Association of Educational Development & Improvement

Professionals in Scotland (AEDIPS)

Conference 2008

Marine Hotel, Troon23 February 2008

Scottish Teachers for a New Era:Transforming Teacher

Learning and Development

Myra A PearsonHead of School of Education

23 February 2008

Context and Foundations

Teacher Education Programme

The Research Dimension

The Future

Overview

Scottish Teachers for a New Era

What is STNE?

Research and Development Initiative Funded by Government, Hunter Foundation and the University

Developing Teachers: Increasing Pupil Gains

Exploring how best to prepare teachers to support learners and learning in the 21st century

… are adaptable, well organised and have highexpectations for their pupils …… know their material so thoroughly they caneasily teach children of different abilities … theyare flexible and can use different strategies to dowhat is needed to help every child to learn … theyare caring, compassionate, like children/youngpeople and like working with children/youngpeople

Effective Teachers

The Aberdeen Approach

Build an evidence base – add to knowledge and inform developments

Develop new collaborative model of teaching learning and development from Initial Teacher Education through Induction and into the early years of a teacher’s career.

The Design Principles

Decisions driven by evidence

Engagement with Arts and Sciences

Teaching as an academically taught clinical practice

Social and educational inclusion

Reflective and activist teacher

Teacher deep curriculum knowledge investigator present relevant curriculum confident exploring new methodologies and technologies

Learning environment university-based, new investigative/research model of field experience

Support framework university staff and class teachers as mentors to and co-investigators with students

Professional Culture decision making, embedded framework of evidence gathering, reflect on impact of teaching on pupil learning

Determining Factors

B Ed (STNE) Model Years 1 and 2 Foundation Stage

Development of knowledge and understanding of learning, personal and professional growth Challenging assumptions, beliefs and values Critical enquiry/investigation

Years 3 and 4 Emergent Stage Development of professional knowledge, understanding, skills and values in practice Learning and teaching, curriculum Action research

Years 5 and 6 Beginning Teacher Connections with Induction year Extended year of mentoring

The BEd (STNE) Programme

Semester 1 Semester 2 Year 1 Psychology

Arts/Sciences Elective Education

- Learning How to Learn

Psychology Arts/Sciences Elective Education

- Learning How Others Learn

Year 2 Psychology or Arts/Sciences Elective Education

- From Learning to Teaching (children and adults)

Psychology or Arts/Sciences Elective Education

From Learning to Teaching (Personal and Professional Identity)

Year 3 Education - Learning and Teaching: The Emergent Professional 1 - Learning and Teaching: School and Community 1

Year 4 Education - Learning and Teaching: The Emergent Professional 2 - Learning and Teaching: School and Community 2

Field Experience Years 1 and 2 Foundation Stage

25 days Investigating the influences on children’s learning Year 1: Practical Experience relating to family, school and community Year 2: Issues of Diversity and inclusion, issues of professional identity

Years 3 and 4 Emergent Stage 24 weeks + 20 days (Action Research) The development of professional knowledge, understanding skills and values Learning and Teaching, Curriculum – discrete and cross curricular Action Research

Years 5 and 6 Beginning Teacher Stage Continuing Professional Learning and Development Year 5: Induction: 70% teaching 30% professional learning and development Year 6: Extended mentoring….

Research Framework

Key elements on the process of learning to teach Entry characteristics Learning opportunities ITE to Induction to CPD

and how these elements Link to and relate to classroom practice Influence pupil learning and achievement

How external influences impact on the process of learning Further embedding effective practice

Research Model

Portfolio of Evidence

Surveys and Tracking Entry survey and profile Exit survey and profile Year 1 survey Year 2 survey Common course and reporting

Qualitative Case Studies Pupil Gains Studies Teacher Action Research Comparative Studies

the new programme

… through the teaching of the new style B Ed course we are focusing much more strongly on teaching the pupils in an informed way, taking our observations and tailoring our lessons around these learning needs. We are not given a checklist to follow ….

… now I see where they are coming from because with the experience from the like of psychology and out in the university I am not just stuck in Education, I am a lot more open to things, so yes, the course has really helped me. Hopefully I can be an excellent teacher, more than if I had done the traditional course and just been like watching the teacher write on the board…

Reactions from students

mutual learning … in the videos you could see that I was like…. my god, I have got to pretend I know what I am doing, but now I’m like, I think the kids will respond better if I’m like I don’t know and try to work things out with them…

… I’m happy to learn from the children because you learn so much more…

taking field notes… maybe at the time you are thinking, ‘why are we doing this?’ but, like for the essay I handed in today, I looked over the field notes and I have definitely learned from it…

…

Reactions from students

collaborative learning, working in pairs and groups during field experience

… someone to talk to about teaching …

… someone to feed off …

… someone to share with, like peer assessment ... and it helps, it always helps

Reactions from students

The Future

Definition/description of a teacher for the 21st Century - relevance and appropriateness of the Standards

Greater collaboration; re-defining roles and responsibilities

Developing new models of partnership; different definition of teacher educator; challenge existing practice

Developing the professional learning continuum