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Intro pupil gains seminar 18_09-08
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Intro pupil gains seminar 18_09-08


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Introductory presentation to the pupil gains seminar 2008

Introductory presentation to the pupil gains seminar 2008

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  • 1. STNE Seminar Pupil Engagement and Pupil Gains School of Education, University of Aberdeen Thursday 18th September 10.30am – 4.00pm
  • 2. Programme a.m.
    • 10.30-10.50 Welcome and introduction: The complexity of teacher effectiveness and pupil gains. Donald Gray
    • 10.50-11.20 Teachers Professional Learning and Pupil Gains.  (D.Christie and S.McKinney)
    • 11.20-11.50 Teacher effectiveness and pupil learning gains - A Canadian Perspective from the Alberta Improving Schools Initiative (J.Parsons).
    • 11.50-12.30 Discussion groups
    • 12.30-12.45 Plenary feedback
    • 12.45 Lunch
  • 3. Programme p.m.
        • 1.30-2.00 Realising pupil gains?   (A.Wilson)
        • 2.00-2.30 Developing new meanings for pupil gains - teacher and pupil perspectives (K.Stelfox/Jennifer Morrison)
        • 2.30-3.15 Discussion Groups
        • 3.15 – 3.50 Plenary Discussion
        • 3.50 Closing remarks.
        • 4.00 End
  • 4. The complexity of teacher effectiveness and pupil gains. Dr Donald Gray
  • 5. The Invitation “ DEVELOPING TEACHERS, INCREASING PUPIL GAINS A NEW PILOT PROGRAMME TO FURTHER DEVELOP TEACHING AS A VALUED AND RECOGNISED PROFESSION IN SCOTLAND” What meanings can we attribute to terms like “effectiveness” and “pupil gains”, particularly within the context of the ‘new era’?
  • 6. Methodological Paradigms Sanders and Rivers, 1996
    • Cumulative teacher effects in mathematics from grades 3 to 5.
    • Teachers influence on the rate of academic growth.
    • “ the single most dominant factor affecting student academic gain is teacher effect”
    Teacher effectiveness construed only in terms of academic test results.
  • 7.
    • Developing Teachers
    • The meaning of an “effective” teacher.
    • Characteristics of an effective teacher .
    • How do we know a teacher is effective?
    • What are pupil gains ?
    • But many other factors linked to pupil gains.
    • A very complex scenario .
  • 8. Do we have effective teachers?
    • OECD PISA 2006
    • Science – only 4 of 33 countries perform significantly better (14 less) – only one country has significantly more students scoring above Scotland at level 5 (Finland).
    • Maths – 8 of 32 perform significantly better (11 less)
    • Reading – only 5 0f 30 perform significantly better (11 less)
  • 9. But …
    • There is a gap between the highest and lowest scorers in Science.
    • Compared to other countries, socio-economic status is a major determinant of attainment ,
    • Scottish students have neutral feelings about their abilities …..
    • … .and do not express a high level of interest in science .
  • 10. Globalisation (Mortimore, 2001)
    • International comparisons show effects of – motivating staff, focusing on T&L, enhancing the physical environment, changing the culture of the school. However, while many similar strategies used, the different context meant similar actions did not always produce similar results .
    • Improvements must fit the grain of society; indiscriminate borrowing from other cultures may not achieve the desired results; there is no ‘quick fix’ for school improvement; change has to be carried out by the school itself.
  • 11.
    • successful learners
    • with
    • enthusiasm and motivation for learning
    • determination to reach high standards of achievement
    • openness to new thinking and ideas
    • and able to
    • use literacy, communication and numeracy skills
    • use technology for learning
    • think creatively and independently
    • learn independently and as part of a group
    • make reasoned evaluations
    • link and apply different kinds of learning in
    • new situations
    • confident individuals
    • with
    • self respect
    • a sense of physical, mental and emotional wellbeing
    • secure values and beliefs
    • ambition
    • and able to
    • relate to others and manage themselves
    • pursue a healthy and active lifestyle
    • be self aware
    • develop and communicate their own beliefs
    • and view of the world
    • live as independently as they can
    • assess risk and take informed decisions
    • achieve success in different areas of activity
    • responsible citizens
    • with
    • respect for others
    • commitment to participate responsibly in
    • political, economic, social and cultural life
    • and able to
    • develop knowledge and understanding of
    • the world and Scotland’s place in it
    • understand different beliefs and cultures
    • make informed choices and decisions
    • evaluate environmental, scientific and
    • technological issues
    • develop informed, ethical views of complex
    • issues
    • effective contributors
    • with
    • an enterprising attitude
    • resilience
    • self-reliance
    • and able to
    • communicate in different ways and in
    • different settings
    • work in partnership and in teams
    • take the initiative and lead
    • apply critical thinking in new contexts
    • create and develop
    • solve problems
    To enable all young people to become
  • 12. Pupil Gains?
    • What do we mean by pupil/student gains?
    • What different dimensions can be identified to pupil gains?
    • How much importance should we attribute to each of these?
    • Which can we realistically expect an “effective” teacher to facilitate the development of?
    • What opportunities and challenges does the Curriculum for Excellence present with respect to the development of the dimensions identified?
    • How should such “gains” be identified/evaluated/measured?
  • 13. References Hey/McBer (2000) Research into Teacher Effectiveness A Model of Teacher Effectiveness . Research Report 216. A Report for the Department of Education and Employment. Norwich, HMSO. Muijs, D., Campbell, J., Kyriakides, L., and Robinson, W. (2005) Making the Case for Differentiated Teacher Effectiveness: An Overview of Research in Four Key Areas. School Effectiveness and School Improvement Vol. 16, No. 1, March 2005, pp. 51 – 70 Harris, D.N., and Rutledge, S.A. (2007) Models and Predictors of Teacher Effectiveness: A Review of the Literature with Lessons from (and for) Other Occupations. Teacher Quality Research Report
  • 14. Discussion session 1
    • With particular reference to a Curriculum for Excellence, and in light of the initial presentations, consider:
    • What might this mean for teacher professional identity, initial and continuous development and learning with respect to the role of the teacher in identifying/assessing/evaluating/measuring pupil gains?