Embed Size (px)
Citation preview
The state of play in Englandschool system re-structuring and the training and development of
teachers
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
A bit of history1944 – 1965
Public schools
Independent or private schools
Grammar schools
Secondary Modern schools
Secondary Technical schools
1965 – 2010
Comprehensive schools
Voluntary aided schools
Independent schools
(Grammar schools)
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
Some of the significant differences between types of school
Maintained Free schools Academies Independent
National curriculum
Must follow Exempt Exempt Exempt
Teaching hours (Day and term length)
Directed Free to change
Free to change
Free to change
Teacher selection criteria
QTS required(Qualified Teacher Status)
QTS not required
QTS required QTS not required
Non–teaching posts
Depends on school type
Free to hire as required or desired
Free to hire as required or desired
Free to hire as required or desired
Performance incentives
Follow national pay + conditions
Free to set own pay and conditions
Free to set own pay and conditions
Free to set own pay and conditions
Performance management
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
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)
National Teaching Schools
Initial Teacher (Education) Training
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.
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.’
How does the policy fit with the evidence?
CognitiveApprenticeship
TraditionalApprenticeship
CPD
Charitable organisations
National/professional organisations
Schools and teachers being encouraged to provide more CPD support for each other
Local Authority
University
Subject Association
Consultant / private company
CUREE (2012) Evaluation of CPD providers England 2010 – 2011 www.curee.co.uk
Informing Influencing Embedding Transforming
Collaborative CPD
43% 47% 9% 1%
Encourage reflective practice
20% 65% 11% 3%
Improve outcomes for young people
48% 41% 9% 0%
Effective needs analysis
68% 27% 5% 0%
Effective CPD involves
Research
School-based, practitioner ledPragmatism / ‘what works’Compliance versus critical enquiryCapacity building and application (http://www.tlrp.org)
Government priorities closing the gap,English, Maths, Science and Technology
MethodologyRandomised Control Trials.Action research, case study, ethnography.
A personal view Social mobility – no
change in real terms since 1945Social inequality – well above OECD average and rising
Education as a public good and social utilityAre we educating teachers to initiate children and young people into thevalues, attitudes and behaviour appropriate to active participation indemocratic institutions and processes; to be citizens who can thinkcritically
Education as a market commodity to be bought and soldAre we educating teachers to initiate children and young people into thevalues, attitudes and behaviour appropriate to their role as producers,workers and consumers; to be easily influenced by media and advertising
Bibliography
CUREE (2012) Evaluation of CPD providers England 2010 – 2011 www.curee.co.uk
Darling-Hammond, L. (1998) ‘Teachers and Teaching: Testing Policy Hypotheses 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 Change ed Hargeraves, 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.
