Download - Kit Field Presentation
Welcome to the Welcome to the School of EducationSchool of Education
Seizing the initiative of the MTL Seizing the initiative of the MTL
Professor Kit Field, Dean of the School of Education.
New School of Education at WalsallNew School of Education at Walsall
Opened January 2008 State of the art lecture
theatres Learning studio and social
learning area Coffee shop
The argument in shortThe argument in short
The recent successes of Masters level CPD Teaching as a Masters level profession is part
of a wider trend, and is a good idea We must account for the multi-dimensional
complexity of CPD in planning the MTL Higher Education concepts of ‘Masterliness’ do
contribute to professional as well as academic development.
HEIs must be trusted with the MTL – a cautious, sector wide approach will reap rewards.
What is CPD?What is CPD?
A management tool
A means of raising individual professional profile and esteem
A means of giving a sense of professional identity
A means of assuring a quality public service
A means of stimulating and motivating educators
ENGLAND
ITALY AND PORTUGAL
FRANCE
SWEDEN
TEACHER UNIONS
The framework for higher education qualifications in England, Wales and Northern Ireland - January 2001
Descriptor for a qualification at Masters (M) level: Masters degree Masters degrees are awarded to students who have demonstrated:
i a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their
academic discipline, field of study, or area of professional practice;
ii a comprehensive understanding of techniques applicable to their own research or
advanced scholarship;
iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
iv conceptual understanding that enables the student: • to evaluate critically current research and advanced scholarship in the discipline; • to evaluate methodologies and develop critiques of them and, where appropriate, to
propose new hypotheses.
Typically, holders of the qualification will be able to:
a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
b) demonstrate self-direction and originality in tackling and
solving problems, and act autonomously in planning and
implementing tasks at a professional or equivalent level; c) continue to advance their knowledge and understanding, and to develop new skills to a high level;And….
d) the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility;
decision-making in complex and unpredictable situations; and
the independent learning ability required for continuing professional development.
School Effectiveness
School Improvement
School Transformation
Elements related to impact
Performance, attainment, cohort monitoring data, league tables, statistics, content
CapacityMotivationMoraleClimateProcesses
EmpowermentDistributed leadershipAutonomyAgencyProfessional learningNetworks and collaboration
IMPACT at a glance
I Improvement, Institutional, Individual, Inspiration
M Motivation, Morale, Measurement
P Performance, Professional, Personal
A Attainment, Aspiration
C Competence, Capacity, Change
T Transformation, Targets
SchoolsSchools
Participants Participants
Partnerships and networksPartnerships and networks
Pupils Pupils
LAYERS OF IMPACT
What must the MTL look like?What must the MTL look like?
Integrated professional and intellectual Rigorous Critical, transferable, transposable and
transformational Stimulating and motivating Evidence based Cumulative – learn from each other Relevant Recognised, shared Manageable