Life long learning in teaching a personal view by Patricia Watson

1. Hello, first let me introduce myself and let you have details of the essentials. My name is Patricia Watson and I have the honour and privilege to be headteacher of a tiny rural primary school in Lancashire Hello, first let me introduce myself and let you have details of the essentials. My name is Patricia Watson and I have the honour and privilege to be headteacher of a tiny rural primary school in Lancashire

2. The essentials � fire drill � none planned if alarm goes off the emergency exits are ��.., toilets are ���, mobile phones � feel free to answer them but would you mind speaking clearly there�s nothing worse than not quite hearing or catching half a conversation! As I said my name is Patricia and I�m a headteacher. I should tell you now that I�m also a bit of a fraud! I�m here to give my personal reflection on life long learning in teaching and I�ve only been in it for 11 years so it�s hardly life long �unless you happen to be an 11 year old. My abstract actually read ( next POWERPOINT SLIDE),The essentials � fire drill � none planned if alarm goes off the emergency exits are ��.., toilets are ���, mobile phones � feel free to answer them but would you mind speaking clearly there�s nothing worse than not quite hearing or catching half a conversation! As I said my name is Patricia and I�m a headteacher. I should tell you now that I�m also a bit of a fraud! I�m here to give my personal reflection on life long learning in teaching and I�ve only been in it for 11 years so it�s hardly life long �unless you happen to be an 11 year old. My abstract actually read ( next POWERPOINT SLIDE),

3. So now is a good time to leave if this isn�t what you were thinking it would be!So now is a good time to leave if this isn�t what you were thinking it would be!

4. You will have noticed sweets and for healthy eaters packs of dried fruit � now�s the time to indulge by passing them around. Rule number 1 � engage the audience in interactivity! (The one thing you don�t do in class is hand out sweets because you can bet your bottom dollar that �Frankie� will go hyperactive or suddenly announce an allergy to nuts having specifically chosen a nutty sweet!) Teaching is a great profession. I came into it to use a red pen and ring a bell only to find that red pens have been banned by the politically correct brigade (it�s too aggressive and negative apparently but yet when children mark their own work � which colour do they choose �red) and very few schools use a bell � they prefer whistles (like herding sheep!!!) My own school uses a bell but marks in green. Hasn�t the day been great? Here I am � giving my first workshop at an international conference � bit nervous no � a lot nervous. I can�t possibly follow such keynote speakers so perhaps I should go now! There is extraordinary evidence in the titles of the workshops and keynote speeches that FACE is indeed a Forum for Access and Continuing Education for example �Understanding and Coping with Academic Demand: the lifelong learning experience�, There�s more to learning than earning � the wider benefits of lifelong learning, Lifelong Learning Networks & Progression Agreements: Building the Model. The theme running through the conference is learning and I want to give my personal view on life long learning in teaching.You will have noticed sweets and for healthy eaters packs of dried fruit � now�s the time to indulge by passing them around. Rule number 1 � engage the audience in interactivity! (The one thing you don�t do in class is hand out sweets because you can bet your bottom dollar that �Frankie� will go hyperactive or suddenly announce an allergy to nuts having specifically chosen a nutty sweet!) Teaching is a great profession. I came into it to use a red pen and ring a bell only to find that red pens have been banned by the politically correct brigade (it�s too aggressive and negative apparently but yet when children mark their own work � which colour do they choose �red) and very few schools use a bell � they prefer whistles (like herding sheep!!!) My own school uses a bell but marks in green. Hasn�t the day been great? Here I am � giving my first workshop at an international conference � bit nervous no � a lot nervous. I can�t possibly follow such keynote speakers so perhaps I should go now! There is extraordinary evidence in the titles of the workshops and keynote speeches that FACE is indeed a Forum for Access and Continuing Education for example �Understanding and Coping with Academic Demand: the lifelong learning experience�, There�s more to learning than earning � the wider benefits of lifelong learning, Lifelong Learning Networks & Progression Agreements: Building the Model. The theme running through the conference is learning and I want to give my personal view on life long learning in teaching.

5. Teaching is a great profession which is changing all the time � new initiatives from �above� and I�m sure everyone here will know just what I�m talking about. Too much paper work explaining what you�re doing and why and not enough doing! It is because of the changing climate that teachers have to be learners � they have to continue their professional development to be able to continue in their job. The learning has to be �appropriate, valid and relevant� (West-Burnham (1998)) There is now even more of an owness on teachers to continue learning. We have certain standards which have to be met. The new teacher professionalism aims to develop a culture where �teachers feel both an entitlement to, and a duty to engage in, school-focussed CPD which is effective and relevant to their professional development, career progression and aspirations� � as described by RIG in their submission to the STRB in May 2005) These standards came into force from Autumn 2007.Teaching is a great profession which is changing all the time � new initiatives from �above� and I�m sure everyone here will know just what I�m talking about. Too much paper work explaining what you�re doing and why and not enough doing! It is because of the changing climate that teachers have to be learners � they have to continue their professional development to be able to continue in their job. The learning has to be �appropriate, valid and relevant� (West-Burnham (1998)) There is now even more of an owness on teachers to continue learning. We have certain standards which have to be met. The new teacher professionalism aims to develop a culture where �teachers feel both an entitlement to, and a duty to engage in, school-focussed CPD which is effective and relevant to their professional development, career progression and aspirations� � as described by RIG in their submission to the STRB in May 2005) These standards came into force from Autumn 2007.

6. Another interaction � on one �post it� please write your definition of learning then post it onto the flip chart sheet headed �Learning� and on another �post it� write your definition of continuing professional development. Everyone deserves a round of applause for joining in � now can someone read out one or two definitions. (take definitions) Thank you. This is mine for learning �The acquisition of knowledge or skill� � well it isn�t actually it is the definition I found on �dictionary.com� and here is a one which would probably deter me from learning � �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.� Sorry Mike (Mike Wills Learning Services) but I won�t be joining any of your courses.Another interaction � on one �post it� please write your definition of learning then post it onto the flip chart sheet headed �Learning� and on another �post it� write your definition of continuing professional development. Everyone deserves a round of applause for joining in � now can someone read out one or two definitions. (take definitions) Thank you. This is mine for learning �The acquisition of knowledge or skill� � well it isn�t actually it is the definition I found on �dictionary.com� and here is a one which would probably deter me from learning � �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.� Sorry Mike (Mike Wills Learning Services) but I won�t be joining any of your courses.

7. �My� definition of CPD - �Continuing professional development (CPD) consists of reflective activity designed to improve an individual�s attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice. There are many possible sources of CPD, (as shown in a future POWERPOINT SLIDE�). Some forms of CPD may encompass elements from more than one of these sources.� (SEE NEXT SLIDE) Quote http://www.tda.gov.uk/teachers/continuingprofessionaldevelopment/cpd_guidance/what_is_cpd.aspx �My� definition of CPD - �Continuing professional development (CPD) consists of reflective activity designed to improve an individual�s attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice. There are many possible sources of CPD, (as shown in a future POWERPOINT SLIDE�). Some forms of CPD may encompass elements from more than one of these sources.� (SEE NEXT SLIDE) Quote http://www.tda.gov.uk/teachers/continuingprofessionaldevelopment/cpd_guidance/what_is_cpd.aspx

9. I have an interest no I am committed to life long learning and teachers should be I mean let�s face it � children starting school in September will retire in about 2073 (provided the retirement age is still 65 years) We have no idea what the world will be like in 5 years time never mind 65 years time and we have to teach and prepare our children for it. If teachers don�t keep learning how can they possibly prepare the children for the future world? While you�re having another sweet let me just give you three quotes (POWERPOINT SLIDE): 1. Learning: The kind of ignorance distinguishing the studious. Ambrose Bierce (1842-1914) American newspaperman and short-story writer 2. Learning is a treasure that will follow its owner everywhere Chinese proverb 3. Never let formal education get in the way of your learning. Mark Twain (1835-1910) U.S. humourist, writer, and lecturer. All worth considering!I have an interest no I am committed to life long learning and teachers should be I mean let�s face it � children starting school in September will retire in about 2073 (provided the retirement age is still 65 years) We have no idea what the world will be like in 5 years time never mind 65 years time and we have to teach and prepare our children for it. If teachers don�t keep learning how can they possibly prepare the children for the future world? While you�re having another sweet let me just give you three quotes (POWERPOINT SLIDE): 1. Learning: The kind of ignorance distinguishing the studious. Ambrose Bierce (1842-1914) American newspaperman and short-story writer 2. Learning is a treasure that will follow its owner everywhere Chinese proverb 3. Never let formal education get in the way of your learning. Mark Twain (1835-1910) U.S. humourist, writer, and lecturer. All worth considering!

10. Let me explain the National Standards for Teachers. The are 4 species of classroom teacher � the Newly Qualified Teacher (NQT), the Main Scale Teacher, the Post Threshold Teacher and the Excellent Teacher. There are various species of Leadership Scale Teachers � the Assistant Headteacher, the Deputy Headteacher and the Headteacher � the latter have their own National Standards to meet. ALL of these grades have to involve themselves in personal development which I consider learning. (These standards are statements of a teacher�s professional attributes, knowledge and understanding, and skills. They clarify expectations at each career stage and what progression looks like. They act as a backdrop to the revised performance management arrangements, helping teachers identify how they need to develop professionally to progress in their careers.) Let�s look at the actual National Standard which applies: Let me explain the National Standards for Teachers. The are 4 species of classroom teacher � the Newly Qualified Teacher (NQT), the Main Scale Teacher, the Post Threshold Teacher and the Excellent Teacher. There are various species of Leadership Scale Teachers � the Assistant Headteacher, the Deputy Headteacher and the Headteacher � the latter have their own National Standards to meet. ALL of these grades have to involve themselves in personal development which I consider learning. (These standards are statements of a teacher�s professional attributes, knowledge and understanding, and skills. They clarify expectations at each career stage and what progression looks like. They act as a backdrop to the revised performance management arrangements, helping teachers identify how they need to develop professionally to progress in their careers.) Let�s look at the actual National Standard which applies:

11. You can see from this and the following slides that identifying and developing professional development underpin being an effective teacher.You can see from this and the following slides that identifying and developing professional development underpin being an effective teacher.

15. (You�ll remember I did say I�d mention eminent voices in education so each time you see the star symbol that�s who I consider an eminent voice!(You�ll remember I did say I�d mention eminent voices in education so each time you see the star symbol that�s who I consider an eminent voice!

16. Professional development courses relate to many areas � subject (literacy/maths) to ensure knowledge is up to date � well as up to date as it can be before another initiative. Assessment etc., H&S courses etc etc Team teaching and sharing good practice is my favourite form of professional development because teachers learn so much from each other. Good practice and supporting each other has a direct impact in classrooms. (These standards are statements of a teacher�s professional attributes, knowledge and understanding, and skills. They clarify expectations at each career stage and what progression looks like. They act as a backdrop to the revised performance management arrangements, helping teachers identify how they need to develop professionally to progress in their careers.) The National College provides many courses for primary leadership � well they also have them for secondary as well. The teacher development agency appreciates that for teachers to continue their own learning has a direct impact in classrooms and thus allows teachers to meet the national standards. The General Teaching Council promotes learning through CPD http://www.gtce.org.uk/cpd_page It has its own Teacher Learning Academy  How does the Teacher Learning Academy work? The key elements of the TLA framework include: six core dimensions which underpin the learning journey a�four stage recognition framework presentation requirements and verification criteria for each of the stages.Professional development courses relate to many areas � subject (literacy/maths) to ensure knowledge is up to date � well as up to date as it can be before another initiative. Assessment etc., H&S courses etc etc Team teaching and sharing good practice is my favourite form of professional development because teachers learn so much from each other. Good practice and supporting each other has a direct impact in classrooms. (These standards are statements of a teacher�s professional attributes, knowledge and understanding, and skills. They clarify expectations at each career stage and what progression looks like. They act as a backdrop to the revised performance management arrangements, helping teachers identify how they need to develop professionally to progress in their careers.) The National College provides many courses for primary leadership � well they also have them for secondary as well. The teacher development agency appreciates that for teachers to continue their own learning has a direct impact in classrooms and thus allows teachers to meet the national standards. The General Teaching Council promotes learning through CPD http://www.gtce.org.uk/cpd_page It has its own Teacher Learning Academy

17. Leads to Varied conversation in the staffroom! Raising standards Excellence and enjoyment Enriched curriculum Plus a lot more! Leads to Varied conversation in the staffroom! Raising standards Excellence and enjoyment Enriched curriculum Plus a lot more!

18. The Teacher Learning Academy offers public and professional recognition for teachers' learning, development and improvement work. All teachers who hold QTS and are fully registered with the General Teaching Council for England are eligible to enrol. The GTC Teacher Learning Academy offers teachers an opportunity to develop their professional abilities. It recognises and celebrates the professional achievements of teachers and encourages them to share knowledge, ideas and best practice. The TLA provides a national system for teacher learning and professional development. The TLA is open to teachers who are in participating schools or partnership programmes and who are registered with the GTC Most of the learning recognised by the TLA takes place in your school as part of your teaching practice. TLA leaders, verifiers and advisers support and verify your learning. This may be someone in your school or in another school in your area. � The benefits to teachers are: Support for learning Evidence for performance management Developing your teaching career. There are currently four stages to the professional recognition framework and six core dimensions. The six core dimensions provide the stepping stones to support you through the learning journey to a successful presentation. If you have recently achieved a Certificate of Good Practice for something you have done for Healthy Schools you may want to write this up as a Stage 1 submission. If you have taken part in the PSHE Certification course and would like to gain extra recognition for your efforts you might want to submit a Stage 2 presentation. If you have been re writing your policy and scheme of work in your subject area, you might wish to reflect on the impact that the changes have made on your pupils and their learning by writing up your work for a Stage 2 submission. As a guide The LEARNING JOURNEY for each of the stages would be as follows: A Stage 1 submission may represent something that has been implemented or researched over a half term A Stage 2 represents work spanning one or two terms A Stage 3 represents work over two to three terms A Stage 4 submission may take longer than three terms to complete An evaluation of the Teacher Learning Academy: phases 1 and 2 Helen Moor, Emily Lamont, Pippa Lord and Caroline Gulliver Introduction This research sets out key findings from an evaluation of Phases 1 and 2 of the pilot Teacher Learning Academy (TLA). The pilot TLA was established by the General Teaching Council for England (GTC) to provide professional and public recognition for teachers� learning and development work. The Academy offers the opportunity for the learning that occurs in teachers� daily professional lives to be acknowledged through a national system. Key findings The research found that teachers who submitted work to the TLA derived significant outcomes from their involvement. Furthermore, for the vast majority of teachers, their involvement had altered their perceptions and understandings of professional development. Concerns were highlighted in relation to the manageability of participation in the TLA, chiefly regarding finding time to complete a submission and understanding the TLA requirements. It is anticipated that a change in approach in the TLA in Phase 3 could have the potential to resolve these manageability issues. The TLA was highly regarded as an effective model of professional development primarily for the recognition that it provides for teachers� work, and secondly for the model of professional development that it promotes. Two-thirds of interviewed teachers who submitted work to the TLA believed that it had a greater impact than other forms of professional development. Citations of reports Moor, H., Lamont, E., Lord, P. and Gulliver, C. (2006). The Teacher Learning Academy: An Evaluation of the Teacher Learning Academy: Phases 1 and 2. Final Report (Summary Report and Full Report). [online] Available: http://www.gtce.org.uk/shared/contentlibs/104575/191384/tla_evaluation.pdf Moor, H., Lamont, E., Lord, P. and Gulliver, C. (2006). An Evaluation of the Teacher Learning Academy: Phases 1 and 2. Final Report (Summary Report). [online]. Available: http://www.gtce.org.uk/shared/contentlibs/104575/191384/tla_evaluation_summary.pdf Another noticeable benefit is the varied conversation in the staffroom! I have to say staffroom not dinner table because people in education like teachers aren�t usually invited to dinner parties! I�m not the only who thinks that Sir Ken Robinson said in a speech �I have an interest in education -- actually, what I find is, everybody has an interest in education; don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education, you're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do," and you say you work in education, you can see the blood run from their face. They're like, "Oh my god," you know, "why me? My one night out all week." But if you ask people about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right?, like religion, and money, and other things.�The Teacher Learning Academy offers public and professional recognition for teachers' learning, development and improvement work. All teachers who hold QTS and are fully registered with the General Teaching Council for England are eligible to enrol. The GTC Teacher Learning Academy offers teachers an opportunity to develop their professional abilities. It recognises and celebrates the professional achievements of teachers and encourages them to share knowledge, ideas and best practice. The TLA provides a national system for teacher learning and professional development. The TLA is open to teachers who are in participating schools or partnership programmes and who are registered with the GTC Most of the learning recognised by the TLA takes place in your school as part of your teaching practice. TLA leaders, verifiers and advisers support and verify your learning. This may be someone in your school or in another school in your area. � The benefits to teachers are: Support for learning Evidence for performance management Developing your teaching career. There are currently four stages to the professional recognition framework and six core dimensions. The six core dimensions provide the stepping stones to support you through the learning journey to a successful presentation. If you have recently achieved a Certificate of Good Practice for something you have done for Healthy Schools you may want to write this up as a Stage 1 submission. If you have taken part in the PSHE Certification course and would like to gain extra recognition for your efforts you might want to submit a Stage 2 presentation. If you have been re writing your policy and scheme of work in your subject area, you might wish to reflect on the impact that the changes have made on your pupils and their learning by writing up your work for a Stage 2 submission. As a guide The LEARNING JOURNEY for each of the stages would be as follows: A Stage 1 submission may represent something that has been implemented or researched over a half term A Stage 2 represents work spanning one or two terms A Stage 3 represents work over two to three terms A Stage 4 submission may take longer than three terms to complete An evaluation of the Teacher Learning Academy: phases 1 and 2 Helen Moor, Emily Lamont, Pippa Lord and Caroline Gulliver Introduction This research sets out key findings from an evaluation of Phases 1 and 2 of the pilot Teacher Learning Academy (TLA). The pilot TLA was established by the General Teaching Council for England (GTC) to provide professional and public recognition for teachers� learning and development work. The Academy offers the opportunity for the learning that occurs in teachers� daily professional lives to be acknowledged through a national system. Key findings The research found that teachers who submitted work to the TLA derived significant outcomes from their involvement. Furthermore, for the vast majority of teachers, their involvement had altered their perceptions and understandings of professional development. Concerns were highlighted in relation to the manageability of participation in the TLA, chiefly regarding finding time to complete a submission and understanding the TLA requirements. It is anticipated that a change in approach in the TLA in Phase 3 could have the potential to resolve these manageability issues. The TLA was highly regarded as an effective model of professional development primarily for the recognition that it provides for teachers� work, and secondly for the model of professional development that it promotes. Two-thirds of interviewed teachers who submitted work to the TLA believed that it had a greater impact than other forms of professional development. Citations of reports Moor, H., Lamont, E., Lord, P. and Gulliver, C. (2006). The Teacher Learning Academy: An Evaluation of the Teacher Learning Academy: Phases 1 and 2. Final Report (Summary Report and Full Report). [online] Available: http://www.gtce.org.uk/shared/contentlibs/104575/191384/tla_evaluation.pdf Moor, H., Lamont, E., Lord, P. and Gulliver, C. (2006). An Evaluation of the Teacher Learning Academy: Phases 1 and 2. Final Report (Summary Report). [online]. Available: http://www.gtce.org.uk/shared/contentlibs/104575/191384/tla_evaluation_summary.pdf Another noticeable benefit is the varied conversation in the staffroom! I have to say staffroom not dinner table because people in education like teachers aren�t usually invited to dinner parties! I�m not the only who thinks that Sir Ken Robinson said in a speech �I have an interest in education -- actually, what I find is, everybody has an interest in education; don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education, you're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do," and you say you work in education, you can see the blood run from their face. They're like, "Oh my god," you know, "why me? My one night out all week." But if you ask people about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right?, like religion, and money, and other things.�

23. Explain NPQH � use summary of submitted APL assignment (alter according to time available)Explain NPQH � use summary of submitted APL assignment (alter according to time available)

24. Explain course - Explain course -

25. COMMON ASSESSMENT FRAMEWORK The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. It can be used by practitioners across children's services in England. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a child's needs and strengths, taking account of the role of parents, carers and environmental factors on their development. Practitioners will then be better placed to agree, with the child and family, about what support is appropriate. The CAF will also help to improve integrated working by promoting co-ordinated service provision.COMMON ASSESSMENT FRAMEWORK The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. It can be used by practitioners across children's services in England. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a child's needs and strengths, taking account of the role of parents, carers and environmental factors on their development. Practitioners will then be better placed to agree, with the child and family, about what support is appropriate. The CAF will also help to improve integrated working by promoting co-ordinated service provision.

27. If you want to contact me or want a copy of the PowerPoint presentation my contact details are given. Thank you - If you want to contact me or want a copy of the PowerPoint presentation my contact details are given. Thank you -