School Direct University of Manchester

Primary PGCEJune 2013

Contact: Dr Linda Rushlinda.rush@manchester.ac.uk

Agenda1. Context 2. Vision of Partnership & Teacher Education3. SD delivery models

Ofsted rated 94% of all HEI led provision as being ‘good’ or ‘outstanding’.

The annual survey of newly qualified teachers (a response rate of over 11,000 NQTs) in July 2011 had a 90% rating of good or very good training.

The newly appointed (2010) Secretary of State for Education, Michael Gove stated “I have been struck by the dedication and commitment in schools and universities alike to play their part in the recruitment and training of new teachers.” (2011, p.3) and that “I believe we have the best generation of teachers ever in our schools” (2010).

AN AVALANCHE IS COMINGHigher Education and the revolution ahead

Michael Barber, Katelyn Donnelly, Saad RizviMarch 2013

‘It’s tragic because, by my reading, should we fail to radically change our approach to education, the same cohort we’re attempting to “protect” could find their entire future is scuttled by our timidity”

David PuttmanSpeech at Massachusetts Institute of Technology, June 2012

Vision of Partnership at the University of Manchester:

To develop a collaborative model of partnership in which a “community of

practice of learning” prevails, informed by a distinct set of beliefs and values.

Underpinning Beliefs and Values

•distinct relationships in which honesty, integrity, respect and sensitivity prevail

•professional development for ALL

•a distinct pedagogy associated with ‘productive inquiry’

At all times the primary interest is the education of the children whom we

serve.

Key mechanisms: Cluster Model & role of Hub School; Teaching School status

of one school within each Cluster & support of School Direct model of training

for a small number of trainees; Bespoke CPD funds; Flexible Learning materials

for Professional Studies element of course; Research Seminars; Cluster Action

Learning Sets; R&D projects

ITE Partnership at UoM

coordinated

continuous

tailored

shared

7

Child

Viewing Partnership as Complex

• comprising numerous, diverse, highly interactive agents

• patterns of interaction contribute to emergent, non-linear and self-organizing behaviour

• change cannot be forced and attempts to control the system are counterproductive

Purpose of Our Work for AY 2013-14

• To reframe partnership as a learning process

• To focus on the relational aspects of partnership

• To develop a learning model to guide future research and practice based on the concept of “learning to learn”

• pedagogy for exploring knowledge exchange and knowledge creation

• L2L is building capacity to reflect on one’s own learning and intentionally apply the results of one’s reflection to further learning

• inquiry and reflection occurs as a function of actions and interactions with others

Learning to Learn (L2L)

- Technical knowledge alone is insufficient

- Which learning behaviours will enable professionals to become open and active learners in the face of cognitive and social barriers to knowledge exchange and synthesis?

1. Interaction

2. Reflection

3. Self-Directed Learning

Learning to Learn (L2L) – con’t.

Pedagogy of PartnershipKey Questions to be addressed as part of course

design and delivery

•Who is the learner? Michelangelo’s motto is worth noting: I am still learning

•Closed vs Open: how prepared are we to discuss with one another as

participants in the partnership our approaches and assumptions concerning

learning, knowledge, etc?

•Manipulative vs Facilitative: do we want students to take on board our views

and approaches, or do we seek to help them to develop their own meanings and

learning processes?

•Transmission vs Interpretation: do we see the education process as principally

concerned with the transmission of functionally-based knowledge, or with the

wider interpretation of its use, linkages and relationships?

• Premium• Standard• Bespoke• Salaried

Key dimension of variation: Link with Professional

Learning•Role of technology•Situation of learning – practice in the real world•Role of ‘mentorship’•Assessment – feedback from real world•Distinctiveness