School Direct
University of Manchester
Primary PGCE
June 2013
Contact: Dr Linda Rush
linda.rush@manchester.ac.uk
Agenda
1. Context
2. Vision of Partnership & Teacher Education
3. SD delivery models
Ofsted rated 94% of
all HEI led provision
as being ‘good’ or
‘outstanding’.
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).
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.
AN AVALANCHE IS COMING
Higher Education and the revolution ahead
Michael Barber, Katelyn Donnelly, Saad Rizvi
March 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 Puttman
Speech 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
7
ITE Partnership at UoM
Cluster /
School
Head
Teacher
Teaching
Schools
Bespoke CPD funds
Pathway Enhancement
Action Learning Sets
R&D projects
Partnership Conference
coordinated
continuous
tailored
shared
Hub
School
Partnership
Development
Advisor(s) &
Administrator
Trainee
Child
Associate
Tutor
University
Tutor
School
Direct
Viewing Partnership as Complex
• comprising numerous,
diverse, highly interactive
agents
• patterns of interaction
contribute to emergent, nonlinear 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”
Learning to Learn (L2L)
• 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) – con’t.
- 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
Pedagogy of Partnership
Key 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?
Transformation
in Teacher Learning
Teacher transformation, here teachers (both trainees and
experienced) are active enquirers engaging in meaningful learning that
is not bounded by practice or policy, themselves or others as they are
active ‘makers of meaning’. Their enquiry in practice leads them to
question and reason about their teaching, enabling personal
transformation that is afforded by the Partnership.
•
•
•
•
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