AHDS Annual Conference November 2014 'Teaching Scotland's Furture: What you need to know and do.' Workshop by Teresa Moran, Neil Taylor and Derek Robertson from Dundee University on partnership working.

1. Tayside & Fife Teacher Education Partnership
Working Together to
Enhance Learning
AHDS Conference
6th November, 2014
Teresa Moran, Neil Taylor & Derek Robertson
University of Dundee, ESWCE

2. A Longstanding Partnership
• The University and the Local Authority areas of Angus,
Dundee City, Fife and Perth and Kinross Councils have
been members of a ‘Partnership Committee’ for over
20 years.
• The Committee recognised the need for change in
order to respond to ‘Teaching Scotland’s Future’.

3. An Unique Partnership
• 98% of students undertake placements in 4 Local
Authorities
• 90% of students go on to the induction scheme in
one of these four Local Authorities
• The availability of funding from the Scottish
Government presented an excellent opportunity to
be innovative

4. Scottish Government:
Sankey Diagram
A Teacher's Journey
Postcode to HEI to
Teacher Induction
Scheme to
Employment (2011/12)

5. An Aspirational Partnership
• Recognising the challenge of the constraints under
which we all work, we wanted to pool resources
whilst improving the experience of teachers at the
beginning of their career
• A proposal with three separate elements was
submitted to the Scottish Government and funding
was awarded

6. An Ambitious Partnership
Part 1
A Coordinated Programme of Support for teachers in
their induction year incorporating expertise from a
wide range of recognised experts both locally and
nationally

7. An Ambitious Partnership
Part 2
A Programme developing capacity in schools for
student teacher mentors, to build the ‘all teachers as
teacher educators’ aspiration of the Donaldson report

8. An Ambitious Partnership
Part 3
To further develop the culture of research informed
practice as exemplified by the critical analysis of
Masters study enhancing the quality of teaching and
learning

9. A Collaborative Partnership

10. They (teachers) will be encouraged to
review and reflect on their practice and
to engage in CPD. They will be
committed to learning as a lifelong
process.

11. …four influential "paradigms" of
teacher professionalism: the effective
teacher, the reflective teacher, the
enquiring teacher and the
transformative teacher…

12. Extended professionals are agents of
change, not passive or reluctant
receivers of externally-imposed
prescription.

13. New and strengthened models of
partnership among universities, local
authorities, schools and individual teachers
need to be developed.

15. …sets practical experience in a much
more reflective, inquiring culture and
which makes optimum use of ICT for
professional learning.

17. Change and transform attitudes to
the culture, behaviours and attitudes
to learning & teaching and CPD in the
digital space…

18. A Supportive Partnership
Part Two: Mentoring
• A group of 36 teachers from each of the 4 Local
Authorities work together on a Masters Level
mentoring module.
• The module aims to equip teachers with mentoring and
coaching skills to enable them to support newly
qualified teachers

19. An Enquiring Partnership
Part Three
• A group of 20 teachers from across the Local
Authorities are undertaking a ‘Research Methods’
Masters module.
• Having ‘research mentors’ in each Local Authority helps
to build capacity

20. Masters Level Projects
The partnership is also working together on three
Masters Level learning projects, funded by the
Government and supporting priorities for each Local
Authority. A variety of modules are being undertaken
with a focus on research, inclusive practice, leadership,
mathematics etc.

21. A Reflective Partnership
Both the Early Phase and the Masters Level learning projects are
to be evaluated using a mixed methods approach of:
• Initial questionnaire to establish why baseline experiences
and interests;
• Focus groups to discuss the various projects; and
• Final questionnaire to establish level of interest, impact and
potential future masters level learning.

22. What do we know already?
From initial Masters Level questionnaire
58 respondents from across all 4 LAs (Approx. 44% response rate)
54 Females (93%)
4 Males (7%)

23. What do we know already?
15+ years: 13 respondents

24. What do we know already?
Previous study included courses such as:
• PGCert. Educational Leadership & Management
• City & Guilds; reflection Upon Practice
• Developing mathematical Thinking – Chartered Teacher
• MSc in Public relations
• MTeach

25. What do we know already?
Why did you enrol on the course?
• To enhance learning and teaching through research (reading
and/or activity)(n=11)
• To enhance professional development (n=11)
• To extend subject knowledge (n=6)
• No cost (n=9)

26. What do we know already?
What do you think you will gain professionally?
• apply theory to practice (n=19)
• enhance skills of critical reflection (n=11)
• improve practice (n=8)
• carry out research(n=5)
• engage in professional dialogue with others (n=5)
• increase confidence (n=1)

27. What do we know already?
How will you use learning in your daily practice?
• systematically critically reflect on practice (n=14)
• better match teaching to individual’s needs (n=10)
• identify and respond to critical incidents within the
classroom(n=4)
• increase the opportunities for mathematical thinking in
lessons (n=4)

28. A Working Partnership
Teaching Scotland’s Future – National Implementation Board

29. A Working Partnership

30. A Working Partnership
Teaching Scotland’s Future –
National Implementation Board
The Scottish Government established the
National Implementation Board in November
2012 to take forward work on implementing
proposals to improve the full spectrum of
teacher education.
• All local authorities and universities have
developed partnership arrangements for the
provision of the early phase of teacher
education and beyond;
• A new suite of professional standards,
updated advice on effective Professional
Review & Development and the introduction
of a new system of Professional Update all
aimed at enhancing commitment to Career-
Long Professional Learning;
• The establishment of the Scottish College for
Educational Leadership (SCEL).

31. Tayside and Fife Teacher Education Partnership (TFTEP)
Early Phase
• Using an online learning community this project
enables Early Phase teachers to work together to
identify, capture, share and discus their developing
practice. To support inductees and Early Phase
practitioners, each of the partner Local Authorities
will identify colleagues to participate in the student
teacher mentor pilot training.
• Also, Early Phase practitioners will be able to engage
in a piece of action research which can be used to
gain Masters Level credits at the University of
Dundee.
• TFETP has identified ways in which colleagues across
the partnership can work collaboratively to provide
student teachers a more coherent experienced as
they move from their period of initial teacher
education through to completion of induction.
Masters Level Learning
• A suite of provision at Masters Level learning tailored
to Local Authority priorities.
– Teachers may wish, to submit their work to be assessed and
potentially gain up to 60 M Level credits free of charge
(equivalent to a PG Cert.).
– These credits can then be used towards a full Masters
qualification at a later date.
• Examples of modules being offered are:
– ‘Reflection Upon Practice’;
– ‘Working Towards Inclusion’;
– ‘Mentoring’;
– Continuity of children’s development: Birth to Eight’;
– Developing Mathematical Thinking’; and
– Leadership, Change and Organisational, Development

32. Perfect Timing!!!!!!!
GTC Scotland
Access for teachers
GTC Scotland is making more than 1,700 educational journals and 28 e-books. available for research during a year-long pilot.
The EBSCO Education Source package and the Leadership and Management Learning Centre will be available to all registered teachers during an
initial pilot running for one year
In addition to the launch of this new service, a Research Engagement Group (REG) will be set up to help support, promote and facilitate critical
engagement with research.