to gain M level credits
Head start for PGCE on MTL Improve ‘teacher quality ... Contribute to further raising standards in our schools’ (DCSF 2008a:112)
Make teaching ‘an even more attractive career option’ (DCSF 2008b:12)
MTL staff could ‘cross the threshold of be assessed as Excellent Teachers or AST (2008b:15)
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Hortatory or Exhortation tools ‘further enhance the status of the profession’ (DCSF 2008b:12)
‘teaching is a highly skilled, high status occupation’ (DCSF 2008a:112)
Recruit better qualified graduates on PGCE courses
‘bring [the UK] into line with the highest performing education systems in the world’ (DCSF 2007:88)
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‘an ability to relate to children, an ability to communicate clearly, a sound subject knowledge or the potential to acquire it, and an enthusiasm for one’s subject.’ Institute of Physics (2009:3)
‘the best teachers constantly seek to improve and develop their skills and subject knowledge’ (DCSF 2007:88)
What do we mean by better teachers?
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A new role for teachers as managers amongst groups of other adults, partners and volunteers, all of whom have a contribution to make to the work of the school’ Estyn (2002:3)
An ‘acceptance of accountability and the central role of performance management in school improvement’ Estyn (2002:4)
Teachers as Managers
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planets
extremes
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Are managerial style approaches a forced way of moving the profession forward?
QTS standards look more towards the (management) accountability of teachers than ‘inspirational’ teaching
Are these terms mutually exclusive? Will making teaching a masters level
profession preclude or encourage ‘inspirational’ teaching?
Conclusion