mtl: challenges, opportunities and progress

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developing people, improving young lives MTL: Challenges, Opportunities and Progress Dr Michael Day Executive Director for Training Training and Development Agency for Schools Professor Chris Husbands Institute of Education Board Member Training and Development Agency for Schools UCET Conference: 8 November 2008

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MTL: Challenges, Opportunities and Progress. Dr Michael Day Executive Director for Training Training and Development Agency for Schools Professor Chris Husbands Institute of Education Board Member Training and Development Agency for Schools UCET Conference: 8 November 2008. - PowerPoint PPT Presentation


  • The case for MTL: develop world class teachers

    Improved InductionStrengthened EPDEnhanced professional status

    Leading to

    Improved life chances for all children

  • The case for MTL: NQTs start in schools with areas for development(graphs from Martin and Chris)

  • The case for MTL: Improving induction

    NQTs enter the profession with a range of professional learning needsSome schools, LAs and HE work closely together meet these needsIn spite of this, quality of induction is variable and quality of support for professional learning declines after induction yearMTL will provide a vehicle for much greater appropriateness and consistency

  • Growing confidence and increased responsibilities but identity, efficacy and effectiveness at risk for 20%

    High levels of commitment to teaching (85%) and developing efficacy (60%)Professional identity varies over a teachers length of time in their career:So need to build on the enthusiasm of the first few years and embed this into longer term professional learning

    0-3 yrs24-30 yrs16-23 yrs8-15 yrs4-7 yrs31yrs+The case for MTL: teacher status and development

  • MTL: Principles

    The Childrens lan committed to make teaching a masters-level professionby introducing a new qualification for early tenure teachers

    Our ambition is to develop an innovative, structured, masters-level programme aimed initially mainly at early-tenure teachers that is focused on raising standards and tackling the attainment gap.

    The ultimate aim is to enhance professionalism so that every teacher has the skills, knowledge, understanding and attributes to teach consistently excellent lessons and to reduce the high degree of within-school variation.

    Principle 1: The MTL must focus on creating capable, high quality professionals

    Principle 2: The MTL must have a strong and coherent core which progressively deepens, broadens and builds upon ITT to take the teacher to a higher level pedagogical mastery within the first few years of teaching

    Principle 3: The MTL must be practice based programme which develops a continuous learning mindset

    Principle 4: The MTL must be developed and delivered jointly by HEIs and schools

  • Outcomes from national consultationUsing outcomes of MTL consultationWho experts in content, design, assessment & delivery of teacher learning identified by key stakeholders What: National framework for MTL: high level learning outcomes for content area principles of design, delivery & assessmentWhen: 21 23 October 2008

  • Outcomes of MTL consultation: design each teachers individual starting point and professional needs, and the needs of the school and its context

    the development of skills in reflection, analysis, enquiry and advanced professional practice

    the provision of learning opportunities that progressively broaden and deepen professional knowledge, skills and understanding in a staged process

    a balance between a core entitlement and personalised provision

  • Outcomes of MTL consultation: collaboration for teaching and learning

    the coach and tutor should share some roles and responsibilities for developing teacher learning, such as planning with the teacher a personalised route through the MTL programme

    Role for subject associations and others (Strategies etc)

  • Outcomes of MTL consultation: contentContent area 1 teaching and learningassessment for learning

    Content area 2 subject knowledge for teaching curriculum development

    Content area 3 how children and young people develop, how they learn and management of their behaviourinclusion, including SEN, EAL

    Content area 4 leadership and managementworking collaboratively, in and beyond the classroom

  • Possible vehicles for professional learning: the professional case/investigationBuild learning around a series of professional cases/investigationsEach case defines a real life professional issue which calls for the exercise of knowledge, understanding, skill and judgement, across content areas. Some cases defined as part of a core programme, some designed within schools by coaches

  • Professional Learning Phases in MTLPhase 1 Phase 2Phase 3 DevelopingBroadening and embeddingDeepening

  • Some (of many) key issues to resolveHow to quality assurance the school and HEI componentsHow to ensure teachers have a say in selection of their MTL providerHow to build in modules from a range of specialist providersHow to bring together MTL students to create learning setsHow to create effective clusters of schools, particularly primary schools to create capacity for coaches and HEI tutors How to ensure HEIs have the capacity to provide sufficient high quality tutors and expertiseHow to identify sufficient high quality teachers to be trained as coaches

  • Contracting for MTLDevelopment Phase

    Will contract with a consortium of NW HEIs, and HEIs selected in other regions to deliver MTL to National Challenge Schools, to develop the MTL Programme.

    Delivery Phase

    Will grant fund places once MTL starts in September 2009