Professor Diana Burton Pro Vice Chancellor Liverpool John Moores University

Professor Diana Burton Professor Diana Burton

Pro Vice Chancellor Pro Vice Chancellor

Liverpool John Moores UniversityLiverpool John Moores University

UCET/HMI Symposium: Closing the achievement gap UCET/HMI Symposium: Closing the achievement gap and improving the life chances of all young peopleand improving the life chances of all young people

2424thth March 2009 March 2009

The Role of Teacher Education in The Role of Teacher Education in Helping Close the Achievement Gap: Helping Close the Achievement Gap: Reflections on Current DevelopmentsReflections on Current Developments

LJMU/DB/RG/24-03-09LJMU/DB/RG/24-03-09

What is the achievement gap?What is the achievement gap?

Disparity in performance of different groups in SATs and Disparity in performance of different groups in SATs and GCSEs.GCSEs.

Strand’s (2008) work points out the interaction between Strand’s (2008) work points out the interaction between social class and ethnicity on results.social class and ethnicity on results.


Does a pre-occupation with standardised Does a pre-occupation with standardised assessment serve to maintain inequalities in assessment serve to maintain inequalities in

achievement?achievement?

Situational factors such as poverty or poor Situational factors such as poverty or poor schooling, and dispositional factors such as schooling, and dispositional factors such as cultural differences, language and gender have cultural differences, language and gender have all been associated with inequality in all been associated with inequality in assessment contexts (Gardner, Holmes & assessment contexts (Gardner, Holmes & Leitch, 2009). Leitch, 2009). Well worn cycle of performing badly leads to Well worn cycle of performing badly leads to feeling valueless (Skeggs, 2004) with feeling valueless (Skeggs, 2004) with assessment scores reinforcing that failure assessment scores reinforcing that failure (Reay, 2006) leading to teachers setting low-(Reay, 2006) leading to teachers setting low-level work.level work.


Government approaches striving for Government approaches striving for ‘social justice’‘social justice’

Every Child Matters – UKEvery Child Matters – UK No Child Left Behind – USNo Child Left Behind – USBoth have policy challenges (Williams, 2004; Gay, Both have policy challenges (Williams, 2004; Gay,

2007).2007).‘‘Early intervention,’ ‘better prevention’ and Early intervention,’ ‘better prevention’ and ‘accountability’ can sit uneasily with responding ‘accountability’ can sit uneasily with responding to disadvantaged pupils’ cultural and social to disadvantaged pupils’ cultural and social needs.needs.Pressure to teach to the test is particularly Pressure to teach to the test is particularly detrimental to these pupils.detrimental to these pupils.


Deficit models ride again!Deficit models ride again!

The English Education Priority areas and US HeadStart The English Education Priority areas and US HeadStart programmes of the 1970s all assumed a deficit model of programmes of the 1970s all assumed a deficit model of achievement.achievement.

We see this again with Fresh Start schools, Special We see this again with Fresh Start schools, Special Measures, Academies, National Challenge – all involve Measures, Academies, National Challenge – all involve resource redistribution and organisational restructure in resource redistribution and organisational restructure in an attempt to ‘rescue’ pupils rather than address the an attempt to ‘rescue’ pupils rather than address the societal, political and economic roots of their societal, political and economic roots of their disadvantage. disadvantage.


Teachers as Agents of ChangeTeachers as Agents of Change

Technical prowess of teachers has improved Technical prowess of teachers has improved through focus on professional standards.through focus on professional standards.We now need teachers and children service We now need teachers and children service professionals to work together to change the professionals to work together to change the effects of socio-economic disadvantage.effects of socio-economic disadvantage.

First they have to acknowledge their own First they have to acknowledge their own success as products of a generally middle class success as products of a generally middle class education system, ‘education system, ‘taking practical account of taking practical account of diversity and promote equality and inclusion in diversity and promote equality and inclusion in their teaching' (TDA, 2007, September, p.11).their teaching' (TDA, 2007, September, p.11).


Personalisation – Panacea or Personalisation – Panacea or Smokescreen?Smokescreen?

Well intentioned but fraught with difficulties – Well intentioned but fraught with difficulties – ambiguity of meaning, requires in depth ambiguity of meaning, requires in depth knowledge of each learner, very resource knowledge of each learner, very resource intensive, potentially isolating if technological intensive, potentially isolating if technological solutions used.solutions used.

Jackson and Serf (2008) found 140 mentors Jackson and Serf (2008) found 140 mentors could not clearly convey to student teachers how could not clearly convey to student teachers how personalisation could be achieved.personalisation could be achieved.


Is the Masters in Teaching and Learning Is the Masters in Teaching and Learning the answer?the answer?

This new qualification will eventually be available This new qualification will eventually be available to all NVQs in an attempt to make teaching an to all NVQs in an attempt to make teaching an all-matters profession. It will all-matters profession. It will “give teachers the “give teachers the opportunity to develop their professional skills opportunity to develop their professional skills and specialist expertise in the workplace with and specialist expertise in the workplace with the support of a trained in-school coach as well the support of a trained in-school coach as well as a tutor from a higher education institution. as a tutor from a higher education institution. The benefit for schools will be the impact on The benefit for schools will be the impact on pupil outcomes and the opportunity to enhance pupil outcomes and the opportunity to enhance the culture of professional learning in the the culture of professional learning in the workplace.” (TDA, 2008). workplace.” (TDA, 2008).


Ensuring improved teacher qualityEnsuring improved teacher qualityThrough the programme design, coverage, delivery and assessment, the MTL should enable the teacher to:

… be supported in their learning

… develop a learning mindset becoming a lifelong learner

… collaboratively learn from and with others

Improving outcomes for all children through improved teacher

quality


The Aims of MTLThe Aims of MTL

The aim of the MTL is “to raise standards, The aim of the MTL is “to raise standards, narrow the achievement gap and give children narrow the achievement gap and give children better life chances” and it is proposed that better life chances” and it is proposed that “Further improving the quality of teaching and “Further improving the quality of teaching and learning is key to our ability to do this”. The TDA learning is key to our ability to do this”. The TDA state that “The MTL will enable participating state that “The MTL will enable participating teachers to become consistently highly effective teachers to become consistently highly effective so that all children and young people realise so that all children and young people realise their potential, regardless of their age, abilities or their potential, regardless of their age, abilities or background”.background”.


MTL Content AreasMTL Content Areas(1)(1) Teaching and learning and Assessment for learning; Teaching and learning and Assessment for learning; (2)(2) Subject knowledge for teaching and Curriculum and Subject knowledge for teaching and Curriculum and

curriculum development; curriculum development; (3)(3) How young people develop and learn and How young people develop and learn and

management of their behaviour and inclusion; management of their behaviour and inclusion; (4)(4) Leadership and management and Working with Leadership and management and Working with

others. others. To facilitate teachers’ understanding of the factors that To facilitate teachers’ understanding of the factors that

face the children and young people they teach and face the children and young people they teach and how these might impact on each pupil’s potential for how these might impact on each pupil’s potential for academic achievement with an aim of creating a academic achievement with an aim of creating a ‘positive, safe and effective learning environment’. ‘positive, safe and effective learning environment’.


MTL’s focus on preparing teachers for MTL’s focus on preparing teachers for cultural diversitycultural diversity

MTL includes both “understanding the social and MTL includes both “understanding the social and cultural reasons why some children and young cultural reasons why some children and young people from disadvantaged backgrounds and people from disadvantaged backgrounds and from black and minority ethnic groups may have from black and minority ethnic groups may have low prior attainment or come to school low prior attainment or come to school unprepared to learn” and “a range of inclusive unprepared to learn” and “a range of inclusive and personalised teaching, learning and and personalised teaching, learning and assessment strategies to remove barriers to assessment strategies to remove barriers to learning and enable all children and young learning and enable all children and young people to make good progress”. people to make good progress”.


Accessibility of LearningAccessibility of Learning

MTL states that teachers must learn to teach in MTL states that teachers must learn to teach in a culturally and socially responsive manner – to a culturally and socially responsive manner – to personalise their teachingpersonalise their teaching

Teacher educators need to encourage Teacher educators need to encourage questioning of ‘personalisation’ and why it’s questioning of ‘personalisation’ and why it’s important if teachers are to adopt the approach.important if teachers are to adopt the approach.

Teachers need to believe in its efficacy as an Teachers need to believe in its efficacy as an approach to learning and in their self-efficacy to approach to learning and in their self-efficacy to achieve it.achieve it.


MTL - A transformation in teacher MTL - A transformation in teacher educationeducation

Existing masters degrees allow transfer of 60 (or Existing masters degrees allow transfer of 60 (or more) M-level credits from PGCEmore) M-level credits from PGCEMTL only allows transfer of 30 M-level creditsMTL only allows transfer of 30 M-level creditsCould undermine status of PGCE as an Could undermine status of PGCE as an academic postgraduate qualificationacademic postgraduate qualificationInevitable change in structure of PGCEInevitable change in structure of PGCE– New and existing teachers hold qualifications of same New and existing teachers hold qualifications of same

title but with different content and structuretitle but with different content and structure– TDA argue that reduced pressure of M-level work on TDA argue that reduced pressure of M-level work on

PGCE will allow more time to grasp fundamental PGCE will allow more time to grasp fundamental teaching skillsteaching skills


Implications for existing masters Implications for existing masters with PPD provisionwith PPD provision

Near certain termination of funding for Near certain termination of funding for existing education masters leaving MTL existing education masters leaving MTL exclusiveexclusiveStandardisation of post-qualification Standardisation of post-qualification teacher education – no choiceteacher education – no choiceA government strategy to wrest further A government strategy to wrest further control from teachers and HEIs who control from teachers and HEIs who provide training?provide training?HEIs that already run successful courses HEIs that already run successful courses have to construct and validate the MTLhave to construct and validate the MTL


Standardisation or Standardisation or Personalisation?Personalisation?

Will needs of individual teachers be met?Will needs of individual teachers be met?

Non-core modules can be used to meet Non-core modules can be used to meet teachers’ specific needsteachers’ specific needs

Flexibility dependent on number of NQTs Flexibility dependent on number of NQTs enrolled, diversity of their needs and enrolled, diversity of their needs and availability of tutors and coachesavailability of tutors and coaches


Why should the MTL work?Why should the MTL work?

Prolonged CPD provides opportunity to better Prolonged CPD provides opportunity to better integrate theory into practice (Robinson & integrate theory into practice (Robinson & Sebba, 2005)Sebba, 2005)Positive impact of PPD on teachers and pupils Positive impact of PPD on teachers and pupils (TDA, March, 2007)(TDA, March, 2007)Paradoxical as PPD being replaced with MTLParadoxical as PPD being replaced with MTLImproved pupil performance linked with Improved pupil performance linked with teachers’ ability to self-reflectteachers’ ability to self-reflectSelf-reflection key to becoming a quality teacher Self-reflection key to becoming a quality teacher (Hargreaves, 1998; Malm, 2004/2009)(Hargreaves, 1998; Malm, 2004/2009)


Timing and AvailabilityTiming and Availability

Available to NQTs as soon as they start their first Available to NQTs as soon as they start their first postpostCement teaching knowledge early on vs. too much Cement teaching knowledge early on vs. too much too soontoo soonBenefits of a delayed startBenefits of a delayed start– Allowing NQTs time to settle in their new post Allowing NQTs time to settle in their new post

may reduce pressure and allow optimal gain may reduce pressure and allow optimal gain from what MTL has to offerfrom what MTL has to offer

– Number of bureacratic issues with MTL including Number of bureacratic issues with MTL including funding and recruiting and training coaches – funding and recruiting and training coaches – later start would allow more time to resolve theselater start would allow more time to resolve these


Leaving existing teachers behindLeaving existing teachers behind

Existing teachers who do not already have Existing teachers who do not already have a masters may miss out acquiring onea masters may miss out acquiring oneTDA say no penalisation for not having TDA say no penalisation for not having MTL but in practice not being offered the MTL but in practice not being offered the MTL may disadvantage existing teachersMTL may disadvantage existing teachersHow will TDA address this social justice How will TDA address this social justice issue?issue?– Extending safeguards for PPD funding?Extending safeguards for PPD funding?– Making MTL available to existing teachers?Making MTL available to existing teachers?


MTL: Academic vs. AppliedMTL: Academic vs. Applied

Practice-based Practice-based emphasis may emphasis may compromise compromise perceived credibility perceived credibility of course of course

Major challenge of Major challenge of HEIs is to design HEIs is to design programmes that programmes that meet QAA M level meet QAA M level requirementsrequirements

Improve standards in schools

Increase appeal to high calibre candidates

Make teaching a high status profession by introducing MTL


A missed opportunity for research?A missed opportunity for research?

Action research can have benefits for self-Action research can have benefits for self-reflection, attitude change and teaching (e.g., reflection, attitude change and teaching (e.g., Flecknoe, 2000)Flecknoe, 2000)MTL proposes that it “will enable teachers to MTL proposes that it “will enable teachers to develop an open and questioning mindset” but develop an open and questioning mindset” but does not include any core research modulesdoes not include any core research modulesMTL overlooks opportunity for teachers to MTL overlooks opportunity for teachers to conduct action research in dedicated timeconduct action research in dedicated timeAction research encourages self-direction and Action research encourages self-direction and self-criticism (Bartlett & Burton, 2006) and could self-criticism (Bartlett & Burton, 2006) and could be promoted and facilitated by providers as part be promoted and facilitated by providers as part of non-core modulesof non-core modules


Teacher resistance to changeTeacher resistance to change

Challenging teachers beliefs regarding ethnicity, Challenging teachers beliefs regarding ethnicity, social class and gender issues may lead to social class and gender issues may lead to responses of resistance (Cockrell et al., 1999; responses of resistance (Cockrell et al., 1999; Mueller & O’Connor, 2007)Mueller & O’Connor, 2007)Ignorance of disadvantage creates Ignorance of disadvantage creates inconsistency between teacher beliefs and the inconsistency between teacher beliefs and the promotion of diversity necessary for promotion of diversity necessary for disadvantaged pupils to achievedisadvantaged pupils to achieveProcess of self-reflection will be difficult and will Process of self-reflection will be difficult and will require the faith of teachers that change is require the faith of teachers that change is necessary and possiblenecessary and possible


A need for critical consciousnessA need for critical consciousness

Teachers need to question privilege and Teachers need to question privilege and oppression in relation to their own identityoppression in relation to their own identityIncreasing pupil diversity met with uniform Increasing pupil diversity met with uniform teaching force often White and middle-class teaching force often White and middle-class (Milner, 2006)(Milner, 2006)Experience in different cultural settings can be Experience in different cultural settings can be beneficial if there is time to reflect – something beneficial if there is time to reflect – something that could be facilitated within the MTL?that could be facilitated within the MTL?Teacher educators need to encourage critical Teacher educators need to encourage critical consciousness without attributing blameconsciousness without attributing blame


Finally, some thoughts from the Finally, some thoughts from the TDA marketing departmentTDA marketing department

We have done research with heads, NQTs and coaches We have done research with heads, NQTs and coaches (no details of who, how many or methods!) in order to (no details of who, how many or methods!) in order to find the buttons to press so that people will behave in the find the buttons to press so that people will behave in the ways we want them to.’ways we want them to.’‘‘We will help you determine what to “de dupe” (which We will help you determine what to “de dupe” (which apparently means get rid of duplication of apparently means get rid of duplication of materials/messages). A new word for our lexicon materials/messages). A new word for our lexicon perhaps?!perhaps?!‘‘We will provide collateral for you to draw down from our We will provide collateral for you to draw down from our website – no, this is not money or gold, it’s something website – no, this is not money or gold, it’s something much more valuable – yes, marketing materials!’ much more valuable – yes, marketing materials!’ ‘‘I would have thought all providers will want to pass on I would have thought all providers will want to pass on our collateral’our collateral’

Professor Diana Burton Pro Vice Chancellor Liverpool John Moores University

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