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Faculty of Educatio n Dr Samantha Twiselton, Executive Dean, Faculty of Education, University of Cumbria March 2011 FACING THE FUTURE WITH CONFIDENCE AND.

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Presentation on theme: "Faculty of Educatio n Dr Samantha Twiselton, Executive Dean, Faculty of Education, University of Cumbria March 2011 FACING THE FUTURE WITH CONFIDENCE AND."— Presentation transcript:

1 Faculty of Educatio n Dr Samantha Twiselton, Executive Dean, Faculty of Education, University of Cumbria March 2011 FACING THE FUTURE WITH CONFIDENCE AND CREDIBILITY How should HEIs respond in uncertain times and go forward positively to the future?

2 Faculty of Educatio n What gets you out of bed in the morning? Why do you believe your job matters?

3 Faculty of Educatio n ….bringing the transformational and opportunity-giving qualities of Higher Education to all who can benefit…(University Mission) …a belief in the transformational ability of education to change and improve lives…(Faculty Vision) Moral Purpose – The Engine of Teacher Education Our guiding principle for action - making a difference to the life chances of children, young people and adults. Universities, schools and settings – we are in it together and we need each other to achieve our shared aspirations

4 Faculty of Educatio n SCHOOLS AND SETTINGS: COMPETITORS OR PARTNERS? Placement pressures Conflicting priorities Multiple agendas Students first Teaching Schools Academies Free schools Pupils first Uncertain Curricula Devolved/reduced funding Shared Moral Purpose: knowing ourselves - what we have to offer – what our partners want from us Research Co-enquiry Deconstruction Service Providers ITE/CPD Depth and breadth Academic expertise Placement progress Student Journey

5 Faculty of Educatio n CONCEPT/SKILL BUILDERS TASK MANAGERS CURRICULUM DELIVERERS Really I was just concentrating on getting it done. I wanted to get the word level in before the sentence level, like the clock says I wanted to show them in different ways - help them see what it was all about. The story structure was the key to the reading and the writing they would do later It all depends on what youre trying to cover and what you want to get out of the children. You have to have that in mind and take an approach which is more effective – not tick boxes all the time. be flexible in the discussion so you havent like got a set of questions that you just … like a script – so be flexible so you can respond … go with the flow

6 Faculty of Educatio n Comparing pre-NLs and post NLS Pre- NLS Distribution is fairly even across categories Distribution roughly reflects stage of progress in course Immediately post- NLS Distribution is clustered around Curriculum Deliverer No Task Managers - fewer Concept/Skill Builders Beyond NLS The development of a meta-knowledge of curricula and the relationships with wider contexts means student teachers are much more likely to be able to scaffold childrens learning effectively NLS Its like a steam roller – you dont have time to think about it – you just go to the next thing

7 Faculty of Educatio n The importance of seeing the bigger picture - the curriculum as a tool, a means not an end The need to connect up the curriculum to other frameworks, in particular a deeper understanding of the subject(s) and the child within it The importance of multiple, contested perspectives The need to teach responsively – not stick rigidly to plans inappropriately The central role of values and beliefs Key Findings its given me a much deeper understanding of why Im doing what Im doing with children in classroom.

8 Faculty of Educatio n What makes an expert teacher? Tochon and Munby - synchronisation of knowledge sources Sternberg and Horvath – knowledge, insight and efficiency Greeno - generality of knowing Edwards and Collison - school based mentors main job of unravelling – left to HE

9 Faculty of Educatio n IMPLICATIONS Student teachers need time and support to develop their understanding of : the underlying frameworks for subjects the relationship between curricula and broader contexts beyond the immediate demands of the classroom context, but in a way that is readily transferred back into it. How to deliver the requirements of the curriculum. To do this effectively though they need help to explore and conceptualise the frameworks that underpin it. School setting is central - scaffolding strategies that help children to transfer their understanding cannot be fully understood away from their context. However, student teachers ideally need to experience a range of contexts and a range of curricula in order to develop a meta-knowledge of the learning they are trying to promote. AND SO …

10 Faculty of Educatio n Practitioner Pupil focus Immediacy Relevance Bigger picture Co-enquiry Deconstruction Research Student journey Compare/contrast/contest Depth and breadth

11 Faculty of Educatio n The ITE Portfolio: Threats and Opportunities Urgent discussions with TDA, UCET and Westminster Scenario planning - employer and student engagement Creative positioning through revalidation Possible re-positioning of university HEFCE portfolio

12 Faculty of Educatio n Tim Farrons Early Day Motion This house believes that British teacher education is amongst the best in the world, notes that teacher education forms a very significant part of UK higher education, supports undergraduate teaching degrees being delivered through the current partnership approach between higher education institutions and schools, would resist any attempts to move postgraduate or undergraduate teacher training wholly or mainly away from a higher education setting given that to do so would lead to disintegration, a loss of accountability and quality, would provide an unwelcome administrative and managerial burden on schools and would constitute a severe blow to many excellent higher education institutions, and calls upon the Government to maintain a partnership approach when it publishes its anticipated white paper

13 Faculty of Educatio n SCENARIO PLANNING Scenario 1 Removal of 4 Year Primary and EY Degrees and secondary UG ITE Scenario 2 Removal of all UG ITE Scenario 3 Removal of all University Based ITE Common framework HEFCE route(s) to QTS – 2 year degrees Modelling of financial impact Flexible staffing strategy Secondary consolidation HEFCE routes to QTS 2 year degrees Multiple career options Masters level Access Increased PGCE Service provider for school based ITE and CPD: Clinical model: Glasgow/Aberdeen, Joint staffing – employment embedded Seizing of enterprise opportunities and additional funding sources: LA down-sizing, End of National Strategies, International potential in London/NW

14 Faculty of Educatio n What do HEIs offer that it is hard for schools to do alone? A research based approach to learning and teaching Critical reflection An ability to synthesise knowledge and experience across contexts and disciplines Compare, contrast, critique and contest Depth and breadth A deep understanding of all aspects of the student journey THE BIGGER PICTURE

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