developing people, improving young lives MTL: Challenges, Opportunities and Progress Dr Michael Day Executive Director for Training Training and Development Agency for Schools Professor Chris Husbands Institute of Education Board Member Training and Development Agency for Schools UCET Conference: 8 November 2008

The case for MTL: develop world class teachers Improved Induction Strengthened EPD Enhanced professional status Leading to Improved life chances for all children

The case for MTL: NQTs start in schools with areas for development (graphs from Martin and Chris)

The case for MTL: Improving induction NQTs enter the profession with a range of professional learning needs Some schools, LAs and HE work closely together meet these needs In spite of this, quality of induction is variable and quality of support for professional learning declines after induction year MTL will provide a vehicle for much greater appropriateness and consistency

Growing confidence and increased responsibilities but identity, efficacy and effectiveness at risk for 20% High levels of commitment to teaching (85%) and developing efficacy (60%) Professional identity varies over a teachers length of time in their career: So need to build on the enthusiasm of the first few years and embed this into longer term professional learning 0-3 yrs yrs yrs 8-15 yrs 4-7 yrs 31yrs+ The case for MTL: teacher status and development

MTL: Principles The Childrens lan committed to make teaching a masters-level profession…by introducing a new qualification for early tenure teachers Our ambition is to develop an innovative, structured, masters-level programme aimed initially mainly at early-tenure teachers that is focused on raising standards and tackling the attainment gap. The ultimate aim is to enhance professionalism so that every teacher has the skills, knowledge, understanding and attributes to teach consistently excellent lessons and to reduce the high degree of within-school variation. Principle 1: The MTL must focus on creating capable, high quality professionals Principle 2: The MTL must have a strong and coherent core which progressively deepens, broadens and builds upon ITT to take the teacher to a higher level pedagogical mastery within the first few years of teaching Principle 3: The MTL must be practice based programme which develops a continuous learning mindset Principle 4: The MTL must be developed and delivered jointly by HEIs and schools

Outcomes from national consultation Writing Group Second national consultation Writing group Outcomes: National Framework for MTL Specification for training of MTL coaches Using outcomes of MTL consultation Who experts in content, design, assessment & delivery of teacher learning identified by key stakeholders What: National framework for MTL: high level learning outcomes for content area principles of design, delivery & assessment When: 21 – 23 October 2008 Who schools, HEIs, LAs, Subject Assns, DCSF, TDA identified by key stakeholders What: to review outcomes of writing group & contribute further expertise When 4 – 25 November 2008 What: refine framework When 26 to 27 November 2008

Outcomes of MTL consultation: design each teachers individual starting point and professional needs, and the needs of the school and its context the development of skills in reflection, analysis, enquiry and advanced professional practice the provision of learning opportunities that progressively broaden and deepen professional knowledge, skills and understanding in a staged process a balance between a core entitlement and personalised provision

Outcomes of MTL consultation: collaboration for teaching and learning the coach and tutor should share some roles and responsibilities for developing teacher learning, such as planning with the teacher a personalised route through the MTL programme Role for subject associations and others (Strategies etc)

Outcomes of MTL consultation: content Content area 1 teaching and learning assessment for learning Content area 2 subject knowledge for teaching curriculum development Content area 3 how children and young people develop, how they learn and management of their behaviour inclusion, including SEN, EAL Content area 4 leadership and management working collaboratively, in and beyond the classroom

Possible vehicles for professional learning: the professional case/investigation Build learning around a series of professional cases/investigations Each case defines a real life professional issue which calls for the exercise of knowledge, understanding, skill and judgement, across content areas. Some cases defined as part of a core programme, some designed within schools by coaches

Professional Learning Phases in MTL Phase 1Phase 2 Phase 3 DevelopingBroadening and embedding Deepening

Some (of many) key issues to resolve How to quality assurance the school and HEI components How to ensure teachers have a say in selection of their MTL provider How to build in modules from a range of specialist providers How to bring together MTL students to create learning sets How to create effective clusters of schools, particularly primary schools to create capacity for coaches and HEI tutors How to ensure HEIs have the capacity to provide sufficient high quality tutors and expertise How to identify sufficient high quality teachers to be trained as coaches

Contracting for MTL Development Phase Will contract with a consortium of NW HEIs, and HEIs selected in other regions to deliver MTL to National Challenge Schools, to develop the MTL Programme. Delivery Phase Will grant fund places once MTL starts in September 2009