Teacher Education Futures across the UK Scotland Moving forward in Partnership 14 th June 2011 Different forms of Partnership in developing practice: sharing experiences and perspectives Jayne Bruce – Director of CfE

Presentation outline  Context for recent partnership models in University of Aberdeen  Principles for our Partnership Working  Our experiences June 2010 – June 2011  Implications for moving forward

Context for Scottish Government projects Established Partnerships with Local Authorities Shortfall funding for student numbers Policy imperatives: CfE Donaldson Review (2009)

Principles for Partnership working

Opportunities for professional development can benefit the practice of teaching, the learning of students, and the culture of schooling. Authentic partnerships between universities and schools provide opportunities for these constituencies to work together in a substantive manner in setting and meeting common educational goals. (Crawford, P. et al 2008) Study : All Together Now: School Partnerships for Professional Development. Findings: Became increasingly aware of the need for programs that provided longer terms of engagement in professional development. An authentic partnership model is defined as being within a school system, built on a relationship of regular, frequent, and ongoing opportunities for genuine collaboration and learning for all involved parties. Models of partnership working

Project Aims Aberdeen University Glasgow University Local Authorities Collaborative Assessment Project (CAP) to help teachers to develop an expertise and experience of defining standards; and support the development of the professional judgment and confidence of staff in schools, in implementing CfE. Promoting Partnership Project (PPP) to develop a school based partnership approach to support the on-going professional learning; and the development of student teachers, teachers and tutors (involved in Teacher Education).

Project outlines Collaborative Assessment Project (CAP) Promoting Partnership Project (PPP) People  One teacher from each primary and secondary school from one Local Authority (48 – 32 staff)  Six tutors with a range of expertise and backgrounds  One researcher  Collaborative Local Authority and UoA steering group  BEd3 (120 students)  BEd4 (80 students)  field experience placement  15 Professional Studies tutors  2 Professional Studies (research) tutors  115 schools in 6 partner local authorities Ways of working  ASGs to work in pairs  One tutor to work throughout with each pair  Legacy of learning community intended  Students placed in clusters/groups in schools  Professional studies tutors matched to schools Specific features Blend of scholarly activity, experience and knowledge developed and applied within school settings.  2 half days bought out from schools  Choice: ways of working  4 x 2 hr twilights with support.  GLOW Enhanced features - doing better and doing more  Glow meets – individual and group support, (student to student, student with tutor and supporter teacher)  Peer working in schools  Joint observations (tutor/supporter teachers)

Evaluation and evidence Aberdeen University Glasgow University Local Authorities  Scottish Government  Inform National Partnership Group  General literature

Evaluation and evidence CAP..... some comments from teachers The discussion with colleagues and tutor on the lack of expansion of clear learning intentions within each outcome was interesting. Working through this with a range of outcomes increased my confidence in doing this myself. Using NARs in a more formalised way to assess children’s work and trying to moderate work was really useful. Sharpened my thinking and had some impact on the clarity of my classroom teaching Would have been good to be done across all teachers of the same stage in the ASG so that we could work together.

Implications for moving forward – some issues Perspectives? Shared understandings and recognition of priorities/constraints. Scholarship, experience and knowledge (evidence/outcomes) Sustainability? Genuine partnerships – long-term quality improvement for all schools and the professional development of all teachers. Engagement – interchangeable? Where do we see the branches of the profession as interchangeable? The benefits of the rise of professional confidence and commitment of teachers through co-equal partnership working – professional learning continuum.

Implications for moving forward – some issues Leadership Trust in staff and give them more freedom to steer the quality improvement and partnership practices? Resourcing? Decisions about priorities? Context of McCormac – Teacher Employment Review.