Life long learning in teaching

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Life long learning in teaching a personal
view by Patricia Watson
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• ESSENTIALS
• Fire exits
• Ladies/Gents
• Mobile phones

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ORIGINAL ABSTRACT Life Long Learning in Teaching
meeting the new professional standards a
personal view This is a personal view on how a
commitment to life long learning encourages staff
to develop and through this how the new standards
are met. Consideration will be given to 1.
qualifications available through the National
College of School Leadership 2. a review
of my experiences of the NPQH, SLICT and HFF
courses (I am considering the NPQH as part of an
MA in Educational Improvement, Development and
Change offered by York St John). 3. the Common
Assessment Framework and the perceived
difficulties working more closely with colleagues
in other departments linked through Children's
Services. 4. the General Teaching Council
teacher learning academy As I have never
presented work before I hope to explain my views
simply -making references to eminent researchers
and writers in the field of education.
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Interaction So what is learning? What is CPD
(Continuing Professional Development) Use sticky
notes to write your definition!
The acquisition of knowledge or skill
An organism is said to have learnt when it has
increased its options for applying, to a specific
set of circumstances, new or different behaviour
which the organism believes will be to its
benefit. Mike Wills Learning Services
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CPD (Continuing Professional Development)
Continuing professional development (CPD)
consists of reflective activity designed to
improve an individuals attributes, knowledge,
understanding and skills. It supports individual
needs and improves professional practice.
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Continuing Professional Development (CPD)
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Learning The kind of ignorance distinguishing
the studious. Ambrose Bierce (1842-1914)
American newspaperman and short-story writer
Learning is a treasure that will follow its owner
everywhere Chinese proverb
Never let formal education get in the way of your
learning. Mark Twain (1835-1910) U.S.
humourist, writer, and lecturer.
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National Standards for Teachers
Newly Qualified Teacher
Teacher
Post threshold teacher
Excellent teacher
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Standards for Newly Qualified teachers
Q7 (a) Reflect on and improve their practice, and
take responsibility for identifying and meeting
their developing professional needs. (b) Identify
priorities for their early professional
development in the context of induction.
http//www.tda.gov.uk/upload/resources/pdf/s/stand
ards_core.pdf standards http//www.tda.gov.uk/
teachers/professionalstandards/downloads.aspx
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Core standards for teachers
Teachers should meet the following core standards
(C) at the end of the induction period and
continue to meet them throughout their teaching
career.
C7 Evaluate their performance and be committed
to improving their practice through appropriate
professional development.
http//www.tda.gov.uk/upload/resources/pdf/s/stand
ards_core.pdf standards http//www.tda.gov.uk/
teachers/professionalstandards/downloads.aspx
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Standards for Post-threshold teachers
P10 Contribute to the professional development of
colleagues through coaching and mentoring,
demonstrating effective practice, and providing
advice and feedback.
http//www.tda.gov.uk/upload/resources/pdf/s/stand
ards_core.pdf standards http//www.tda.gov.uk/
teachers/professionalstandards/downloads.aspx
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Standards for Excellent teachers
E14 Contribute to the professional development of
colleagues using a broad range of techniques and
skills appropriate to their needs so that they
demonstrate enhanced and effective practice.
http//www.tda.gov.uk/upload/resources/pdf/s/stand
ards_core.pdf standards http//www.tda.gov.uk/
teachers/professionalstandards/downloads.aspx
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Teachers need opportunities to reflect and
consider their needs to ensure personal
development is appropriate, valid and relevant
(West-Burnham (1998)) West-Burnham (1998)
Identifying and diagnosing needs, in
West-Burnham, J and OSullivan, F, 1998,
Leadership and Professional Development in
Schools, London, Financial Times, Prentice Hall
cited in Leadership Development Evidence and
beliefs, Summary Report, Spring 2004 A review of
the literature carried out for National College
for School Leadership By Tony Bush and Derek
Glover, Lincoln University
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Opportunities available
Professional development courses
Team teaching (see standards for Newly Qualified,
Post Threshold and Excellent teachers)
Teacher Learning Academy
Leadership courses NCSL (National College of
School Leadership)
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Benefits of teacher learning A couple of
examples Knowledge is up to date! Enthusiasm -
Learning a preferred subject/new subject/skill
Leads to Varied conversation in the
staffroom! Raising standards Excellence and
enjoyment Enriched curriculum Plus a lot more!
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CPD for ALL teachers to become extended
professionals. Teacher Learning Academy
'extended professional' (Stenhouse (1976)) with
capacity for autonomous professional self
development through systematic self study ...
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CPD for leaders
Investment in leadership development is
important. In England, they have created the
National College of School Leadership to develop
leaders on a much larger scale

Fullan (2003)
Hasselbein (2002) believes that effective
leaders take care of their own learning
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Some leadership courses provided by NCSL
(National College of School Leadership)

• NATIONAL PROFESSIONAL QUALIFICATION OF HEADSHIP
• PRIMARY LEADERSHIP PROGRAMME
• PRIMARY NETWORKS
• STRATEGIC LEADERSHIP OF ICT (INFORMATION AND
  COMMUNICATION TECHNOLOGY)
• HEAD for the FUTURE
• Leading from the middle
• Research Associate

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• PRIMARY LEADERSHIP PROGRAMME
• PRIMARY NETWORKS
• STRATEGIC LEADERSHIP OF ICT (INFORMATION AND
  COMMUNICATION TECHNOLOGY)

Boyatzis(2000) encourages peer support and peer
challenge to develop.
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• NATIONAL PROFESSIONAL QUALIFICATION OF HEADSHIP

Changing
The NPQH programme is one which is ostensibly
concerned with information giving. (Wong 2006)
The course was designed to give candidates a
range of competencies (Davies and Ellison (1997)
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• HEAD for the FUTURE

BRILLIANT!
1) Engage your passion and create your dreams
and Know thyself! ... 1. Identify or articulate
both your strengths (those aspects of yourself
you want to preserve) and your gaps or
discrepancies of your Real and Ideal Selves
(those aspects of yourself you want to adapt or
change) and 2. Keep your attention on both
characteristics, forces or factorsdo not let one
become the preoccupation! (Boyatzis 2000)
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Common Assessment Framework
means learning to work together with colleagues
from other services to meet the needs of each
child and prepare them for an unknown future
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Finally
Promoting and encouraging professional
development is necessary to ensure all teachers
meet the revised framework of professional
standards for teachers, which is published by the
TDA. It is also necessary to prepare our
children for an unknown future. (Watson(2008))
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Thank you and have a great conference . . .
Patricia Watson head_at_winmarleigh.lancsngfl.ac.uk
or pwy699_at_postmaster.co.uk