Developing a Masters Programme to support New Teachers

1

• 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

2

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

3

• Review of Teacher Education
• Teaching Scotlands 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

4

• 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

5

• 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 Scotlands Future Report)
  suggests new opportunities for CPD including
  Masters account
• Refs 2,3,4,6

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

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

8
Programme Structure

9

• A Community of Learners

Blended Learners Distance Learners
5 Face-to-face sessions Camtasia recordings available on WebCT
8 GLOW meets Ref 5 GLOW meets
Network Learning Groups (NLGs) GLOWmeet area, WebCT discussion area NLGs
Glow Group Area Glow Group Area
WebCT Resource Bank WebCT Resource Bank
10

• 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 Practice classroom based
  action research
• Integrated with practice and Induction
  Year/early career learning

11

• 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?

12

• 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

13

• 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.

14

• 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 planhigh quality learning
  experiences in literacy focus for my research

15

• 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

16

• 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
  needsand evaluating this learning with the
  pupils
• Research has led to huge improvements in
  practicecascading learning
• Lesson evaluations were much deeper and impacted
  pupils learning in terms of next steps

17

• 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) wasnt interested and advised that it
  may be too much extra work

18

• 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)

19

• Technology
• GLOW meet
• challenge after long days of workhowever,
  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

20

• 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 wayshowever, I liked the idea of
  having a learning partner or buddy
• most of us chatted on phone and through
  Facebook, so a specific NLG wasnt 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

21

• 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

22

• 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

23

• 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

24

• 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

25

• Key Messages
• Links to Donaldson (Teaching Scotlands 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.

26

• 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.

27

• References
• 1. Donaldson, G. ( 2011). Teaching Scotlands
  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. EdinburghGTCS.
• 4. HMIE (2009) Improving Scottish Education
  2005-2008 http//www.hmie.gov.uk/documents/publica
  tion/ise09.pdf last accessed 24/06/11
• LTS (Undated) Glow Meet http//www.ltscotland.org.
  uk/usingglowandict/glow/improvingglow/glowmeet.asp
  
• last accessed 24/06/11
• 6. OECD (2007) Quality and Equity of Schooling
  in Scotland. Reviews of National Policies for
  Education, Dec 2007. OECD Publishing.
• 7. Robson, D., Fitzpatrick, R., Shanks, R.
  (2009) Continuing Professional Development and
  Support through Early Career Transitions. Proc.
  BERA Conference, Manchester, 2009.
• 8. STNE (2006) Information Booklet
  http//www.abdn.ac.uk/stne/documents/STNE_informat
  ionbooklet_may06.pdf
• last accessed 24/06/11