1. Pedagogies and policy: issues of teacher practices and professionalism C-TRIP Series, 5 July 2005 Bob Lingard, University of Sheffield

2. Contextual frames Schools: modernist institutions linked to ‘imagined community of the nation’; particular history of mass schooling systems and teachers’ work. Schools: modernist institutions linked to ‘imagined community of the nation’; particular history of mass schooling systems and teachers’ work. All challenged by globalization: organisationally, epistemologically, teachers’ work and definitions of professionalism. All challenged by globalization: organisationally, epistemologically, teachers’ work and definitions of professionalism. Pedagogies: a concept to take back for teacher professionalism within the ‘totally pedagogised society’. Pedagogies: a concept to take back for teacher professionalism within the ‘totally pedagogised society’. Be speculative in these contexts BUT draw on research, but see research as informing NOT determining policy and practice. Be speculative in these contexts BUT draw on research, but see research as informing NOT determining policy and practice. Individual and collective teacher politics required to struggle around the issues raised. Individual and collective teacher politics required to struggle around the issues raised.

3. Structure of presentation Curriculum, pedagogies, assessment need to be central to teacher professional identities. Curriculum, pedagogies, assessment need to be central to teacher professional identities. Systemic policy operates with different logics of practice to that of classroom professionals. Systemic policy operates with different logics of practice to that of classroom professionals. Systemic policy is important, but need trust and some professional space for teachers. Systemic policy is important, but need trust and some professional space for teachers. Quality teacher practices central to successful schools and systems. Quality teacher practices central to successful schools and systems.

4. Pedagogies: the Queensland School Reform Longitudinal Study (QSRLS) (1998-2001) Teachers interviewed in study: first conversation about pedagogy in their professional careers. Teachers interviewed in study: first conversation about pedagogy in their professional careers. Need for explicitness about pedagogies, but two- edged sword: systemic policies – technise, control and de-professionalise. Need for explicitness about pedagogies, but two- edged sword: systemic policies – technise, control and de-professionalise. Talk and policy frames about curriculum and assessment, not pedagogy. Talk and policy frames about curriculum and assessment, not pedagogy. Recognition of symbiotic relationship between the three message systems. Recognition of symbiotic relationship between the three message systems. Significance of policy frames: discursively. Significance of policy frames: discursively. Significance of teacher conceptions of their work and sense of responsibility and collective effects. Significance of teacher conceptions of their work and sense of responsibility and collective effects. Significance of teacher threshold knowledges. Significance of teacher threshold knowledges.

5. Queensland School Reform Longitudinal Study Newmann’s ‘Authentic Pedagogy’ Newmann’s ‘Authentic Pedagogy’ Higher order thinking Higher order thinking Depth of knowledge and understanding Depth of knowledge and understanding Substantive conversation Substantive conversation Connectedness to the world beyond the classroom. Connectedness to the world beyond the classroom. QSRLS Productive Pedagogies represent a refinement and expansion of these elements to a 20 item pedagogical mapping instrument, which mapped pedagogies on 4 dimensions. QSRLS Productive Pedagogies represent a refinement and expansion of these elements to a 20 item pedagogical mapping instrument, which mapped pedagogies on 4 dimensions.

6. Dimensions of productive pedagogies IntellectualqualityConnectednessSupportiveenvironment Working with and valuing differences Higher order thinking Knowledge integration Student direction Cultural knowledges Deep knowledge Background knowledge Social support Inclusivity Deep understanding Problem-based curriculum Academic engagement Narrative SubstantiveConversationConnectedness beyond classroom Explicit criteria Group identities Problematicknowledge Student self- regulation Active citizenship Metalanguage

7. Findings A lot of social support: teachers as caring professionals. A lot of social support: teachers as caring professionals. Not enough intellectual demand, connectedness and working with and valuing difference. Not enough intellectual demand, connectedness and working with and valuing difference. Differences across curriculum areas. Differences across curriculum areas. Differences across year levels. Differences across year levels. Too much curriculum content? Too much curriculum content? Non-alignment of assessment practices (particularly in primary schools). Non-alignment of assessment practices (particularly in primary schools). Need for greater teacher assessment literacy; need for teacher networks within and across schools. Need for greater teacher assessment literacy; need for teacher networks within and across schools.

8. Where and why did we find good assessment practices in the QSRLS? Pedagogies in Year Two: Teacher Professional Learning Communities Pedagogies in Year Two: Teacher Professional Learning Communities Senior Years: Teacher Professional Learning Communities Senior Years: Teacher Professional Learning Communities

9. Queensland assessment practices: the senior years In place for more than 30 years. In place for more than 30 years. Includes all schools, both government and non- government. Includes all schools, both government and non- government. Administration, research, development of system dependent upon a statutory authority: Queensland Studies Authority. Administration, research, development of system dependent upon a statutory authority: Queensland Studies Authority. No public examination; system based on teacher professional judgments; builds within and across school teacher professional learning communities. No public examination; system based on teacher professional judgments; builds within and across school teacher professional learning communities. School-based, teacher moderated. School-based, teacher moderated. Use of Core Skills Test (based on Common Curriculum Elements) in final moderation process for selection and equity purposes; positive effects on pedagogies. Use of Core Skills Test (based on Common Curriculum Elements) in final moderation process for selection and equity purposes; positive effects on pedagogies.

10. New Basics curriculum organisers Life pathways and social futures → Who am I and where am I going? Multiliteracies and communications media → How do I make sense of, and communicate with, the world? Active citizenship → What are my rights and responsibilities in communities, cultures and economies? Environments and technologies → How do I describe, analyse and shape the world around me?

11. The three message systems Rich Tasks: how students show it Productive Pedagogies: how teachers teach it New Basics: what we teach

12. Competing logics of practice: systemic policy and teachers in classrooms Bourdieu: social arrangement consists of a hierarchy of multiple, relatively autonomous fields with their own logics of practice, hierarchies of positions, players and strategies. Bourdieu: social arrangement consists of a hierarchy of multiple, relatively autonomous fields with their own logics of practice, hierarchies of positions, players and strategies. Educational policy as field versus schools and classrooms as field. Educational policy as field versus schools and classrooms as field. Educational policy field: affected by: field of journalism, economics, new public management, globalised. Educational policy field: affected by: field of journalism, economics, new public management, globalised.

13. Logics of practice of policy production Ranson (2003): neo-liberal regime of accountability – leads to increasing specification and reaches into the pedagogic core of teachers’ work. Ranson (2003): neo-liberal regime of accountability – leads to increasing specification and reaches into the pedagogic core of teachers’ work. Hartley (2003): disjunction between policy framing of pedagogies and society in which young people will live and work. Hartley (2003): disjunction between policy framing of pedagogies and society in which young people will live and work. Ball (1999): ‘struggle for the soul of the teacher’: constructed as a pedagogic technician responsive to externally imposed goals and indicators – ‘the archetypal postmodern teacher, defined by depthlessness, transparency and spectacle’. Ball (1999): ‘struggle for the soul of the teacher’: constructed as a pedagogic technician responsive to externally imposed goals and indicators – ‘the archetypal postmodern teacher, defined by depthlessness, transparency and spectacle’. NSW: Quality Teaching in NSW Public Schools (2003). NSW: Quality Teaching in NSW Public Schools (2003). Queensland: implementation of productive pedagogies. Queensland: implementation of productive pedagogies.

14. Significance of policy Policy findings from QSRLS. Policy findings from QSRLS. Social justice and redistributive funding. Social justice and redistributive funding. Assessment practices in Queensland. Assessment practices in Queensland. Assessment is for Learning project in Scotland. Assessment is for Learning project in Scotland. Trust and space for teacher action: set against a moral economy of mis-trust (du Gay, 2000; Clarke, 2004). Trust and space for teacher action: set against a moral economy of mis-trust (du Gay, 2000; Clarke, 2004). Multiple foci for a politics around a new teacher professionalism. Multiple foci for a politics around a new teacher professionalism.

15. Other readings Hayes, D., Mills, M., Christie, P. and Lingard, B. (2005) Teachers and Schooling Making a Difference (Sydney, Allen and Unwin). Hayes, D., Mills, M., Christie, P. and Lingard, B. (2005) Teachers and Schooling Making a Difference (Sydney, Allen and Unwin). Lingard, B. (2005) ‘Socially Just Pedagogies in Changing Times’, International Studies in Sociology of Education, Vol 15, No 2. Lingard, B. (2005) ‘Socially Just Pedagogies in Changing Times’, International Studies in Sociology of Education, Vol 15, No 2. Lingard, B., Hayes, D. and Mills, M. (2003) ‘Teachers and Productive Pedagogies: contextualising, conceptualising, utilising’, Pedagogy, Culture & Society, Vol 11, No 3, pp. 399-424. Lingard, B., Hayes, D. and Mills, M. (2003) ‘Teachers and Productive Pedagogies: contextualising, conceptualising, utilising’, Pedagogy, Culture & Society, Vol 11, No 3, pp. 399-424. Lingard, B., Hayes, D., Mills, M. and Christie, P. (2003) Leading Learning: Making Hope Practical in Schools (Buckingham, Open University Press). Lingard, B., Hayes, D., Mills, M. and Christie, P. (2003) Leading Learning: Making Hope Practical in Schools (Buckingham, Open University Press).

16. Research reports The Queensland School Reform Longitudinal Study (2001), Brisbane, Queensland Government, Education Queensland. The Queensland School Reform Longitudinal Study: Supplementary Material (2001), Brisbane, Queensland Government, Education Queensland.