Good morning, my name is Lyndsey Callion and I am briefly going to outline some of the aspects in provision for masters level teaching and learning in the next three years. Thank you for inviting me to speak. Start by looking at what is masters provision, how and why it has evolved and finish with some questions that will shape the future or the next three years at least.
You are lucky I only have ten minutes otherwise I would be handing out blank pieces of paper and asking you ton draw or write what a master in teaching and learning looks like. This descriptive/pictorial metaphor is a useful tool to help us construct and explore meaning and see from different stand points e.g. the pupil, the head teacher, the person in the street. It also helps us consider critically some of the key tensions in this debate. Are stilts a short cut? Does the teacher get stilts so they can look down on others? Is this the prize a chance to shine.
In ten minutes, I feel a may be a little ambitious to try and dip into a history of CPD in the teaching profession, but this context is vital in understanding the current and future trends. We also need to be mindful of the collective memory and wisdom of our colleagues. Liverpool example. Teacher trainingOne of the most urgent problems facing the new Ministry of Education after the war was the shortage of teachers. The problem was exacerbated by the raising of the school leaving age to 15 (as recommended by Hadow in 1926 and implemented in April 1947) and the reorganisation of secondary education. An emergency training programme was introduced in 1945, with 53 training colleges opened by 1950. In line with the recommendations of the 1944 McNair Report, in 1947 13 Area Training Organisations (ATOs) were established in England and one in Wales to coordinate the provision of teacher training. The universities kept their separate training departments and institutes, which now served as hubs for the ATOs' clusters of colleges. By the early 1950s the newly-established LEAs had opened 76 new training colleges.
There were major changes to teacher training in the 1960s. The course was extended from two to three years in 1960, and a four year Bachelor of Education (BEd) course was introduced following the Robbins Report of 1963. The rising birth rate forced the government to increase provision for student teachers: there were 80,000 places for them by the end of the decade.
The James Report (James 1972), a major report on teacher education and training, recommended a broader role for the higher education colleges, and the White Paper Education: A Framework for Expansion promoted diversification and rationalisation. With the dip in the birth rate resulting in fewer children in the schools, the government announced (in Circular 7/73) a halving of the number of student teachers. It also became clear that the government intended to increase the proportion of student teachers trained through the one year Postgraduate Certificate in Education (PGCE).
Central government also sought greater control over the training of teachers. In 1983 the Council for the Accreditation of Teacher Education (CATE) was established to set standards for initial teacher training courses.
This was when I entered the profession. One I considered to be linear and structured and safe, but also a profession where if you didn’t want to be a head of year or head of department there was very little opportunity for progression. The idea of improving own practice through critical reflection and systematic enquiry where alien.
Once the need for BEd was established, replaced by a modest and haphazard demand for M Level courses. (No quality assurance). 2000 Award bearing INSET funding passed to TTA, providers needed to demonstrate 1) working in partnership with LEAs and schools ii) the effectiveness judged on the impact on young people as well as the beneficial outcomes for the teacher.
Ten years of PPD for teachers funded by the TDA.MTL will build on the successful experience of PPD. Will PPD be lost? experienced teachers not eligible for MTL should not be left behind. Withdrwal of PDA funding.
Teach for America. Link back to teacher on stilts. In the staffroom you can find both these views, indeed many individual teachers may hold these seemingly conflicting views at any one time.
Masters provision for teachers
Masters provision for teachers – the next three years<br />Lyndsey Callion<br />
What does a Master in Teaching and Learning look like? <br />Differentiation has reached the PGCE what are the implications...? <br />(Duncan Hawley, Swansea School of Education)<br />Fast-track teacher training fears <br />(BBC online 2009)<br />Masters of the classroom <br />(Guardian Supplement 2009)<br />Entitlement versus Elitist <br />(Cliff Jones, CPD Update) <br />
Michael Gove on improving teaching…<br /><ul><li>Reform teacher recruitment to get the best quality teachers into the profession
Reform teacher training to get trainees out of college and into the classroom
Enable heads to train teachers in their own schools
Expand Teach First and Teaching Leaders and Future Leaders</li></ul>Speech to the National College www.nationalcollege.org.uk/index/events/conference 2010 <br />
1947 <br />Area Training <br />Organisations<br />
1947 <br />Area Training <br />Organisations<br />1963 Bachelor of Education<br />
1947 <br />Area Training <br />Organisations<br />1972 <br />Post Graduate Certificate in Education<br />1963 Bachelor of Education<br />
1947 <br />Area Training <br />Organisations<br />1972 <br />Post Graduate Certificate in Education<br />1983<br />Council for the Accreditation of Teacher Education <br />1963 Bachelor of Education<br />
1994 Teacher Training Authority <br />1947 <br />Area Training <br />Organisations<br />1983<br />Council for the Accreditation of Teacher Education <br />1972 <br />Post Graduate Certificate in Education<br />1983<br />Council for the Accreditation of Teacher Education <br />1963 Bachelor of Education<br />
Leads to better teaching and better learning and a positive impact on standards. (Ofsted)<br />M Level Study – what’s it all about?<br />Helps develop teacher confidence and critical thinking skills<br />Rigorous and applicable to life in school.<br />Helps teachers specialise and make a positive contribution to school life.<br />Can lead to a sense of pride and achievement.<br />Widely recognised and demonstrates a commitment to CPD. <br />
Postgraduate <br />Professional <br />Development<br />Soulsby and Swain (2003) reported <br />“the most striking feature of the<br /> provision is the widespread <br />development of local and <br />sub-regional partnership arrangements’.<br />CUREE evaluation (2009) noted <br />“customer responsiveness emerged <br />as a strong theme in partnership working’. <br />
><br />><br />><br />Cost<br />Access<br />Barriers<br />Time<br />><br />><br />><br />><br />Lack of school support<br />Personal insecurity<br />Lack of family support<br />Relevance<br />
Setting professional standards and redefining what it means to be a professional teacher are at the forefront of educational reform in most countries (Goodson and Hargreaves, 1996)<br />“Teachers with advanced degrees possess a deeper understanding of teaching, learning and human development.” <br />(McGuire, 2010 )<br />This system lacks quality control and too often encourages universities to offer quick, low quality graduate programs in order to attract those teachers who may be more interested in salary bumps than professional development. (Levine, 2010)<br />
Make teaching a higher status profession and more attractive as a career<br />The Masters in Teaching and Learning<br />A ‘step change’ in the world of professional learning for teachers<br />Integrated into professional standards for teachers. <br />Practice-based with support from a in-school coachand a Higher Education institution.<br />A structured approach to professional development.<br />Over the next ten years be open to all 440,000 teachers.<br />
><br />><br />><br />Doesn’t burden either the individual or the school. <br />Engage in critical reflection and systematic enquiry.<br />Critically engage with, evaluate and apply research. <br />><br />><br />><br />Collaboration between schools, LAs and universities.<br />Teachers are behind it. <br />They support it.<br />Improves the quality of teaching to meet learner’s needs.<br />The next<br />three years<br />
What value do we place on Masters Level CPD?<br />Key question<br />