The space between: opportunities to explore new pathways in the context of policy changes Wifi: BT Open Zone blue1234 #UCET2013

Teachers' professional learning: making sense of a multiplayer landscape Caroline Daly Institute of Education University of London

Climate conditions Profound and perpetual change in policy- making for teachers’ professional learning Marketisation of teacher education in neoliberal conditions Identity crisis (Ball 2012) on the ‘impossibility’ of defending what the university does best ‘to enable people to think’ No ‘golden age’ of university engagement with professional learning post-qualification

‘Wicked problems’ Issues which are hard to solve in complex social phenomena with multiple components and different participants’ perspectives Concept borrowed from design and systems planning (Rittel and Webber 1973) and applicable to education concepts (Bore and Wright 2009) A way of engaging with patterns and inter- relationships between the components which make up a social landscape Identifies agentive capacities in individuals, but tightly linked to their complex environments

‘Wicked problems’ How can teachers raise the attainment of boys? What professional learning should there be for newly qualified teachers? Serial policy-making ensues….

Wicked problems are about relations An ecological perspective focuses on the ways in which constituent elements of a system/environment/issue are inter-related These elements are never fixed, in transition, unpredictable, unique They involve re-solving rather than finding a solution that sticks A way of thinking about current aspects of the professional learning landscape and extracting the ‘wicked problems’ that now face us which have been (re)generated by its internal relations.

Mapping the professional learning landscape

Collaboration Agentive ‘talk within practice’ Mapping the landscape (Wenger, 1998; Bolam et al, 2005; Fielding et al 2005; Stoll, 2007)

New Designs for Teachers’ Professional Learning Pickering, Daly & Pachler 2007 Collaborative Teacher-generated Critical engagement with knowledge base

Intellectual dimensions ‘Practical theories’ (Furlong, 2000) Harnessing teachers’ ‘intellectual resources’ (Sachs, 2003) Teacher enquiry (Stenhouse, Pollard; Reeves and Fox) BERA inquiry on Research and Teacher Education

Scope of professional learning practices CUREE, 2012 Evaluation of CPD Providers in England Teacher Development Trust Fraser, Kennedy et al 2007 – 9 ‘models’, ranging from ‘transmission’ to ‘transformative’

Collaboration External partners Acquisition RESTRICTIVE Vision-dissemination Participation EXPANSIVE Vision-shaping Local Authorities Independent consultants NCTL Subject associations Professional bodies Government depts/agencies Commercial companies Universities Exam boards School clusters General Teaching Councils Academy federations Teaching Schools whole school ‘INSETs’ ‘one size fits all’ provision one-off sessions fixed curriculum reproducing ‘best practice’ fixed staff roles for CPD school development plan addressing deficit individual performance shared development planning (peer) observation & feedback mentoring & coaching break-time/informal talk teacher leadership pupil voice flexible curriculum shared lesson planning & reflection collective change over time networking negotiated courses school-based masters programmes school-to-school learning online collaboration collaborative teacher enquiry shared lesson planning & reflection peer learning accreditation linked to practice capacity-building fixed courses individual teacher enquiry expert modelling reproducing ‘best practice’ responding to inspection ‘one size fits all’ provision accreditation solution-focused ‘presentism’ addressing deficit Universities?

Six wicked problems Generated within relations of the landscape and its neoliberal policies, processes and resources Wicked problems are hard to solve because they have interdependent elements Addressing one aspect often creates or exacerbate further problems which might otherwise not exist Problems are transformed from previous dormant or manageable states

Collaboration External partners Acquisition RESTRICTIVE Vision-dissemination Participation EXPANSIVE Vision-shaping Local Authorities Independent consultants NCTL Subject associations Professional bodies Government depts/agencies Commercial companies Universities Exam boards School clusters General Teaching Councils Academy federations Teaching Schools whole school ‘INSETs’ ‘one size fits all’ provision one-off sessions fixed curriculum reproducing ‘best practice’ fixed staff roles for CPD school development plan addressing deficit individual performance shared development planning (peer) observation & feedback mentoring & coaching break-time/informal talk teacher leadership pupil voice flexible curriculum shared lesson planning & reflection collective change over time networking negotiated courses school-based masters programmes school-to-school learning online collaboration collaborative teacher enquiry shared lesson planning & reflection peer learning accreditation linked to practice capacity-building fixed courses individual teacher enquiry expert modelling reproducing ‘best practice’ responding to inspection ‘one size fits all’ provision accreditation solution-focused ‘presentism’ addressing deficit 1. How can we share with partners the complexity of ‘socially responsible goals’ (Sachs, 2003) 2. How should universities conceptualise their role in relation to capacity-building within the teacher workforce? 3. How can teacher education support resistance to ideological co-option (Fairclough, 1992) in school-led contexts? 4. Can we share a vision for masters-level professional development (Jackson, 2012) – its desirability and what it would look like? 5. What revisions are needed to concepts of gate-keeping in professional learning? 6. How do we respond to ‘co- opetition’ (Adnett and Davies, 2003) amongst ourselves in an over-crowded marketplace?

References Adnett, N. and Davies, P. (2003) Schooling reforms in England: from quasi-markets to co- opetition? Journal of Education Policy 18(4) Bolam, R., McMahon, A., Stoll, L., Thomas. S. and Wallace, M. (2005) Creating and Sustaining Effective Professional Learning Communities London: Department for Education and Skills. Bore, A. & Wright, N. (2009) The wicked and complex in education: developing a transdisciplinary perspective for policy formulation, implementation and professional practice, Journal of Education for Teaching: International research and pedagogy, 35:3, Coffield, F. (2000) The necessity of informal learning Bristol: Policy Press ESRC Learning Society Programme. Comber, C. (2007) ‘SLICT: how to integrate ICT in your school’ Curriculum Management Update September Cordingley, P., Bell, M., Evans, D., & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? Research Evidence in Education Library London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Donaldson, G. (2011) Teaching. Scotland’s Future Report of a Review of Teacher Education in Scotland Edinburgh: The Scottish Government. Fairclough, N. (1992) Critical Language Awareness London: Longman. Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson C. and Thorp, J. (2005) Factors Influencing the Transfer of Good Practice London: Department for Education and Skills. Fullan, M. (2001) Leading in a Culture of Change San Francisco: Jossey-Bass. Fullan, M. (2011) Change leader: learning to do what matters most San Francisco: Jossey-Bass.

Furlong, J. (2000) Higher Education and the New Professionalism for Teachers. Realising the Potential of Partnership London: The Higher Education Funding Council for England, the Committee of Vice-Chancellors and Principals of UK Universities and the Standing Conference of Principals Gorard, S. & See, B.H. (2011) How can we enhance enjoyment of secondary school? The student view, British Educational Research Journal 37(4) Hargreaves, A. (2008) The persistence of presentism and the struggle for lasting improvement Institute of Education, University of London. Jackson, A. and Eady, S. (2012) Teaching as a Masters profession in England: the need for continued debate Professional Development in Education 38(1) Pickering, J., Daly, D. & Pachler, N. (eds) (2007) New designs for teachers’ professional learning. London: Bedford Way Papers, Institute of Education, University of London. Pollard, A. (ed) (2010) Professionalism and Pedagogy: A contemporary opportunity. A Commentary by TLRP and GTCE London: TLRP. Pollard, A. (2008) Reflective Teaching: Effective and Evidence Informed Practice London: Continuum. Reeves, J. and Fox, A. (2008) Practice-based Learning. Developing excellence in teaching. Edinburgh: Dunedin Academic Press. Sachs, J. (2003) The Activist Teaching Profession Buckingham: Open University Press. Stoll, L. (2007) Professional Learning Communities. Research Matters No. 31. Institute of Education University of London: School Improvement Network. Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity Cambridge: Cambridge University Press. White, P. (2012) Modelling the ‘learning divide’: predicting participation in adult learning and future learning intentions BERJ 38(1)

Masters level teacher learning 2000 onwards – Master of Teaching programmes in UK (Queen’s University Belfast, Edinburgh, IOE) 2003 – 2011 Chartered Teacher in Scotland linked to masters degree 2007 onwards – m-level post-graduate ITT – MTL in England Donaldson Report – work towards teaching as a masters level profession 2011 – a ‘master standard’ for England? 2012 – MEP in Wales