Kit Field Presentation


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Kit Field Presentation

  1. 1. Welcome to the School of Education Seizing the initiative of the MTL Professor Kit Field, Dean of the School of Education.
  2. 2. New School of Education at Walsall <ul><li>Opened January 2008 </li></ul><ul><li>State of the art lecture theatres </li></ul><ul><li>Learning studio and social learning area </li></ul><ul><li>Coffee shop </li></ul>
  3. 3. The argument in short <ul><li>The recent successes of Masters level CPD </li></ul><ul><li>Teaching as a Masters level profession is part of a wider trend, and is a good idea </li></ul><ul><li>We must account for the multi-dimensional complexity of CPD in planning the MTL </li></ul><ul><li>Higher Education concepts of ‘Masterliness’ do contribute to professional as well as academic development. </li></ul><ul><li>HEIs must be trusted with the MTL – a cautious, sector wide approach will reap rewards. </li></ul>
  4. 4. What is CPD? <ul><li>A management tool </li></ul><ul><li>A means of raising individual professional profile and esteem </li></ul><ul><li>A means of giving a sense of professional identity </li></ul><ul><li>A means of assuring a quality public service </li></ul><ul><li>A means of stimulating and motivating educators </li></ul>ENGLAND ITALY AND PORTUGAL FRANCE SWEDEN TEACHER UNIONS
  5. 5. Individual-led Systems led CPD pendulum swings
  6. 6. System led Individual led Profession led Institution led
  7. 7. <ul><li>The framework for higher education qualifications in England, Wales and Northern Ireland - January 2001 </li></ul><ul><li>Descriptor for a qualification at Masters (M) level: Masters degree </li></ul><ul><li>Masters degrees are awarded to students who have demonstrated: </li></ul><ul><li>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 ; </li></ul><ul><li>ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship ; </li></ul><ul><li>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; </li></ul><ul><li>iv conceptual understanding that enables the student: </li></ul><ul><li>to evaluate critically current research and advanced scholarship in the discipline; </li></ul><ul><li>to evaluate methodologies and develop critiques of them and, where appropriate, to </li></ul><ul><li>propose new hypotheses . </li></ul>
  8. 8. 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.
  9. 9. 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
  10. 10. 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
  11. 11. Schools Participants Partnerships and networks Pupils LAYERS OF IMPACT
  12. 12. What must the MTL look like? <ul><li>Integrated professional and intellectual </li></ul><ul><li>Rigorous </li></ul><ul><li>Critical, transferable, transposable and transformational </li></ul><ul><li>Stimulating and motivating </li></ul><ul><li>Evidence based </li></ul><ul><li>Cumulative – learn from each other </li></ul><ul><li>Relevant </li></ul><ul><li>Recognised, shared </li></ul><ul><li>Manageable </li></ul>
  13. 13. Thank you!