Welcome to the School of Education Seizing the initiative of the MTL Professor Kit Field, Dean of the School of Education.
New School of Education at Walsall
Opened January 2008
State of the art lecture theatres
Learning studio and social learning area
The argument in short
The recent successes of Masters level CPD
Teaching as a Masters level profession is part of a wider trend, and is a good idea
We must account for the multi-dimensional complexity of CPD in planning the MTL
Higher Education concepts of ‘Masterliness’ do contribute to professional as well as academic development.
HEIs must be trusted with the MTL – a cautious, sector wide approach will reap rewards.
What is CPD?
A management tool
A means of raising individual professional profile and esteem
A means of giving a sense of professional identity
A means of assuring a quality public service
A means of stimulating and motivating educators
ENGLAND ITALY AND PORTUGAL FRANCE SWEDEN TEACHER UNIONS
Individual-led Systems led CPD pendulum swings
System led Individual led Profession led Institution led
The framework for higher education qualifications in England, Wales and Northern Ireland - January 2001
Descriptor for a qualification at Masters (M) level: Masters degree
Masters degrees are awarded to students who have demonstrated:
i a systematic understanding of knowledge , and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice ;
ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship ;
iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
iv conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the discipline;
to evaluate methodologies and develop critiques of them and, where appropriate, to
propose new hypotheses .
Typically, holders of the qualification will be able to: a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; c) continue to advance their knowledge and understanding, and to develop new skills to a high level; And…. d) the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development.
School Effectiveness School Improvement School Transformation Elements related to impact Performance, attainment, cohort monitoring data, league tables, statistics, content Capacity Motivation Morale Climate Processes Empowerment Distributed leadership Autonomy Agency Professional learning Networks and collaboration
IMPACT at a glance I Improvement, Institutional, Individual, Inspiration M Motivation, Morale, Measurement P Performance, Professional, Personal A Attainment, Aspiration C Competence, Capacity, Change T Transformation, Targets
Schools Participants Partnerships and networks Pupils LAYERS OF IMPACT
What must the MTL look like?
Integrated professional and intellectual
Critical, transferable, transposable and transformational