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AHDS Partnership Workshop: 
University of Edinburgh 
Teacher Education 
Partnerships 
Deirdre Torrance: Co-Director of Tea...
UofE Teacher Education Partnership 
City of Edinburgh 
East Lothian 
Fife 
Midlothian 
Scottish Borders 
West Lothian
Extended Partnership 
Clackmannanshire 
Stirling 
Educational Institute of Scotland 
-------- 
Education Scotland 
General...
What is your experience 
of partnership? 
Reflect on your own experiences in 
partnership relationships in relation to 
ea...
P 
a 
r 
t 
n 
e 
r 
s 
h 
i 
p 
Level 3 
- Genuinely collaborative development from outset of proposed (new?) practice. C...
4 Distinct Areas for Partnership 
Our Partnership has focused on all four of the 
Scottish Government development areas fo...
The original national principles for partnership: 
• Quality of Student Learning Experience 
• Clarity 
• Reciprocity 
• U...
Our partnership, like other partnerships, added: 
• Career-long professional learning, including 
leadership development 
...
UofE Teacher Education Partnership
4 SG Grants for Partnership 
Scottish Government funding to support: 
•Early Phase professional learning inc. ITE 
•enhanc...
UofE Teacher Education Partnership 
One Example of ITE Initiatives
The five ITE programmes are: 
•MA in Primary Education ‘with’ Earth 
Sciences, History, Mathematics, Modern 
Languages (Ge...
MA Hons in Primary Education with … 
6 programmes 
•Earth sciences 
•History 
•Mathematics 
•Modern languages - German 
•R...
MA Primary education programmes – 
structure: 
4 strands 
•With 
•Primary studies 
•Educational studies 
•Professional exp...
Professional experience and practice (PEP)
Moving to work together on the MA in Primary 
education: 
Year 2 Professional Experience and Practice (PEP) 
Year 2 PEP 
8...
Moving to work together on the MA in Primary 
education: 
Year 3 Professional Experience and Practice (PEP) 
Year 3 PEP 
Y...
Discuss: 
What are some of the opportunities 
and challenges in working more 
closely in partnership for the initial 
educ...
UofE Teacher Education Partnership 
National Developments Informing the 
Masters Level Learning Initiatives
Professional Enquiry 
Adapted from Reeves et al. (2002)
Practitioner Enquiry 
Accomplished and enquiring professionals 
demonstrating a range of skills and qualities as: 
•adapti...
Robertson and Robinson (2012)
Leadership – Global Perspective 
School leadership is second only to classroom 
teaching as an influence on pupil learning...
Leadership – Scottish Perspective 
School leadership has been recognised as a 
national priority in the: 
•Review of Teach...
Masters Level CLPL 
Teaching Scotland’s Future (Donaldson, 
2011) identified an aspiration that Scotland 
would move towar...
Masters Level Learning 
• 5 characteristics comprising Level 11 
• High quality professional dialogue 
• Critical and info...
Discuss: 
What are some of the opportunities and 
challenges that you are encountering in 
relation to engaging teachers i...
The UoE Teacher Education Partnership 
- Website: 
• The public partnership webpages - accessible 
through the main MH pag...
Any other aspects for 
further clarification or discussion?
AHDS Annual Conference 2014 - Workshop; Edinburgh University
AHDS Annual Conference 2014 - Workshop; Edinburgh University
AHDS Annual Conference 2014 - Workshop; Edinburgh University
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AHDS Annual Conference 2014 - Workshop; Edinburgh University

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AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working

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AHDS Annual Conference 2014 - Workshop; Edinburgh University

  1. 1. AHDS Partnership Workshop: University of Edinburgh Teacher Education Partnerships Deirdre Torrance: Co-Director of Teacher Education Partnerships Ann Rae: Programme Director for the MA Primary Education ‘with’ suite
  2. 2. UofE Teacher Education Partnership City of Edinburgh East Lothian Fife Midlothian Scottish Borders West Lothian
  3. 3. Extended Partnership Clackmannanshire Stirling Educational Institute of Scotland -------- Education Scotland General Teaching Council Scottish Council of Independent Schools
  4. 4. What is your experience of partnership? Reflect on your own experiences in partnership relationships in relation to each of the following levels:
  5. 5. P a r t n e r s h i p Level 3 - Genuinely collaborative development from outset of proposed (new?) practice. Concept of what is envisaged may be in place but development of this and what it will mean in practice is genuinely open to significant adaption - Genuinely collaborative evaluation for further development and decisions about next steps; where possible involving partners in design and/or analysis as well as in collective decisions about next steps Project leader role: probably adopting an initiator / organiser role BUT…maintaining a genuine openness to group suggestions , with power of democratic decision making and steering of direction regularly performed as being very similar to those of other members of working group. Partners believe they are/ have been/will be as fully involved as they wished to be and that they were involved in a process of co-creation Level 2 Genuinely consultative development but present ‘partners’ with an existing/ pre-determined model in which, to date, they have had minimal/no opportunity for involvement or co-creation at a conceptual level. Response and feedback on how to implement/improve is openly invited Although they believe that, to date, they have been, for the most part, recipients of the University ideas and related materials/practices, partners are confident that they now have a realistic opportunity to be actively involved in co-development and a real say in what happens next. They believe they now have the opportunity to be as fully involved as they wish to be. Level 1 Co-opting partners (probably out of necessity at this stage of the process) to implement /provide feedback/evaluate a document/ set of practices in which they, themselves, have been offered minimal or no realistic opportunity for their involvement at a conceptual level to date. Participation invited is predominantly at an operational level and is often task orientated rather than process-focused. Changes sought are at a fairly superficial level e.g. tweaking /responding with simple feedback. Partners believe it to be tokenistic consultation in that they perceive that their responses are sought as a matter of protocol rather than in the spirit and practice of genuine consultation or truly collaborative working. They do not believe they have had the opportunity to be as involved in the development as they may wish to be/ have wished to have been.
  6. 6. 4 Distinct Areas for Partnership Our Partnership has focused on all four of the Scottish Government development areas for Teacher Education Partnership: • Initial Teacher Education • Early Phase Professional Learning • Career-Long Professional Learning • Educational Leadership
  7. 7. The original national principles for partnership: • Quality of Student Learning Experience • Clarity • Reciprocity • University Academic Standards • Professional Standards • Continuity • Collaborative engagement • Joint assessment • Training and support • Need for clear and consistent documentation
  8. 8. Our partnership, like other partnerships, added: • Career-long professional learning, including leadership development Leadership has been firmly positioned within the role of every Scottish teacher: • Donaldson (2010/11) Review of Teacher Education • McCormac (2011) Review of Teacher Employment • GTCS (2012) revised suite of Professional Standards • GTCS (2012) five yearly cycle of Professional Update • GTCS/Educ Scotland (2012) Leadership Framework • Scottish College for Educational Leadership
  9. 9. UofE Teacher Education Partnership
  10. 10. 4 SG Grants for Partnership Scottish Government funding to support: •Early Phase professional learning inc. ITE •enhanced understandings of developing CLPL at Masters level •an increase in Masters level learning •engagement with teachers
  11. 11. UofE Teacher Education Partnership One Example of ITE Initiatives
  12. 12. The five ITE programmes are: •MA in Primary Education ‘with’ Earth Sciences, History, Mathematics, Modern Languages (German), Religious Studies, or Scottish Studies •MA in Gaelic and Primary Education •MA in Physical Education •PGDE (Primary) •PGDE (Secondary)
  13. 13. MA Hons in Primary Education with … 6 programmes •Earth sciences •History •Mathematics •Modern languages - German •Religious studies •Scottish studies
  14. 14. MA Primary education programmes – structure: 4 strands •With •Primary studies •Educational studies •Professional experience and practice
  15. 15. Professional experience and practice (PEP)
  16. 16. Moving to work together on the MA in Primary education: Year 2 Professional Experience and Practice (PEP) Year 2 PEP 8 serial days •4 in mainstream •4 in non-mainstream education setting, for example a community group or a third sector organisation
  17. 17. Moving to work together on the MA in Primary education: Year 3 Professional Experience and Practice (PEP) Year 3 PEP Year long placement
  18. 18. Discuss: What are some of the opportunities and challenges in working more closely in partnership for the initial education of teachers?
  19. 19. UofE Teacher Education Partnership National Developments Informing the Masters Level Learning Initiatives
  20. 20. Professional Enquiry Adapted from Reeves et al. (2002)
  21. 21. Practitioner Enquiry Accomplished and enquiring professionals demonstrating a range of skills and qualities as: •adaptive experts •knowledge creators •curriculum developers •practitioner enquirers •critical thinkers •collaborative practitioners •leading learners
  22. 22. Robertson and Robinson (2012)
  23. 23. Leadership – Global Perspective School leadership is second only to classroom teaching as an influence on pupil learning. … Leadership acts as a catalyst without which other good things are quite unlikely to happen. Leithwood et al. (2008: 28) Moreover, the improvement of leadership capacity has been identified as ‘a top priority and an area where more has to be done’. (Barber et al., 2010: 5)
  24. 24. Leadership – Scottish Perspective School leadership has been recognised as a national priority in the: •Review of Teacher Education (Donaldson, 2011) •Review of Teacher Employment (McCormac, 2011) •Revised Professional Standards (GTCS, 2012)
  25. 25. Masters Level CLPL Teaching Scotland’s Future (Donaldson, 2011) identified an aspiration that Scotland would move towards teaching as a Masters profession with the intention of improving national standards of education. International comparisons have led the Scottish Government to conclude that countries with a Masters teaching profession perform better.
  26. 26. Masters Level Learning • 5 characteristics comprising Level 11 • High quality professional dialogue • Critical and informed reflection on practice • Comprehensive introduction to different aspects of practitioner enquiry/teacher leadership
  27. 27. Discuss: What are some of the opportunities and challenges that you are encountering in relation to engaging teachers in leadership in your school context?
  28. 28. The UoE Teacher Education Partnership - Website: • The public partnership webpages - accessible through the main MH page or through: http://www.ed.ac.uk/schools-departments/education/about-• Plus restricted access to group documents
  29. 29. Any other aspects for further clarification or discussion?

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