Teacher Education in a new era: Teacher Education in a new era: visioning and realisingvisioning and realising

ESCalate ITE Conference 15ESCalate ITE Conference 15thth May 2009 May 2009

Professor Joan WhiteheadProfessor Joan Whitehead

VisionVision

The chief purpose of education is to teach young The chief purpose of education is to teach young people to find pleasure in the right things .’people to find pleasure in the right things .’

(Plato 400 BC)(Plato 400 BC)

‘ ‘Education is at the heart of human progress. Education is at the heart of human progress.

Economic and social prosperity in the 21Economic and social prosperity in the 21stst century century depend on the ability of nations to educate all depend on the ability of nations to educate all members of their societies to be prepared to thrive members of their societies to be prepared to thrive in a rapidly changing world. in a rapidly changing world.

An innovative society prepares people to embrace An innovative society prepares people to embrace change.’change.’

(Education for Innovative Societies in the 21(Education for Innovative Societies in the 21stst Century (2006) G8) Century (2006) G8)

What role for teacher educators?What role for teacher educators?

Where are we now in terms of ITET and CPD? Where are we now in terms of ITET and CPD?

What challenges situate our practice?What challenges situate our practice?

What policies suggest a new era? What policies suggest a new era?

What part can HEI teacher educators play in What part can HEI teacher educators play in creating/ contributing to a new era? creating/ contributing to a new era?

Where are we now : ITET ?Where are we now : ITET ? ‘‘We have more and better qualified teachers than ever’ We have more and better qualified teachers than ever’

(G. Brown ,Excellence and Fairness, Cabinet Office 2008)(G. Brown ,Excellence and Fairness, Cabinet Office 2008)

87% of HEI led provision is in TDA quality categories A and B87% of HEI led provision is in TDA quality categories A and B

based on OfSTED Inspections.based on OfSTED Inspections.

85% of primary and 86% of secondary NQTs rate the overall 85% of primary and 86% of secondary NQTs rate the overall quality of their ITT as “good” or “very good”.quality of their ITT as “good” or “very good”.

QTLS now mandatory for new FE teachers in England and QTLS now mandatory for new FE teachers in England and

Wales. TQFE to be developed inWales. TQFE to be developed in Scotland.Scotland.

Where are we now : CPD?Where are we now : CPD?

Endorsement for career long development directed at improvementEndorsement for career long development directed at improvement

Schools Schools Professional Standards Frameworks Professional Standards Frameworks Chartered Teacher- Scotland and Wales; MTL England, NI?Chartered Teacher- Scotland and Wales; MTL England, NI?

FE sector FE sector England and Wales : formal recording of 30 hours of CPD England and Wales : formal recording of 30 hours of CPD Scotland: proposal for 6 days of CPD annuallyScotland: proposal for 6 days of CPD annually BUT no policy steer for accreditation at Master’s level.BUT no policy steer for accreditation at Master’s level.

PPD shown to have a demonstrable andPPD shown to have a demonstrable and transformational impact on transformational impact on teachers’ classroom performanceteachers’ classroom performance ( (TDA,2008TDA,2008).).

Where do we go next?Where do we go next?

OECD research on teacher preparation, recruitment and OECD research on teacher preparation, recruitment and retention concluded :retention concluded :

““Teacher quality” was the single most important variable Teacher quality” was the single most important variable influencing student achievement influencing student achievement ’(OECD, 2005).’(OECD, 2005).

International comparisons of high performing school International comparisons of high performing school systems concluded: systems concluded:

‘‘The quality of an education system cannot exceed the The quality of an education system cannot exceed the quality of its teachers’ quality of its teachers’

(Barber and Mourshed, 2007). (Barber and Mourshed, 2007).

Would a change in the type of provision Would a change in the type of provision improve quality?improve quality?

YES YES a.a. Expand school and employment based routesExpand school and employment based routesb.b. Phase out the BEd Phase out the BEd c.c. Provide teachers with £500 annually to spend on CPD Provide teachers with £500 annually to spend on CPD

supported by school mentors supported by school mentors (Freedman, Lipson and (Freedman, Lipson and Hargreaves, More Good Teachers, 2008).Hargreaves, More Good Teachers, 2008).

NONOa.a. Insufficient evidence on the quality of employment Insufficient evidence on the quality of employment

based routes based routes b.b. B.Ed rated highly by the profession and traineesB.Ed rated highly by the profession and traineesc.c. Without external support, e.g. of HEIs, CPD would Without external support, e.g. of HEIs, CPD would

become too insularbecome too insular

From structural uncertainties to known From structural uncertainties to known challenges : macro issues in the 21challenges : macro issues in the 21stst CenturyCentury

• Economic and technologicalEconomic and technological

• Social and culturalSocial and cultural

Teachers should be supported ‘in developing a Teachers should be supported ‘in developing a deeper understanding of the historical , social and deeper understanding of the historical , social and cultural contexts within which they work.’cultural contexts within which they work.’

European Union Commission’s Consultation on Schools for the 21European Union Commission’s Consultation on Schools for the 21stst Century, 2008Century, 2008

Economic and technological challengesEconomic and technological challenges

Globalisation. New skills needed –flexibility; problem solving, team Globalisation. New skills needed –flexibility; problem solving, team work; communication.work; communication.

Reality:Reality: a. UK’s low participation in post compulsory education and a. UK’s low participation in post compulsory education and

training- 25training- 25thth out of 29 OECD countries out of 29 OECD countries

b. UK students taking STEMs subjects is lowb. UK students taking STEMs subjects is low

c. UK dropped from 7c. UK dropped from 7thth to 12 to 12thth in European Commission’s global in European Commission’s global league table of digital adoptionleague table of digital adoption

d. Growth in creative industries. Only 28% of teachers had given d. Growth in creative industries. Only 28% of teachers had given positive impression of working in the creative industry positive impression of working in the creative industry

((Ipsos MORI, 2008. Creativity and Young People)Ipsos MORI, 2008. Creativity and Young People)

Social and cultural challenges 1Social and cultural challenges 1

Ethnic and social composition of society is changing Ethnic and social composition of society is changing

1 in 10 children in Britain lives in mixed race family. 1 in 10 children in Britain lives in mixed race family.

Pupils for whom English is an additional language is increasing.Pupils for whom English is an additional language is increasing.

Such change raises questions for teachers about:Such change raises questions for teachers about:

a. identities a. identities

b. the vibrancy or challenge that diversity brings – issues of b. the vibrancy or challenge that diversity brings – issues of social cohesion social cohesion

c. the relevance of the curriculum and pedagogy.c. the relevance of the curriculum and pedagogy.

Social and cultural challenges 2Social and cultural challenges 2

Society remains heavily stratifiedSociety remains heavily stratified

Attainment gaps at KS4 show social class remains an Attainment gaps at KS4 show social class remains an important factor.important factor.

Black Caribbean and White British boys from the lowest social Black Caribbean and White British boys from the lowest social class have the lowest outcomes class have the lowest outcomes (Strand, S. DCSF Gender (Strand, S. DCSF Gender Agenda Conference , 2008)Agenda Conference , 2008)

KS4 points score by ethnicity, class & genderKS4 points score by ethnicity, class & gender

Implications for policy and practiceImplications for policy and practice

Should the QTS standards address these issues more fully? Should the QTS standards address these issues more fully? What about placements for QTS with community groups, What about placements for QTS with community groups,

parent/carer organisations, family literacy programmes, youth parent/carer organisations, family literacy programmes, youth groups, careers advisors, business leaders?groups, careers advisors, business leaders?

Should there be BEd/ BA QTS in Urban/Community Should there be BEd/ BA QTS in Urban/Community Education?Education?

Do trainees with degrees in Education Studies have a better Do trainees with degrees in Education Studies have a better understanding of these issues? Does this have a bearing on understanding of these issues? Does this have a bearing on the quality of their practice?the quality of their practice?

Should more be done to encourage/ ensure local Should more be done to encourage/ ensure local determination of part of the curriculum as advocated by the determination of part of the curriculum as advocated by the Cambridge Review?Cambridge Review?

Seeds of a new era: reflections on some Seeds of a new era: reflections on some current policiescurrent policies

Curriculum Reviews across the UK. Curriculum Reviews across the UK.

Similarity in aims - ‘Successful learners; confident individuals; Similarity in aims - ‘Successful learners; confident individuals; responsible citizens’ . Greater opportunities for personalised responsible citizens’ . Greater opportunities for personalised learning. learning.

Greater emphasis on skills e.g. creativity and critical thinking, Greater emphasis on skills e.g. creativity and critical thinking, problem solving and on interdisciplinary work. problem solving and on interdisciplinary work.

Is teacher education presenting teaching ‘as a problem Is teacher education presenting teaching ‘as a problem solving or research-in-action activity?’ solving or research-in-action activity?’ (Schools for 21stC, 2008)(Schools for 21stC, 2008)

Silence on what reforms imply for teacher training. Silence on what reforms imply for teacher training.

Signs of a new era: more autonomy?Signs of a new era: more autonomy?

Curriculum reforms indicate reduced central prescriptionCurriculum reforms indicate reduced central prescription

‘ ‘The revised curriculum is about handing back to teachers the flexibility to The revised curriculum is about handing back to teachers the flexibility to tailor what you teach in the way you see fit..’ tailor what you teach in the way you see fit..’

(NI Minister, 2007)(QCA 2007)(NI Minister, 2007)(QCA 2007)

‘– ‘– able, brilliant and skilled professionals do not thrive when their able, brilliant and skilled professionals do not thrive when their energies are absorbed by the need to comply with a draft of detailed energies are absorbed by the need to comply with a draft of detailed requirements--.’requirements--.’

((Lord Filkin,Chair of House of Lords Statutory Instruments Committee( 2009)Lord Filkin,Chair of House of Lords Statutory Instruments Committee( 2009)

Changing political climate towards accountability for the delivery of Changing political climate towards accountability for the delivery of outcomes but more freedom about the meansoutcomes but more freedom about the means

‘‘More freedom’ : myth or reality?More freedom’ : myth or reality?

External constraints: national tests and league tables. External constraints: national tests and league tables. Inspections and compliance issues.Inspections and compliance issues.

Internal constraints. Teachers and teacher educators may feel Internal constraints. Teachers and teacher educators may feel uncomfortable with new ‘freedom’. Both have implications for uncomfortable with new ‘freedom’. Both have implications for trainees. trainees.

BUT some/ many teachers and teacher educators can and do BUT some/ many teachers and teacher educators can and do go beyond constraints. What motivates them to be less risk go beyond constraints. What motivates them to be less risk averse? averse?

Other signs of a new era: new forms of Other signs of a new era: new forms of partnership.partnership.

‘ ‘ The 21The 21stst century school system—will look and feel century school system—will look and feel very different to the one we have been used to. It very different to the one we have been used to. It will be one in which, to achieve their core mission of will be one in which, to achieve their core mission of excellent teaching and learning , schools look excellent teaching and learning , schools look beyond traditional boundaries , are more outward beyond traditional boundaries , are more outward facing, working in partnership with children, young facing, working in partnership with children, young people and parents; other schools, colleges , people and parents; other schools, colleges , learning providers and universities; other children’s learning providers and universities; other children’s services----.’services----.’

2121stst Century Schools Century Schools: A World Class Education for Every Child ( DCSF, 2008)

How might universities contribute to How might universities contribute to supporting schools?supporting schools?

Placements of trainees with new ideasPlacements of trainees with new ideas

Sponsorship of Academies or involvement in TrustsSponsorship of Academies or involvement in Trusts

Aim Higher and initiatives aimed at raising and supporting Aim Higher and initiatives aimed at raising and supporting aspirationsaspirations

School- focused CPD/PPD in response to needs identified School- focused CPD/PPD in response to needs identified by school staffby school staff

BUT can more be done ? What might it look like ?BUT can more be done ? What might it look like ?

Combining activities to maximise effectivenessCombining activities to maximise effectiveness

Acting more strategically to clearly identified purposes. Acting more strategically to clearly identified purposes.

Building social capital : all are winners!Building social capital : all are winners!

Teacher works with students on AS Extended Projects. Teacher works with students on AS Extended Projects.

University tutor supports students’ research skills. University tutor supports students’ research skills.

University provides accommodation for students to work on and present their University provides accommodation for students to work on and present their projects to parents, head teacher, LA.projects to parents, head teacher, LA.

Presentations video recorded. Student use the data to refine their work and Presentations video recorded. Student use the data to refine their work and reflect on themselves as knowledge creators and communicators reflect on themselves as knowledge creators and communicators

Parents gain more understanding of their sons/ daughters’ work. They Parents gain more understanding of their sons/ daughters’ work. They perceive university as more accessible perceive university as more accessible

The teacher (Cartwright 2008) uses this data for MA assignment. The teacher (Cartwright 2008) uses this data for MA assignment. ’How can I ’How can I enable the gifts and talents of my students to be in the driving seat of their enable the gifts and talents of my students to be in the driving seat of their learning.’learning.’

University tutor and LA doctoral student have access to data for their research.

Alignment of capital for the transformation of Alignment of capital for the transformation of schoolsschools

Intellectual capitalIntellectual capitalLevel of knowledge and skill of Level of knowledge and skill of those working in or for schoolthose working in or for school

Social capitalSocial capitalStrength, depth and width of Strength, depth and width of formal and informal networks/ formal and informal networks/ partnerships to support or be partnerships to support or be supported by schoolsupported by school

Spiritual capitalSpiritual capitalStrength of moral purpose and Strength of moral purpose and shared ethos shared ethos

Adapted from:Adapted from:

Student

Intellectual Capital

Social Capital

Financial Capital

Spiritual Capital

GOVERNANCE GOVERNANCE

Caldwell B & Spinks J (2008) Raising the Stakes: From Improvement to Transformation in the Reform of Schools London: Routledge

The potential of MTL for capacity buildingThe potential of MTL for capacity building

Regional consortia to build social capital in networks between:Regional consortia to build social capital in networks between: HEIs ,schoolsHEIs ,schools Schools and schools (coaches, NQTs,et al)Schools and schools (coaches, NQTs,et al) HEIs and HEIsHEIs and HEIs Schools, HEIs and other partners e.g. LAs, SubjectSchools, HEIs and other partners e.g. LAs, Subject AssociationsAssociations

Infrastructure with greater reach for the generation and Infrastructure with greater reach for the generation and sharing of professional knowledge.sharing of professional knowledge.

Would web 2.0 technology make this more realisable and Would web 2.0 technology make this more realisable and enable links with other networks e.g. TERN?enable links with other networks e.g. TERN?

ITET capacity building: growing the seedsITET capacity building: growing the seeds

Regional collaboration between HEIs on common Regional collaboration between HEIs on common documentation for schools. What about other aspects? documentation for schools. What about other aspects?

Primary and Secondary staff collaborating on the production of Primary and Secondary staff collaborating on the production of SEDsSEDs

Joint teaching of Primary and Secondary trainees Joint teaching of Primary and Secondary trainees Joint teaching of ITET trainees and other students Joint teaching of ITET trainees and other students

More than administrative convenience?More than administrative convenience?

Development through research and networks Development through research and networks

Sharing of professional knowledge to the benefit of traineesSharing of professional knowledge to the benefit of trainees

Direction of travel for the professionDirection of travel for the profession

More outward facing and strategic More outward facing and strategic

Informed by moral purposeInformed by moral purpose

CollaborativeCollaborative

Open minded, generating and sharing professional knowledge Open minded, generating and sharing professional knowledge system widesystem wide

Less risk averse and more innovativeLess risk averse and more innovative

Committed to own professional developmentCommitted to own professional development

AdditionalAdditional ResourcesResources

Cartwright, S. (2008) How can I enable the gifts and talents of my students to be in the Cartwright, S. (2008) How can I enable the gifts and talents of my students to be in the driving seat of their own learning? Retrieved 11 May 2009 fromdriving seat of their own learning? Retrieved 11 May 2009 from

http://www.jackwhitehead.com/tuesdayma/scgandtnov08.htm

Whitehead, J. (2003) The Future of Teaching and Teaching in the Future: a vision of the Whitehead, J. (2003) The Future of Teaching and Teaching in the Future: a vision of the future of the profession of teaching - Making the Possible Probable. Keynote address to the future of the profession of teaching - Making the Possible Probable. Keynote address to the Standing Committee for the Education and Training of Teachers Annual Conference 3rd-4th Standing Committee for the Education and Training of Teachers Annual Conference 3rd-4th October 2003, Dunchurch. Retrieved 11 May 2009 from October 2003, Dunchurch. Retrieved 11 May 2009 from http://www.actionresearch.net/evol/joanw_files/joanw.htm

Whitehead, J. (2009) Making Public the Embodied Knowledge of Master Educators. Whitehead, J. (2009) Making Public the Embodied Knowledge of Master Educators. Retrieved 11 May 2009 from Retrieved 11 May 2009 from http://www.actionresearch.net/mastermod.shtml

Whitehead, J. (2009) Action Planning In Improving Practice And Generating Educational Whitehead, J. (2009) Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory. Retrieved 11 May 2009 from Knowledge In Creating Your Living Educational Theory. Retrieved 11 May 2009 from http://www.jackwhitehead.com/jack/arplanner.htm