FREQUENTLY ASKED QUESTIONS (FAQs) ABOUT THE MA PRIMARY EDUCATION WITH DEGREES.

Transcription

1 FREQUENTLY ASKED QUESTIONS (FAQs) ABOUT THE MA PRIMARY EDUCATION WITH DEGREES. 1. Why is Teacher Education Changing? page 2 2. What is new in Scottish policy on Initial Teacher Education? 2 3. What has Edinburgh University done to replace the B.Ed.? 3 4. Which with subjects are currently on offer in the new Edinburgh University MA Primary degrees? 3 5. In what ways is the University of Edinburgh working closely together in active partnership with schools and local authorities to ensure high quality professional learning throughout the Early Career Phase? 4 6. How are students allocated to schools for Professional Experience and Practice (placement)? 5 7. What is the Student Placement System (SPS)? 5 8. What are the key changes to student placement experience or Professional Experience and Practice in the new MA Primary Education degrees? 6 9. What is the rationale for students spending a whole school year in school? How is it anticipated that students will gain experience of a range of schools? What are the anticipated roles of teachers and tutors in the new Professional Experience and Practice Courses? 9, What support is planned for school mentors of students on the new MA Primary Education Programmes? 11

2 1. Why is Teacher Education Changing? Teaching Scotland s Future Review of Teacher Education in Scotland As the nature of society changes so does the nature of education and the roles and responsibilities of teachers. This is recognised in the Donaldson Review of Teacher Education, Teaching Scotland s Future. In 2011, all 50 recommendations made in this report were accepted by Scottish Government In 2013, the General Teaching Council for Scotland (GTCS) produced new Standards for teachers in Scotland. These are promoted as central and crucial to teacher development at every stage. 2. What is new in Scottish Policy on Initial Teacher Education? The B.Ed. is to be replaced with degrees which combine the professional and academic study of education with in- depth study in areas beyond education Recommendation 11 Universities and schools should work closely together in active partnership to ensure high quality professional learning throughout the Early Career Phase Recommendations specifically related to Placement Experience in Schools include: Recommendations 16, 17, 18, 19, 20, 21, 22, 39. A strong emphasis is now placed on career- long professional learning Recommendation 3 As is usual with innovation, change or developments, arrangements will be considered further at LNCT level. 2

3 3. What has Edinburgh University done to replace the B.Ed.? The B.Ed. is being replaced by the new MA Primary with four year honours degree programme. The MA Primary with programmes comprise four strands of study over four years, namely Educational Studies, Primary Education, Professional Experience and Practice and either Earth Sciences, History, Mathematics, Modern Language, Religious Studies, or Scottish Studies. This combination provides students with the opportunity for in- depth study in a subject discipline outwith Education, alongside the study of Education and Educational Practices leading to a teaching qualification. departments/education/undergraduate/degree- programmes/primary- educ 4. Which with subjects are currently on offer in the new Edinburgh University MA Primary degrees? MA Primary with Earth Sciences MA Primary with History MA Primary with Mathematics MA Primary with Modern Language (German) MA Primary with Religious Studies MA Primary with Scottish Studies departments/education/undergraduate/degree- programmes/primary- educ MA in Gaelic and Primary Education (Fluent Speakers) MA in Gaelic and Primary Education (Learners) departments/literatures- languages- cultures/celtic- scottish- studies/undergraduate/gaelic- and- primary- education/programme- details- learners There will be ongoing review of the with subjects with a view to including additional ones, taking account of national priorities, timetabling and resources. 3

4 5. In what ways is the University of Edinburgh working closely together in active partnership with schools and local authorities to ensure high quality professional learning throughout the Early Career Phase? A Steering Group has been established to take forward active, close partnership working between Moray House School of Education and its key local authority partners: City of Edinburgh East Lothian Fife Midlothian Scottish Borders West Lothian The wider partnership also includes Clackmannanshire, Stirling, the Scottish Council of Independent Schools and the EIS (Local/National Representative). departments/education/about- us/partnerships/introduction Various partnership working groups, comprising teachers from schools, local authorities and university, have been established to focus on a range of aspects of Teacher Education departments/education/about- us/partnerships/current- activities A Development Officer has been appointed to work with the Early Phase Partnership Working Group and with university, local authority and school staff, to take forward specific aspects of partnership working in this phase of teacher education. 4

5 6. How are students allocated to schools for Professional Experience and Practice (placement)? GTCS have replaced the practicum system with a new system called Student placement system (SPS). To access and download very clear guidance, visit placement- system.aspx In a very brief summary: 1. Schools input and submit their offers, via MyGTCS website 2. Local Authorities confirm the offers to GTCS 3. SPS system processes matches 4. Universities + Local Authorities consider the allocated matches 5. Once matches approved at step 4, Schools notified via e mail of the students they should expect to receive throughout the school year 6. If changes are necessary, Schools will always be notified of these by and changes will show on the Student Placement System. 7. What is the Student Placement System (SPS)? GTCS have replaced the practicum system with a new system called Student placement system (SPS). To access and download very clear guidance, visit placement- system.aspx In a very brief summary: 1. Schools input and submit their offers, via MyGTCS website 2. Local Authorities confirm the offers to GTCS 3. SPS system processes matches 4. Universities + Local Authorities consider the allocated matches 5. Once matches approved at step 4, Schools notified via e mail of the students they should expect to receive throughout the school year 6. If changes are necessary, Schools will always be notified of these by and changes will show on the Student Placement System. 5

6 8. What are the key changes to student placement experience or Professional Experience and Practice in the new MA Primary Education degrees? In line with the clear vision for the teaching profession, succinctly summarised in Recommendation 2 and highlighted throughout Teaching Scotland s Future (2010) the placement strand of the degree programme has been reconceptualised and renamed as Professional Experience and Practice. An increased amount of time is dedicated to professional experience and practice in schools. Professional Experience and Practice courses, which incorporate school placement experiences in Year 1,2,3 and 4 of the degree, are designed to: - - support students to develop a meaningful understanding of the complexity involved in all aspects of professional practice in schools Recommendation 21 help students appreciate and begin to be able to cope with the multidimensional demands of being and becoming a teacher (which often means challenging preconceptions of what it means to be a teacher) Teacher education policy Teaching Scotland s Future In Years 1 and 2, students will be able to participate in a cohesive, set of experiences through carrying out a range of activities in schools and school communities during the allocated serial days (8 days in each of Years 1 and 2). During Year 3 students will spend a full school year in school. In Year 4 during the 8 days allocated, students will conduct a school based research project. They will not be required to teach during this period. 6

7 9. What is the rationale for students spending a whole school year in school? This placement model offers both depth of experience as well as breadth of opportunities. It allows the student to become an authentic member of the school community who is actively involved in the wider life of the school, over an entire school academic year. During this year students will work with children at all stages and with a range of professionals, experiencing learning and teaching in all areas of the curriculum and continuing with Educational Studies and Primary Studies strands through recall days. Students will experience 2 classes in depth, providing them with the opportunity to understand progression in teaching and learning and develop meaningful and productive pedagogic relationships. Within this year, students will gain experience of teaching across the full spectrum of the curriculum, supported by school and university staff. To gain a meaningful understanding of how a school systems operates, how relationships are developed, forged and nurtured, with both staff and children, they will be provided with opportunities to experience and understand the wider complexities and demands of school life both in terms of the day- to- day and medium and longer- term pressures. Students will also have the opportunity to work with other professionals both within their school context and beyond. This guided experience in other contexts will provide opportunities for students to understand the different professional relationships and practices that exist. In addition to the broader cultural and community understandings that can be developed, this placement structure provides an unparalleled opportunity for students to experience, understand, develop and critically reflect upon their professional practices and identity(ies). 7

8 10. How is it anticipated that students will gain experience of a range of schools? It is anticipated that all students will have the opportunity to gain experience of at least 4 different schools/educational settings over the 4 year programme. In Year 1 students will spend 8 days in one school. In Year 2 students will spend 4 days in a different school and 4 days in another educational setting. Throughout the Year 3 placement, a range of opportunities is planned to enable students to develop meaningful awareness of at least one other school context. It is anticipated that students from various schools will come together as a cluster group and that opportunities will include: Cluster meetings with all students in cluster + access through VLE to other clusters for professional discussion with peers. Students will work co- operatively and collaboratively with at least one partner peer who is placed in a different school context. Joint planning + peer observations of learning- in- action within each other s classes will be scheduled. Assignment related collaborative learning and professional sharing of learning experiences: Understanding learning Environments; Creating an evidence informed learning profile; Practitioner Enquiry into the impact of an IDL project poster & presentation Shadowing peripatetic staff (e.g. curriculum specialists) Curriculum sessions for the cluster provided by university staff Professional sharing of learning experiences and collaborative learning during scheduled Recall Days (Professional Experience and Practice + Primary Studies 3 + Educational Studies 3) 8

9 11. What are the anticipated roles of teachers and tutors in the new Professional Experience and Practice Courses? In Years 1 and 2 there is no formal assessment of students teaching by either school or university staff In Years 1 and 2 university tutors will not visit students whilst they are in schools, undertaking Professional Experience and Practice planned activities and assignments. In Year 1, the main change for school mentors will be the requirement to spend at least 30 minutes after each activity in dialogue with the student to enable the student to make sense of the activity in relation to the role of the teacher and the children as learners in a particular school context. As the content of the activities will vary, the contact time required will also vary. N.B. Although each of the MA Primary Education programmes has been accredited by GTCS, it is not possible, at this stage, to provide definitive answers about Years 2 and 3. In keeping with the commitment to partnership working between the university and all partner local authorities and schools, what emerges from now onwards, will be as a result of work together in partnership, throughout the Early Phase of Teacher Education. Partnership in student - teacher education is a key focus for the Early Phase Working Group and of the remit of the current TSF Early Phase Development Officer departments/education/about- us/partnerships/current- activities However, it is possible to share the outline that has been accredited and agreed, to date: Year 2 Students will spend time in an alternative educational setting during their 8 day Professional Experience and Practice. Students will undertake a range of set activities as an integral part of their course assessment. University tutors will not visit students. Year 3 In Year 3, nearly all of the MA students will spend a whole school year, predominantly in one in school and its community. The exceptions to this will be for students who are studying Gaelic or German as part of their MA Primary Education degree programme. These students will spend half a school year in one school in which Gaelic or German is the language medium and half a school year in a mainstream Scottish primary school. 9

10 A central feature of the new MA is that university and school staff will work in genuine partnership to educate, support and assess student teachers, when they are on placement. The specific arrangements for this will, of course, be considered further and agreed at LNCT level. It is anticipated that students will take significant responsibility for their own learning and progress and that school mentors and university tutors will work in partnership together and with the students to support learning and progress. This diagram illustrates the shared responsibility:!"#$%&"'("%)*+%,''!"#$%"&%'"$()*+$,"-%&.-)/)')*#$0&,$$0&,$ -*12".*3*"45+",$ '"4,.).6$4.2$$%,&6,"--$ 21,).6$7,&0"--)&.4'$ 89%",)".5"$4.2$$ 7,45:5"$).$-5+&&'$ $%!-.&)"%$'!*+//0'!")1' #&-2%,!-"3'"#"/,'' Mindful that fine detail has yet to be developed in partnership, it is currently proposed that: Each student will meet with the appropriate class teacher(s) and/or school mentor(s) and a university tutor to consider progress, to date, and plan next steps the student- teachers learning and the nature and extent of support required. These meetings will take place on a regular basis throughout the year (frequency to be agreed within the partnership arrangements. University tutor and school mentor(s) will meet on a regular basis, throughout the year (frequency to be agreed within the partnership arrangements) A university tutor will have responsibility for students who will meet as a whole group frequently, on a regular basis throughout the year. 10

11 12. What support is planned for school mentors of students on the new MA Primary Education Programmes? Year 1 Professional Experience and Practice- 8 serial days in one school with dates to be arranged by the student with the school A Handbook entitled M.A. in Primary Education with...professional Experience and Practice Handbook Year can be accessed and downloaded from the Student placement system (SPS) website placement- system.aspx accessed via MyGTCS. The first outreach session in each partner local authority entitled, Beginning to work together on the MA in Primary education: Year 1 Professional Experience and Practice (PEP has been developed in partnership. In September 2014, a local authority representative, along with the Partnership Development Officer and the Programme Director for the MA Primary Education with has or will run this session. Information about this event will be communicated through the normal channels in your own Local Authority about this event. A second session is planned for January/February 2015 to invite school mentors to offer feedback and suggestions about the whole experience, making a valuable contribution to ongoing development. Information about this event will be communicated through the normal channels in your own Local Authority about this event. Year 2 and Year 3 In keeping with the commitment to partnership working between the university, local authorities and schools, procedures and support materials for school mentors will be developed through partnership arrangements. Representatives from each local authority in the partnership will work closely with the Development Officer in Early Phase Teacher Education to gather and feed in school mentors views and suggestions. A Handbook for each Professional Experience and Practice placement will be developed in partnership and be made available on the Student placement system (SPS) website placement- system.aspx 11