masters in teaching and learning (mtl) a teacher education advancement network event tuesday,...

Masters in Teaching and Learning (MTL)A Teacher Education Advancement Network Event

Tuesday, February 23rd 2010

Dr. Carolyn Bromfield

UWE

04/20/23 1UWE TEAN [email protected]

Being the best for our children: Releasing Talent in Teaching and Learning

The new programme is intended to develop and improve teacher quality.

A ‘New Professionalism’ agenda – respects teachers as highly skilled individuals who make judgments and exercise professional autonomy in the classroom within a clear framework of accountability, as leaders of teaching and learning and as learners who engage in professional development throughout their career.

The Government’s plans to make teaching a Masters level profession

The MTL is a tailored masters programme personalised to teachers’ professional development interests and career choices


The MTL programmeA practice-based Masters programme Fully funded for Newly Qualified Teachers (NQTS) in secondary

National Challenge Schools with an expectation to complete the MTL in the first five years of their career (early professional development)

Each MTL participant will have access to an in-school coach and an HEI tutor

The money will fund release time for the in-school coach to work collaboratively with the teacher, to identify professional needs, and plan for the next stage in their learning

Expected completion of the award in 3-5 years of registering for the programme


Benefits for teachersParticipants should emerge with higher levels of

skills in developing their pedagogical practice leading to improved teaching and learning

Teachers with MTL will be well placed to demonstrate professional standards at a higher level in support of applications to cross the threshold or to be assessed at Excellent Teachers or Advanced Skills Teachers


Adopting an attitude of scepticism or reasoned doubt towards all claims for knowledge

Habitually questioning the basis of claimsScrutinising claims for logical consistency,

evidence, acceptability of valuesRespecting others as people at all timesBeing open-mindedBeing constructive. Criticism is for the purpose of

finding a better understanding and doing things, not for indulging in destructive criticism of the work of others

Wallace and Poulson (2003:6) provide a useful list of what it means to be ‘critical’ in academic enquiry


Deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

The QAA states that holders of Masters qualifications should be able to


In a higher degree course, questioning the taken-for-granted is central. Postgraduate courses are not training courses which seek compliance with a pre-ordained way of thought of action. Neither are they uncritical conveyor belts for the policies of a political party in power

A work-based/vocational model has both strengths and weaknesses. One of the weaknesses is that it can become instrumental and thus narrowing in terms of what a higher degree seeks to provide

The needs of individuals cannot simply be subsumed into what is needed by their employer or by the state

‘Teachers must be critics of curriculum, not its docile agents’ (Lawrence Stenhouse,1975). School based coaches working closely with university tutors and others have a role to play in encouraging this important and re-vitalising professional capability.

Some issues to think about


Key features The MTL is the only national masters programme for

teachers, delivered locally, which combines all the following features:

A focus on children and young peopleSchool-based learningA personalised programmeAlignment with inductionHigher education institution (HEI) and school

collaborationA trained in-school coachAn assigned tutor from an HEIFunding for the whole Masters award

04/20/23 UWE TEAN [email protected] 8

Strategic vision for coaching within MTL Developing a

purpose, setting the goal(s)

Persistent questioning by the coach and the participant of the contexts, principles and procedures involved with the goal(s)

Reflection on the means for achieving change

Peer relationship building; learning to learn with and from others

© Doyle, 2009: This model adapts Fullan’s (1995) 4 core capacities of professional development as a basis for the MTL coaching strategy.

4.Collaboration


Key foci for learning conversations(Taken from Harrison, J.K. (2008)

• the positive /negative aspects of …

• the alternatives /other possibilities / choices

• other points of view

• the component parts; the overall qualities …

• the opposite ways of constructing this; ways in which it could be done…

• What has been left out /not thought about

…. Continually encouraging reflection


Boyatzis’ Theory of Self-Directed Learning

Boyatzis, R.E. (2002)


KEY TO TERMS

AST Advanced Skills Teacher – a teacher who has passed a national assessment and whose role is concentrated on sharing their expertise with teachers in their own and other schoolsGTCE General Teaching Council for England – professional body for teaching in England OFSTED Office for Standards in Education, Children’s Services and Skills NCSL National College of School Leadership – centre for training and development of current and future school leadersSIPS School Improvement Plans SSAT Specialist Schools and Academies Trust – organisation working to improve secondary education TDA Training and Development Agency for Schools TLA Teacher Learning Academy


MTL Student Support

Student

MTL Coach

HEI Tutor

HEI Tutorials

E-learning support, access to expert resources and tutoring

Regular coach meetings

Brokering of professionallearning opportunities

Assessment & Quality Assurance


The roles of the in-school coach and HEI tutorIn-school coach HEI Tutor

Each participant will have an in-school coach who will be responsible for providing coaching and brokering suitable learning opportunities

Identifying the teacher’s professional needs, and planning for the next stage of their learning, drawing appropriately on induction and performance management outcomes

The tutor provided by the HEI will have the lead role in assessing the progress of the teacher undertaking the MTL

To provide appropriately personalised learning opportunities for the teacher, including expert input in relation to the four content areas of the MTL


In-school coachesSchools will identify in-school coachesNational training programmeHEI training programmeOpportunity to receive additional training to equip

them with the knowledge and understanding of the MTL programme and the relationship with the HEI tutor they will need to enable them to provide school based coaching support


developing people, improving young lives

M-level learningAt Masters Level, there is an expectation that the participant will drive their own learning through critical enquiry

Participants will make use of research methods, critical reading and evidence introduced in Phase 1 to improve professional practice, the content of which will be supported by the HEI Tutor.

The coach is not responsible for content but rather focuses on the facilitation of process.

School of Education Pedagogic PrincipleThe cyclical nature of reflective practice


Planning

Action

Evaluation

Reconceptualisation

Theory Context Values

Theory Context Values

New theory

Altered values

Determination to changecontext

Theory

Context

Values

What does practice-based mean?

The programme is practice-based in that it is rooted in – and adds value to – what teachers are already doing.

The majority of what teachers do will be in their classroom and relevant to day-to-day work. They will work with their coach to identify needs relevant to their school context and apply evidence and educational theory to real-life situations, which will help inform and consolidate their learning.


3 Professional Learning Phases Phase 1 Developing 40 M-level credits

Allows transfer in of up to 30 M-level credits

Plus completion of a 10 credit module which develops enquiry skills and the use of evidence to measure the impact of teaching on pupils outcomes

Phase 2 Broadening and Embedding 80 M-level credits

4X 20 credit modules focussing on:

Teaching, learning and assessment; Subject knowledge and the curriculum; How young people develop and learn, and inclusion; Leadership and management, and working with others.

Phase 3 Deepening 60 M-level credits

Two 30 credit modules which develop expertise through a specialist pathway in teaching, engaging with experts and specialist material


Self AuditCEDP 30 Credits

APL 30 M Level credits from PGCE

orDeveloping Enquiry

Skills(Mini Enquiry)

10 credits

Researching Impact

(Mini Enquiry)

On-going self-audit

M Coach and HEI Tutor


20 credits

Dynamic of Teaching &

Learning

Content Area 1

On-going self-audit

Knowledge Base of Professional Scenarios

20 credits

Applying WiderProfessional Knowledge

& Skills

Content Area 2

20 credits

Understanding Diversity in

Learners

Content Area 3

20 Credits

Exploring Issues of

Leadership &Management

Content Area 4


30 Credits

Developing SpecialistInterests

30 credits

Evaluating &Disseminating

Impact

On-going self-audit

Action Enquiry


Assessment The programme will offer innovative and varied forms of

assessment, consistent with the practice-based nature of the MTL: Action Enquiry Enquiry Design, Implementation & Evaluation Oral presentation Article critique A3 poster Observations of learners Literature review Observations of experienced teacher Data collection/Analysis Case study Learning Statement Annotated bibliography Research proposal


TRANSFORM Consortium

University of Gloucestershire University College of St Mark and St John University of Plymouth University of West of England

Sleeping partners: University of Bath

University of Bristol University of Exeter


masters in teaching and learning (mtl) a teacher education advancement network event tuesday,...

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