trends in nqf development teaching scotland’s future professor graham donaldson cb university of...
TRANSCRIPT
![Page 1: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/1.jpg)
Trends in NQF Development
TEACHINGSCOTLAND’S FUTURE
Professor Graham Donaldson CBUniversity of Glasgow
![Page 2: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/2.jpg)
• Former head of Scottish education inspectorate (HMIE) and Chief Professional Advisor on Education to Scottish Government
• Current President of Standing International Conference of Inspectorates (SICI)
• Report on teacher education called ‘Teaching Scotland’s Future’ made 50 recommendations all of which have been accepted in full by the Scottish Government
• OECD international ‘expert’ – reviews of Australian and Portuguese education
• Professor of education at the University of Glasgow
• Consultant on education
TEACHINGSCOTLAND’S FUTURE
![Page 3: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/3.jpg)
Increasingly Powerful Drivers• School education is one of the most important and
contested policy areas for governments across the world.
• Evidence of relative performance internationally has become a key driver of policy.
• Human capital in the form of a highly educated population is seen as a key determinant of social justice and economic success.
• The pace and character of social, economic and technological change has profound implications for how we conceive education in the future.
TEACHINGSCOTLAND’S FUTURE
![Page 4: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/4.jpg)
The Challenge
Developing a vision and a strategy to address ‘wicked issues’
and to engage positively with a very uncertain future
AND
Taking action to make this happen
TEACHINGSCOTLAND’S FUTURE
![Page 5: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/5.jpg)
Successful Learners in the 21st Century
• Persistent, resilient, able to manage impulse• Can change, adapt, transfer skills• Deep knowledge• Skills to access information, as well as retain it• Have learned how to learn• Strong interpersonal/ intrapersonal skills• Responsible, global citizens • Strong core skills
TEACHINGSCOTLAND’S FUTURE
![Page 6: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/6.jpg)
Search for Success
• Early focus on expansion of provision
• 1957 Sputnik - Alphabet soup curriculum reform
• Standards movement - measurement mania
• School effectiveness
• Professional conspiracies – competition & inspection
• Teachers Matter - “It’s the teacher, stupid”
• A new synthesis?
TEACHINGSCOTLAND’S FUTURE
![Page 7: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/7.jpg)
• States and individuals need high levels of education for future economic, social and personal wellbeing
• Innovation is integral to educational quality - create the future not recreate the past
• Models of governance and change need to be dynamic and promote alignment
↓RETHINK APPROACH TO AND RELATIONSHIP BETWEEN
TEACHING / LEADERSHIP / CURRICULUM / INSPECTION
TEACHINGSCOTLAND’S FUTURE
![Page 8: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/8.jpg)
Lessons from High-Performing Systems
• Clarity of purpose – values and curriculum • High expectations of achievement • Enabling all young people to achieve their potential• Emphasis on early learning• High quality teachers• Culture of professional learning• High quality leadership at all levels• Outward looking with a strong culture of innovation• Intelligent accountability• Reflective and self-evaluative
TEACHINGSCOTLAND’S FUTURE
![Page 9: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/9.jpg)
How much do teachers matter?• Overall, the research results indicate that raising teacher
quality is vital for improving student achievement, and is perhaps the policy direction most likely to lead to substantial gains in school performance (OECD)
• Students of the most effective teachers have learning gains four times greater than the learning gains of the least effective teachers ( Sanders and Rivers 1996)
The quality of an education system cannot exceed the quality of its teachers
(McKinsey & Co 2007)
TEACHINGSCOTLAND’S FUTURE
![Page 10: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/10.jpg)
We need teachers who -
• have high-levels of expertise – subject, pedagogy and theory
• have secure values – personal and professional accountability for the wellbeing of all young people
• take prime responsibility for their own development • use and contribute to the collective understanding of
successful teaching and learning • see professional learning as an integral part of
educational change• engage in well-planned and well-researched innovation.
TEACHINGSCOTLAND’S FUTURE
![Page 11: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/11.jpg)
How do we do it?• Select and develop high quality people
• A continuum of teacher learning - framework of standards
• Alignment and partnership
• Professional review and development
• Coaching and mentoring
• Optimum use of ICT for professional learning.
• Masters-level study is the norm• Relentless focus on impact on young people’s learning.
TEACHINGSCOTLAND’S FUTURE
![Page 12: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/12.jpg)
Role of NTQF
• Capture characteristics of high quality teacher
• Common language of quality
• Key reference point for teacher education – pre and post qualification
• Incentive for career-long professional growth
• Basis for evaluating progress
• Credibility as a learned profession
• Dynamic contribution to embedded innovation
• Contributes to aligned policy and practice
TEACHINGSCOTLAND’S FUTURE
![Page 13: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/13.jpg)
Possible NTQF Structures
• Set of broad domains
• Key elements within each domain
• Exemplification of behaviours
• Differentiation by career stage
TEACHINGSCOTLAND’S FUTURE
![Page 14: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/14.jpg)
Three NTQF Structures
Scotland
• 3 Domains - Professional Knowledge and Understanding / Professional Skills and Abilities /Professional Values and Personal Commitment
• Professional Standards within each domain – each with an illustration of practice
• Separate sets of standards for initial teacher education / full registration / Chartered Teacher / Headship
TEACHINGSCOTLAND’S FUTURE
![Page 15: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/15.jpg)
Three NTQF Structures
Australia
• 3 Domains of teaching – Professional Knowledge / Professional Practice / Professional Engagement
• 7 standards across these domains
• Focus areas and descriptors for each standard
• Characterised at 4 career stages – Graduate / Proficient / Highly Accomplished / Lead
TEACHINGSCOTLAND’S FUTURE
![Page 16: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/16.jpg)
Three NTQF Structures
Northern Ireland
• 3 broad headings (domains) – Professional Values and Practice / Professional Knowledge and Understanding / Professional Skills and Application
• 27 Competence statements sub-divided into aspects
• Exemplified at 4 career stages – initial / Induction / Early Professional Development / CPD, Collaborative Practice and School Improvement.
TEACHINGSCOTLAND’S FUTURE
![Page 17: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/17.jpg)
Common Areas
• Knowledge of subject matter
• Pedagogy – subject and transversal
• Dispositions – values in relation to learning and wellbeing of all young people
• Professional development including reflection/self evaluation
• Wider responsibilities – to colleagues and educational policy and development – distributed leadership
TEACHINGSCOTLAND’S FUTURE
![Page 18: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/18.jpg)
Wicked Issues
• Specificity – behavioural competence / more integrative standards
• Contested views on education and role of the teacher
• Dispositions – integral or ideological imposition
• Static / dynamic contribution
• Simplicity / complexity / comprehensiveness
• Ownership and language
• Legacy / inertia
TEACHINGSCOTLAND’S FUTURE
![Page 19: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/19.jpg)
Big Messages• Teachers matter• Build on the past but do not be imprisoned by it• Hearts and minds / authenticity• Coherence and alignment• Culture of aspiration, reflection and optimism• Confident and respected profession: demanding
selection/clear standards/focus on all students• More professional engagement in educational development
TEACHINGSCOTLAND’S FUTURE
![Page 20: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/20.jpg)
NTQF Development
TEACHINGSCOTLAND’S FUTURE
Professor Graham Donaldson CBUniversity of Glasgow
![Page 21: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/21.jpg)
Implications
• Be clear about quality
• Examine values
• Signal responsibility for all young people, irrespective of background, ethnicity or ability
• Much more than classroom practice
• Responsibility for impact on learning
• Promote reflection and self evaluation
• All stages in a career
• Promote team ethos
• Leadership
TEACHINGSCOTLAND’S FUTURE
![Page 22: Trends in NQF Development TEACHING SCOTLAND’S FUTURE Professor Graham Donaldson CB University of Glasgow](https://reader036.vdocuments.net/reader036/viewer/2022062518/56649e4b5503460f94b4091f/html5/thumbnails/22.jpg)
Possible Steps
• Overview paper – compelling vision / authenticity / guiding principles
• Determine framework – domains, standards, illustrations, stages
• Systems analysis – prerequisites, dependencies and consequentials
• Engagement – hearts and minds
• Clear adoption strategy
TEACHINGSCOTLAND’S FUTURE