Developing a Masters Programme to support New Teachers Roseanne Fitzpatrick Amanda Hampton Dr Dean Robson School of Education, University of Aberdeen ICET Conference, 13 July 2011

Content Background and Context Course Structure & Operation Research and Evaluation Learning and Development Impact Technology Participant Experiences Future and Links to Donaldson

Review of Teacher Education Teaching Scotland’s Future Report (G Donaldson) Recommendation 44 “A greater range of CPD should be formally accredited. Masters level credits should be built into initial teacher education qualifications, induction year activities and CPD beyond the induction year, with each newly qualified teacher having a ‘Masters account’ opened for them” [Ref 1, p99]

Scottish Teachers for a New Era (STNE) Evidencing the M-Level development Investigating new model of teacher education 6 year pilot research & development project Key objective - development of a seamless continuum of teacher support, learning and development from pre-service through induction and into the early years of teaching, underpinned by strong partnerships. Important design principle – ‘Decisions driven by evidence’. [Ref 8]

Scottish Context Internationally acclaimed Induction Scheme, part of CPD framework Chartered Teacher Programme – later part of CPD framework Early Professional Development (years 2-5) ‘gap’ HMIE Report (2009) - Professional Practice link Donaldson (Teaching Scotland’s Future Report) suggests new opportunities for CPD – including ‘Masters account’ [Refs 2,3,4,6]

STNE Continuum Research Investigated landscape of early career (IYT, FRT1, FRT2) support, learning and development Mixed methods research – surveys, focus groups, evaluation events Findings highlighted need to develop flexible award-bearing and non-award bearing CPD opportunities, within a strong partnership frame. Some focus on individualised CPD, and range of engagement opportunities. ‘Decisions driven by evidence’ Promoting Partnership Team M-Level pilot [Ref 7]

Emergent Masters Programme MSc in Enhanced Professional Practice Duration 3-6 years Flexibility Blended and Distance Learning modes Programme Structure/Content Focus on year 1 courses

Programme Structure

A Community of Learners Blended LearnersDistance Learners 5 Face-to-face sessionsCamtasia recordings available on WebCT 8 GLOW meets [Ref 5]GLOW meets Network Learning Groups (NLGs) – GLOWmeet area, WebCT discussion area NLGs Glow Group Area WebCT Resource Bank

Year 1 Courses Target - Induction year teachers – supports achievement of SFR Also available to those maintaining SFR Key foci: Course 1 – Enhanced Self Evaluation and Reflective Practice reflection Course 2 - Extended Professional Experience through Evidence- based Practiceclassroom based action research Integrated with ‘practice’ and Induction Year/early career learning

Research and Evaluation Broadly aims to investigate the implementation of an M-Level Programme in relation to early career teacher learning and development. Research questions include: How can M-Level Study support professional development? How can M-Level study integrate with / support other activities? How can M-Level study impact on self, pupils and classroom, colleagues and school? How can ‘technology’ support individual learning, and the development of learning communities?

Research and Evaluation Mixed Method Approach Active informed consent Tracking a wide range of evidence – Surveys* Analysis of recorded GLOW meet activity* Analysis of NLG discussion threads* Analysis of submitted assessment work Analysis of formative assessment presentations

Learning and Development Learning ‘model’ viewed positively. Sustainability question. Opportunities to share ideas, focus on range of key topics. Promotion of ‘culture of evidence’ supports SFR profile development. Opportunities for deep and critical reflection of practice in ‘academic’ community. Research course provides impetus to explore classroom activity, and evidence effects of changes.

Learning and Development “opportunity to engage in a number of ways” “linked well to self evaluation / impact of CPD required from on-line profile” “encouraged me to take induction year activities a stage further eg deeper evaluations” “professional/critical reading to enhance practice” “my research project was about making me a better teacher” “enabled me to access areas of the Standard I found challenging” “children were very engaged in research, learned a lot about themselves as learners…. evidence I was able to make use of in other areas of teaching” “School improvement plan…high quality learning experiences in literacy… focus for my research”

Impact - Broad range of impacts reported. Personal / Professional “helped me to stay positive in difficult year” “enhanced reflection on many areas of practice, particularly inclusion, professional relationships” “actively encouraged me to strengthen my self-evaluation skills… impact on myself and practice” “Benefits of keeping portfolio….on-going development” “Improved reflection via use of templates such as CPD log and Unpacking Standards” “Encouraged me to share my practice with more of my colleagues in school, on the course and within local authority.” “Discussion and analysis of recent publications with peer student group”

Impact - Broad range of impacts reported Pupils/Classroom “experience allowed for a more cooperative inclusive and motivated classroom” “increased use of GLOW meet to enhance learning” “children connected with fact that I am a learner too” “ideas on how to teach to suit all learners needs…and evaluating this learning with the pupils” “Research has led to huge improvements in practice…cascading learning” “Lesson evaluations were much deeper and impacted pupils learning in terms of next steps”

Impact - Broad range of impacts reported Colleagues/School “..opportunity to discuss teaching and learning with colleagues” “worked in collaboration..increased use of GLOW in school” “was able to share my experiences with colleagues through research data gathering tools and report.” “focused learning conversations supported my studies” “(Mentor) wasn’t interested and advised that it may be too much extra work”

Technology GLOW group area – to support sharing of resources; NLG glow meets; discussion forum etc GLOW meets platform viewed positively. NLG participation varied. ‘Subgroup’ activity - mainly resource sharing. NLG group make-up important, activity target setting by pairs/groups viewed as important. UofA virtual learning environment (WebCT) Other social networking sites used to support/share – personalisation; ownership; choice Digital recording of professional practice for analysis (self; peers; mentors)

Technology GLOW meet “challenge after long days of work…however, always finished with a sense of achievement” “ I feel this is a great platform for learning and CPD” “Effective recording of discussions via saving whiteboard comments – can reflect later” “PowerPoint on whiteboard kept session focused”

Technology NLG “useful to have set tasks which we needed to respond to” “more difficult to engage with whole group between taught sessions; different people engaged in different ways…however, I liked the idea of having a learning partner or buddy” “most of us chatted on phone and through Facebook, so a specific NLG wasn’t really needed” “bit of a wasted resource in terms of potential for collegiate working” “more guidance on role/function of NLG, and expected levels of participation”

Participant Reflections (Amanda Hampton) Why? - Motivation to participate in course as an early career teacher: Opportunity for professional growth and development Stage 1 courses naturally integrated with Induction Year experiences In-depth way of ensuring the Standard for Full Registration (SFR) was met Continuum of support for CPD/professional learning from Initial Teacher Education (BEd) IY beyond Pursuing personal interests/aspirations Deepen approaches to self evaluation and critical reflection

Participant Reflections What? - Opportunities arising from participating on MSc course (Years 1 and 2): Blended learning Group learning communities Increase in confidence Sharing thinking and professional practice with colleagues from across Scotland at School and University level Relevant course themes Range of assessment methods - personalisation and choice Leadership roles within school e.g. TLC Leader

Participant Reflections Benefits to professional development/CPD: Engaging with virtual technologies Impact on self, pupils and school Ability to be self critical and reflect in a much deeper and broader way Drive to further explore classroom practice – relevant to current class/more natural Research processes and findings improving classroom practice Sharing practice with other early career teachers and supporting each other

Participant Reflections - Why did I continue?  Professional development Presentations Research projects – class related Readings Sharing practice CPD  Challenge and Enjoyment Deadlines Peer/tutor support  Future  ‘Meaning making’

Key Messages Links to Donaldson (Teaching Scotland’s Future Report) M-Level study has potential to support learning through the early career continuum. Positive signs for development of individuals and learning communities/partnerships in, and beyond, schools. ICT offers significant opportunities, but structure and extent of implementation key design aspect. Question of sustainability for directed interaction.

Future Longitudinal tracking of participants through Programme and beyond. Focus on professional learning and impact. M-level study as part of CPD ‘package’? Developing implementation/role of ICT. Developing portfolio of courses, links with M-level accounts.

References 1. Donaldson, G. ( 2011). Teaching Scotland’s Future. Report of a Review of Teacher Education in Scotland. Edinburgh: Scottish Government. 2. GTCS (2006) The Standard for Full Registration. Edinburgh: GTCS. 3. GTCS (2006) Developing Teachers : A Review of Early Professional Learning. Research Publication No.3. Edinburgh:GTCS. 4. HMIE (2009) Improving Scottish Education [last accessed 24/06/11] 5.LTS (Undated) Glow Meet [last accessed 24/06/11] 6. OECD (2007) Quality and Equity of Schooling in Scotland. Reviews of National Policies for Education, Dec OECD Publishing. 7. Robson, D., Fitzpatrick, R., Shanks, R. (2009) Continuing Professional Development and Support through Early Career Transitions. Proc. BERA Conference, Manchester, STNE (2006) Information Booklet [last accessed 24/06/11]