ahds annual conference 2014 - workshop; edinburgh university
DESCRIPTION
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 workingTRANSCRIPT
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AHDS Partnership Workshop:
University of Edinburgh Teacher Education
PartnershipsDeirdre Torrance: Co-Director of Teacher
Education PartnershipsAnn Rae: Programme Director for the MA
Primary Education ‘with’ suite
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UofE Teacher Education Partnership
City of Edinburgh
East Lothian
Fife
Midlothian
Scottish Borders
West Lothian
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Extended Partnership
Clackmannanshire
Stirling
Educational Institute of Scotland
--------
Education Scotland
General Teaching Council
Scottish Council of Independent Schools
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Reflect on your own experiences in partnership relationships in relation to
each of the following levels:
What is your experience
of partnership?
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Partnership
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 stepsProject 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 2Genuinely 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 1Co-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.
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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
4 Distinct Areas for Partnership
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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
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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
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UofE Teacher Education Partnership
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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
4 SG Grants for Partnership
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One Example of ITE Initiatives
UofE Teacher Education Partnership
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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)
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MA Hons in Primary Education with …
6 programmes•Earth sciences•History•Mathematics•Modern languages - German•Religious studies•Scottish studies
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MA Primary education programmes – structure:
4 strands•With
•Primary studies•Educational studies•Professional experience and practice
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Professional experience and practice (PEP)
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Moving to work together on the MA in Primary education:Year 2 Professional Experience and Practice (PEP)
Year 2 PEP8 serial days•4 in mainstream•4 in non-mainstream education setting, for example a community group or a third sector organisation
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Moving to work together on the MA in Primary education:Year 3 Professional Experience and Practice (PEP)
Year 3 PEPYear long placement
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Discuss:
What are some of the opportunities and challenges in working more
closely in partnership for the initial education of teachers?
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National Developments Informing the Masters Level Learning Initiatives
UofE Teacher Education Partnership
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Professional Enquiry
Adapted from Reeves et al. (2002)
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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
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Robertson and Robinson (2012)
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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)
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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)
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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.
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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
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Discuss:
What are some of the opportunities and challenges that you are encountering in
relation to engaging teachers in leadership in your school context?
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• The public partnership webpages - accessible through the main MH page or through:
http://www.ed.ac.uk/schools-departments/education/about-us/partnerships
• Plus restricted access to group documents
The UoE Teacher Education Partnership
- Website:
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Any other aspects for further clarification or discussion?