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‘Teaching Scotland’s Future’
TEACHINGSCOTLAND’S FUTURE
Professor Graham Donaldson CBUniversity of Glasgow
Who am I?
• Former head of Scottish education inspectorate (HMIE) and Chief Professional Advisor on Education to Scottish Government 2004-2010
• Former President of Standing International Conference of Inspectorates (SICI)
• Author of ‘Teaching Scotland’s Future’
• OECD international ‘expert’ – reviews of Australian and Portuguese education
• Honorary Professor University of Glasgow
TEACHINGSCOTLAND’S FUTURE
Powerful Drivers
School education is one of the most important and contested policy areas for governments across the world.
Evidence of relative performance internationally has become a key driver of policy.
Human capital in the form of a highly educated population is seen as a key determinant of social justice and economic success.
The pace and character of social, economic and technological change has profound implications for how we conceive education in the future.
Ambitious and radical educational reform programme of Scottish Government
TEACHINGSCOTLAND’S FUTURE
International Trends in Educational Policy
Central to broader government policy – innovation the norm
Increased expectations – scope, relevance, standards
Inputs to outcomes – data dominanceInternational benchmarkingIncreased school autonomyFocus on teacher qualityMultiple accountabilitiesViral ideas
More = better
1957 Sputnik - Alphabet soup curriculum reform
Standards movement - measurement mania
School effectiveness
Curriculum specification
Professional conspiracies – competition & inspection
Teachers Matter - “It’s the teacher, stupid”
?????????
Storming the citadel?
TSF Remit
To consider the best arrangements for the full continuum of teacher education in Scotland.
The Review will consider initial teacher education, induction and professional development, and the interaction between them.
TEACHINGSCOTLAND’S FUTURE
Why now?
Commitment to review of teacher education stemming from 2001 McCrone Review
Implications for teachers arising from curriculum reform
Ministerial aspirations and commitment
International context
TEACHINGSCOTLAND’S FUTURE
Approach
Form teamLiterature reviewCall for evidenceTeacher surveyStructured visits to providers and usersMeetings with professional associationsExperience elsewhereOn-line discussions and eventsOther professional examplesIndividual discussionsReport to address multiple audiences
TEACHINGSCOTLAND’S FUTURE
Treat as a relatively closed system?
Fix problems
OR
Ask more fundamental questions?
TEACHINGSCOTLAND’S FUTURE
Fundamental Review Questions
What kind of education do/will our young people need?
What promotes necessary educational change?
How much do teachers matter?What kind of teachers do we/will they
need?What needs to happen?What about teacher education?
TEACHINGSCOTLAND’S FUTURE
Curriculum Reform Programme
Broad, twenty-first century education (four capacities / outcomes-based general education between 3 and 15/Senior Phase)
Deep learning and higher standards Target literacy and numeracyEngaging, imaginative and purposeful
pedagogyAssess what we profess – wider achievement
ANDA new paradigm of governance and change
TEACHINGSCOTLAND’S FUTURE
Lessons from High-Performing Systems
Clarity of purpose – values and curriculum
High expectations of achievement Enabling all young people to achieve their
potentialEmphasis on early learningHigh quality teachersCulture of professional learningHigh quality leadership at all levelsOutward looking – open to but not
beguiled by innovationIntelligent accountabilityReflective and self-evaluative
How much do Teachers Matter?Overall, the research results indicate that
raising teacher quality is vital for improving student achievement, and is perhaps the policy direction most likely to lead to substantial gains in school performance.(OECD 2005)
Students of the most effective teachers have learning gains four times greater than the learning gains of the least effective teachers (Sanders and Rivers 1996).
Over 3 yrs, learning with a high performing teacher instead of a low performing teacher can make a 53 percentile difference (McKinsey 2007)
TEACHINGSCOTLAND’S FUTURE
William ‘Embedded Formative Assessment (2011)
“We now know that the teacher is the most powerful influence on how much a student learns and that teachers can continue to make significant improvements in their practice throughout their entire careers”
Teachers Matter but…
“For commitment to flourish and for teachers to be resilient and effective, they need a strong and enduring sense of efficacy…They need to work in schools in which leadership is supportive, clear, strong and passionately committed to maintaining the quality of their commitment.”
Day et al ‘Teachers Matter’ OUP 2007 quoted in Hargreaves & Fullan ‘Professional Capital’ Routledge 2012
Teachers and change
85 percent are resistant to change what works for them; ten percent are willing to change to be more efficient; and five percent are willing to try new innovations. Hence the moves to use accountability, government pressure, compulsion and the stick rarely change the conceptions or lens of teachers.
Hattie ‘Visible Learning ’ 2009 Routledge
And much teacher knowledge is
TacitIntuitiveSituation boundChance
Wikman (Teacher Education Policy in Europe 2010)
What kind of teachers matter for sustained success?Versatile teachers who -have high-levels of expertise – subject,
pedagogy and theoryhave secure values – personal and professional
accountability for the wellbeing of all young people
take prime responsibility for their own development
use and contribute to the collective understanding of successful teaching and learning
see professional learning as an integral part of educational change
engage in well-planned and well-researched innovation.
TEACHINGSCOTLAND’S FUTURE
SPECIFIC TEACHER EDUCATIONISSUESCultural dissonance - train / educateBelief, evidence and impactWeak partnershipsMonotechnic inside polytechnic?Perception of higher quality NQTs but
concerns about aspects of students’ abilities/capacities
‘Quart into pint pot’ problemRigour and depth – particularly CPDLeadership
TEACHINGSCOTLAND’S FUTURE
Key Themes in ReportSchool education can realise the high aspirations Scotland has for its young people through supporting and strengthening, firstly, the quality of teaching, and secondly, the quality of leadership.
Teaching should be recognised as both complex and challenging, requiring the highest standards of professional competence and commitment.
Leadership is based on fundamental values and habits of mind which must be acquired and fostered from entry into the teaching profession.
The nature, pace and extent of change in the future will require professional learning to be more the engine than the disseminator of innovation
TEACHINGSCOTLAND’S FUTURE
Key Themes (2)
The imperatives which gave rise to Curriculum for Excellence still remain powerful and the future well being of Scotland is dependent in large measure on its potential being realised. That has profound and, as yet, not fully addressed implications for the teaching profession and its leadership.
Career-long teacher education, which is currently too fragmented and often haphazard, should be at the heart of this process, with implications for its philosophy, quality, coherence, efficiency and impact.
TEACHINGSCOTLAND’S FUTURE
Intended Results
Reinvigoration of professionalism and a re-conceptualisation of teacher education.
Rigorous and broadly-based selection of students applying to enter teacher education
Concurrent undergraduate degree courses which are both vocationally and academically challenging and which engage students with the wider university
Efficient use of time – before, during and after initial teacher education – Early Phase
Aligned assessment of students’ progress.
TEACHINGSCOTLAND’S FUTURE
Intended Results (2)
Practical experience set in a much more reflective and inquiring culture
Make optimum use of ICT for professional learning.
A coherent approach to teacher education which is underpinned by a framework of standards which signpost the ways in which professional capacity should grow progressively across a career.
Development of leadership qualities from the start and throughout a career.
TEACHINGSCOTLAND’S FUTURE
Intended Results (3)A new concept of partnership among
universities, local authorities, schools, national agencies and other services which embraces selection, course content and assessment
Teacher educators should be directly engaged with practice –theory/research/practice not separate
A professional culture within which Masters-level study is the norm
A national and local infrastructure which sets, promotes and evaluates teacher education in ways which relate both current practice and innovation to their beneficial impact on learning.
TEACHINGSCOTLAND’S FUTURE
So far• Teaching Scotland’s Future published Jan 2011
• 50 Recommendations
• All recommendations accepted in whole or in part by Scottish Government
• Very wide and continuing stakeholder acceptance
• Structure and timeline for implementation established – National Partnership Group Report Oct2012
• Significant developments by GTCS, Education Scotland, universities, and individual authorities/schools
• Implementation Board Dec 2012
Three pillars of reform in Scotland
Big Messages
Build on the past but do not be imprisoned by itDucks in a row –
teaching/leadership/curriculum/accountabilityFocus on strong teacher professionalism -
values and expectations Build from the start and expect and support
career-long professional growthMore professional engagement in educational
change - flexibilityLeadership focus on peopleRelevant and challenging professional
development