The state of play in England school system re-structuring and the training and development of teachers

Outline  A brief (very) history of how schooling has been structured in England 1944 – present day  Recent re-structuring and initial teacher education  Recent re-structuring and continuing professional development  Recent re-structuring and educational research  A personal view

A bit of history 1944 – 1965 Public schools Independent or private schools Grammar schools Secondary Modern schools Secondary Technical schools 1965 – 2010 Comprehensive schools Voluntary aided schools Independent schools (Grammar schools)

Where we are now (In England, not the rest of the UK) 2010 – present day.  Maintained schools: Community schools, Foundation trust schools, Voluntary Aided schools, Voluntary Controlled schools, Grammar schools  Academies: Traditional academies and convertor academies  Free schools  Independent schools

Some of the significant differences between types of school MaintainedFree schoolsAcademiesIndependent National curriculum Must followExempt Teaching hours (Day and term length) DirectedFree to change Teacher selection criteria QTS required (Qualified Teacher Status) QTS not required QTS requiredQTS not required Non–teaching posts Depends on school type Free to hire as required or desired Performance incentives Follow national pay + conditions Free to set own pay and conditions

Performance management Teachers pay and conditions Incremental pay progression replaced with pay progression linked to performance Schools/academies have freedom to determine teachers’ starting salaries No obligation to match current salary when recruiting Revised Teachers’ Standards One set of standards for all teachers from training through to retirement Assessment against the standards, along with student outcomes may be used to determine teachers’ pay in all schools/academies (compulsory in maintained schools)

National Teaching Schools Teaching schools are expected to form, lead and work with an alliance of other schools and strategic partners to lead the development of a school-led initial teacher training (ITT) system Lead peer-to- peer professional and leadership development (CPD) Identify and develop leadership potential Provide support for other schools Designate and broker Specialist Leaders in Education (SLEs) Engage in research and development activity

Initial Teacher (Education) Training Routes into Teaching School Direct (salaried and unsalaried) Teach First Leadership Development programme (salaried) SCITT (School Centered Initial Teacher Training) Higher Education partnership programmes

From partnerships to apprenticeships Cognitive apprenticeships (Brown, Collins and Duguis 1989) Additionally include pedagogic interventions such as engaging with theories of learning and expert knowledge, critical reflection, enquiry and investigation. These help trainee teachers to understand the ‘why’ as well as the ‘how’ of practice and make the thinking behind practice visible. (Collins, Brown and Holum 1991) Traditional apprenticeships Learning through participation in practice in combination with mentoring or coaching to address day-to-day problems arising from practice.

What the evidence says  Sahlberg 2012 balance between learning through doing and learning through other means  Higher levels of academic engagement linked to higher pupil test scores, better prepared and more effective teachers. (Darling Hammond 1998)  Balanced relationship between theory and practice, using and undertaking research on learning and teaching lead to more effective teachers (Schleicher 2011:20)  Teaching experience shouldn’t take over completely on the theoretical part of education fundamental to obtaining high quality teachers. (Musset 2010:46)  OfSTED report (2010) that found ‘there was more outstanding teacher education delivered by higher education-led partnerships than by school-centered initial ITE partnerships and employment based routes.’

How does the policy fit with the evidence? Financial incentives to apply for employment-based based training Trainee teachers on salaried routes can be given up to 90% of the teaching duties normally required of a full time teacher (outside the 60 days/year training) Training programmes linked to needs of school seen as more effective than programmes that link to either the trainee teacher’s specific needs or their needs as entrants to the wider profession. (DfE 2011:13) Universities may be used to supplement school based practical experience when teaching schools wish to draw upon their support. (DfE 2011:15) Universities seen as having good subject specialist expertise and networks but too much engagement with theory is the cause of the problems of failure and retention. (DfE 2011:14) Cognitive Apprenticeship Traditional Apprenticeship

CPD Charitable organisations National/profe ssional organisations Schools and teachers being encouraged to provide more CPD support for each other Local Authority University Subject Association Consultant / private company

CUREE (2012) Evaluation of CPD providers England 2010 – InformingInfluencingEmbeddingTransforming Collaborative CPD 43%47%9%1% Encourage reflective practice 20%65%11%3% Improve outcomes for young people 48%41%9%0% Effective needs analysis 68%27%5%0%

Effective CPD involves external expertise linked to school-based activity observation, reflection and experimentation peer support rather than leadership by supervisors extended and structured professional dialogue mentoring or coaching to embed changes in practice scope for teachers to identify their own CPD focus recognition of individual teachers’ starting points sustained engagement research and critical enquiry

Research School-based, practitioner led Pragmatism / ‘what works’ Compliance versus critical enquiry Capacity building and application ( Government priorities closing the gap, English, Maths, Science and Technology Methodology Randomised Control Trials. Action research, case study, ethnography.

A personal view Social mobility – no change in real terms since 1945 Social inequality – well above OECD average and rising Education as a public good and social utility Are we educating teachers to initiate children and young people into the values, attitudes and behaviour appropriate to active participation in democratic institutions and processes; to be citizens who can think critically Education as a market commodity to be bought and sold Are we educating teachers to initiate children and young people into the values, attitudes and behaviour appropriate to their role as producers, workers and consumers; to be easily influenced by media and advertising

Bibliography  CUREE (2012) Evaluation of CPD providers England 2010 –  Darling-Hammond, L. (1998) ‘Teachers and Teaching: Testing Policy Hypotheses From a National Commission Report’ Educational Researcher 27: 5-15  DfE (2013) Press release will-drive-forward-evidence-based-research  Furlong, J (2013) ‘Educationalists must do better’ Times Higher Education, 2 May 2013  Goldacre, B (2013) Building Evidence into Education  Musset, P. (2010) Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: OECD working papers 48 OECD Publishing  OfSTED (2010) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2009/10. House of Commons  Sahlberg, P (2012) ‘Educational change in Finland’ in Second International Handbook of Educational Change ed Hargeraves, A., Leiberman, A., Fullan, M. and Hopkins, D. New York: Springer,  Schleicher, A. (2012) (ed) Preparing Teachers and Developing School Leaders for 21 st Century: Lessons from around the world. OECD Publishing.