Presentation on theme: "Presentation to the University of Alberta in connection with the Alberta Improving Schools Initiative 25-27 February 2008 Dr Donald Gray."— Presentation transcript:
Presentation to the University of Alberta in connection with the Alberta Improving Schools Initiative 25-27 February 2008 Dr Donald Gray
Moves towards an Evidence- based Profession Presentation at the University of Alberta. 28.02.08 Dr Donald Gray University of Aberdeen
Some UK History Lawrence Stenhouse (1975) An Introduction to Curriculum Research and Development David Hargreaves, TTA Lecture, 1996. Teaching and Learning Research Programme (TLRP), 2000.TLRP Applied Educational Research Scheme (AERS), 2004.AERS
Globalisation (Mortimore, 2001) International comparisons show effects of – motivating staff, focusing on T&L, enhancing the physical environment, changing the culture of the school. However, while many similar strategies used, the different context meant similar actions did not always produce similar results. Improvements must fit the grain of society; indiscriminate borrowing from other cultures may not achieve the desired results; there is no quick fix for school improvement; change has to be carried out by the school itself.
Teaching and Research What constitutes the relevance of research, for instance, depends to a large extent on what questions are being asked, in what context, and for what practical ends. Davies (1999) Teachers engaging in research is a third seed of professional knowledge creation. Hargreaves (1999) …the uniqueness of each classroom setting implies that any proposal needs to be tested and verified and adapted by each teacher in her or his own classroom. McIntyre (2005) The evidence indicates how teachers involvement and confidence can be built in expansive learning environments characterised by specialist support, collaborative working, and the development of mutual trust. Brown (2005)
The National Debate Referendum to establish Scottish Parliament 1997 First Parliamentary elections 1999. National Debate on Education launched March 2002, it lasted 3 months. Purpose to develop a policy agenda over the medium term i.e. beyond the life of the next parliamentary term 2003-2007.
The National Debate At least 800 events 1517 responses from individuals, small groups and organisations. Estimate that 20,000 people participated. Support packs to aid discussion with 14 open questions. Analysed by independent University researchers.
Schools of Ambition: first launched in 2005 set up to support school transformation. aim to stand out in their locality and nationally, as innovators and leaders demonstrate their commitment to making fast- track improvements supported by additional funding for three years focuses principally on secondary schools
Transformational planning asked to develop a transformational plantransformational plan set out their unique journey to transformation a clearly articulated vision identification of outcomes, actions, timescales and mechanisms for monitoring and evaluation
Key themes Leadership development Enhancing the curriculum Developing pupils' confidence and involvement Strengthening community engagement
Schools of Ambition research supported by an action research strategy designed to be led by schools and teachers.
SoA Research Two related strands: University-based researchers are working with teachers in each School of Ambition to design evaluation strategies to assess the effectiveness of interventions contained in each schools transformational plan. The university-based research team will provide formative feedback to the schools and wider community on the process, progress and impact of initiatives undertaken through the Schools of Ambition programme. http://www.ltscotland.org.uk/schoolsofambition/index.asp
Curriculum Review origins: The National Debate Support for: – flexibility, breadth and balance – the comprehensive principle Desire to address: – overcrowding – progression – balance between vocational and academic – preparing young people better for lifelong learning and employment – ensuring that assessment supports learning – increasing choice
A Curriculum for Excellence Biggest education reform for a generation: More freedom for teachers Greater choice and opportunity for pupils A single coherent curriculum for all young people aged 3-18
A Curriculum for Excellence Goes beyond the provision of guidance on curriculum content. It will have implications for: the teaching profession and other staff, the organisation of the curriculum in our schools and centres, the qualifications system, the recognition of wider achievement and the improvement framework.
Curriculum for Excellence aims to: focus classroom practice upon the child and around the four capacities of education: - successful learners - confident individuals - responsible citizens - effective contributors simplify and prioritise the current curriculum encourage more learning through experiences create a single framework for the curriculum and assessment 3-18.
successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotlands place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems To enable all young people to become
A Curriculum for Excellence First phase of the programme (April 2005- May 2006) initial review of current guidance 3-15 Carried out by small groups of teaching practitioners using evaluative questions and the results of research to explore the implications of simplifying and prioritising the existing curriculum.
ACfE and Research Reviews of Research Literature Literature: Expressive Arts Literature: Health and Well-being Literature: Language and Literacy Literature: Mathematics Literature: Science EducationScience Education Literature: Social Studies - Modern Studies and Political Literacy Design and Technology Education
Curriculum for Excellence Current phase of work is mapping out the overall architecture of the curriculum Involves continuing engagement with schools and other establishments
Curriculum for Excellence Curriculum for Excellence offers the opportunity to unify the curriculum by including initiatives within Scottish education, including Assessment is for LearningAssessment is for Learning, Determined to SucceedDetermined to Succeed, Health Promoting Schools Health Promoting Schools and Eco SchoolsEco Schools. http://www.curriculumforexcellencescotland.gov.uk/index.asp
Change vs Transformation Context: Former College of Education. Northern College was the last of Scotland's monotechnic colleges to be merged with an institution of higher education on December 1, 2001, but remained on a separate campus. Move to the main University Campus in the summer of 2005. No culture of research. Contract for STNE awarded at the beginning of 2005. Implementation of a new (STNE) B.Ed course in October 2005.
What is STNE ? Design Principles Decisions driven by evidence Engagement with Arts & Sciences Teaching as an academically taught clinical practice Key Aims To develop a : Teacher for a New Era New Learning Environment New Framework for Continuous Learning New Professional Culture
What is STNE ? Transforming initial teacher education, through Developing ITE Programmes, particularly although not exclusively, the BEd(P) Programme Research Enhanced Partnerships Developing and contributing to quality professional learning opportunities for teachers who are mentoring, coaching and assessing student and beginning teachers
Pupil learning gains and achievements Student teacher knowledge and performance Beginning teacher knowledge and performance Programme review and development What is STNE ? Research: a multi-disciplinary team of researchers and practitioners are developing evidence gathering activities related to:
The engagement of Arts and Sciences Student teachers gain enhanced subject knowledge through academic study and learning in Arts and Sciences Faculties/Departments. Teaching as a clinical profession To develop a model of teaching as a clinical practice which is integrated into an extended induction programme. Teaching as an evidence-based profession Evidence is generated and used routinely within teacher education Teachers (inc. beginning teachers) using and generating evidence of pedagogy to inform practice. What is STNE ?
Working in partnership to : Build a seamless continuum of teacher development from pre- service through induction to continuous professional development.
Pupil Gains? Debate about what is meant by pupil gains. What kind of gains? E.g. Parsons et al.Parsons et al. Link to Curriculum for Excellence four capacities. Collaboration with LTS in six partner authorities trialling schools. Links with Teacher Action Research
School based A-R projects B.Ed3 A-R classes Learning from Teacher Action Research B.Ed4 A-R project B.Ed4 B.Ed3 Teacher/B.Ed4 students A-R conference Training/support for A-R teachers Baseline pupil measures Baseline pupil measures Endpoint pupil measures Endpoint pupil measures Baseline pupil measures Control? Induction Year Action Research and Pupil Gains
Making the links? Initial Teacher Education Teacher Action Research Schools of Ambition?
Scottish Qualification for Headship The Scottish Qualification for Headship (SQH) Programme is designed to enable candidates to develop the competences they need in order to meet the Standard for Headship in Scotland.Scottish Qualification for Headship
The Standard for Headship in Scotland 1.Professional Values 2.Management Functions –Managing Learning and Teaching –Managing People –Managing Policy and Planning –Managing Resources and Finance 3.Professional Abilities THE ELEMENTS OF PRACTICE FOR HEADSHIP
References Brown, S. (2005) How can research inform ideas of good practice in teaching? The contributions of some official initiatives in the UK. Cambridge Journal of Education Vol. 35, No. 3, November 2005, pp. 383–405 Davies, P. (1999) What is Evidence-based Education? British Journal of Educational Studies, 47,2, 108-121. Davis, Brent & Sumara, Dennis (2007) Complexity Science and Education: Reconceptualizing the Teachers Role in Learning Interchange, Vol. 38/1, 53–67, 2007. Hargreaves, D. (1996) Teaching as a Research-based Profession: possibilities and prospects. The Teacher Training Agency Annual Lecture 1996. (London, Teacher Training Agency). Hargreaves, D. (1999) The Knowledge Creating School. British Journal of Educational Studies, 47,2, 122-144. McIntyre, Donald (2005) Bridging the gap between research and practice Cambridge Journal of Education Vol. 35, No. 3, November 2005, pp. 357– 382 Mortimore, P. (2001). Globalisation, effectiveness and improvement. School Effectiveness and Improvement, 12 (2), 229-249. Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London, Heinemann