ÐÏà¡±á>þÿ Ej"þÿÿÿþÿÿÿ%"&"'"(")"*"+","-"."/"0"1"2"3"4"5"6"7"8"9":";"<"=">"?"@"A"B"C"D"E"F"G"H"I"J"K"L"M"N"O"P"Q"R"S"T"U"V"W"X"Y"Z"["\"]"^"_"`"a"b"c"d"e"f"g"h"i"ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á5@ ø¿¯¸bjbjÏ2Ï2 Ú¨XXv°6ÿÿÿÿÿÿˆ>>>>ŽŽŽÄÌ8Ì8Ì889¼À9|ÄÑr>H:Ü$;"F;F;F;BhkBL·B(PrRrRrRrRrRrRr$uRawTvrŽßBÃA@BßBßBvr>>F;F;}‹rÇRÇRÇRßBÄ>8F;ŽF;PrÇRßBPrÇRÇRÝR@oÌvŽ¨qF;<:€Ï+²9îÆÌ8£Oäpr4¡r0Ñr&p‚µw‡Qµw4¨q¢¶>>>>µwŽ¨qtÇRßBßBßBvrvrÄÄd'(,¤ŸR(ÄÄ(, October 2005 ipda Conference 2006 Leading CPD December 1st and 2nd, 2006 Stirling Management Centre See page 1 for further details ipda prizes 2006 visit the ipda web site to find out how to submit master’s level work for an ipda prize ipda Cymru Conference 2007 Learning leaders: leading learners Friday 23 March 2007 Metropole Hotel Llandrindod Wells Further details will soon be available on the ipda website: HYPERLINK "http://www.ipda.org.uk/" http://www.ipda.org.uk/ A pedagogy for taught doctorates We are seeking contributions to the next newsletter which explore the pedagogy of taught doctorates and share good practice in this area. CONTENTS page Conference 2006 2 Ipda website: 2 NEW resources International update 3 ipda down under: 3 AARE 05 conference CPD: Compensatory 4 Professional Development? Educational Institute of 6 Scotland: Positive Report for Learning Initiative, But More Employer Support Needed CASP: Clifff Jones 7 discusses professional learning with Alex Alexandrou (ipda) and James Rogers (UCET) ipda 2005 Prize Winners 9 Obituary: Malcolm Lee 11 1933 - 2006 –– Contact for newsletter contributions: Helen Mitchell at HYPERLINK "mailto:H.Mitchell@uel.ac.uk" H.Mitchell@uel.ac.uk Roger Levy at HYPERLINK "mailto:R.Levy@herts.ac.uk" R.Levy@herts.ac.uk Conference 2006 Leading CPD December 1st and 2nd, 2006 Stirling Management Centre University of Stirling Stirling FK8 1LH ( HYPERLINK "http://www.smc.stir.ac.uk/content/" http://www.smc.stir.ac.uk/content/) We invite colleagues old and new to join us at the ipda conference, the premier specialist venue for colleagues working in the field of professional development. We believe that the theme of this years conference-‘Leading CPD’ is of crucial concern across the whole field of professional development. Effective Leadership at every level is vital to ensure success. The ability to motivate and to sustain high levels of personal motivation are key elements that help contribute to the successful outcomes of our endeavours. Our invited speakers will address this theme from the perspectives of the UK and Europe. We are delighted to have with us Bernard McLeary, Chief Executive, Learning and Teaching Scotland and Chresten Kruchov, Rector, CVU Copenhagen and N. Zeeland as presenters, both key players in terms of policy and development in their respective countries. We are also pleased to welcome Sue Stockdale. Sue has a deserved reputation for her powerful and inspirational presentations on Leadership, Motivation and Entrepreneurship, with a particular emphasis on CPD She has authored two books - "Kick-start Your Motivation" and "Secrets of Successful Women Entrepreneurs" one of these titles will be included in the conference pack for all delegates Conference participants will additionally receive a complimentary copy of Induction: fostering development at all stages’ ,authored by Janet Draper and Jim O Brien, (ipda President), published by Dunedin Academic Press The programme will include 20 high quality research paper presentations, poster sessions and discussion forums If you have recently completed or are currently engaged in research related to continuing professional development, or are supervising students working in this area, or have experience of good practice that deserves a wider audience, then you are cordially invited to submit a paper /proposal for presentation. All papers submitted will be peer reviewed. Please visit our web site at HYPERLINK "http://www.ipda.org.uk/" http://www.ipda.org.uk/ to access the 'Conference Programme', 'Booking Form' and the 'Call For Papers' for the ipda Conference 2006. ipda web site: new resources Online Resources for CPD A new database of your favourite online resources for CPD will be set up on the ipda web site in November 2006. The database is an ongoing development to support teaching and research for colleagues in schools, local authorities and higher education. If you have favourites that are not listed please send the web link with a brief description of the content and its potential uses to: HYPERLINK "mailto:H.Mitchell@uel.ac.uk" H.Mitchell@uel.ac.uk or HYPERLINK "mailto:R.Levy@herts.ac.uk" R.Levy@herts.ac.uk The New Role of the Teacher Ten Recommendations from The Learning Teacher Network presented at the Ljubljana Conference May 2006 by Magnus Persson, Network Coordinator. The Learning Teacher Network is a Comenius 3 European Educational Network working in the thematic area of the new role of the teacher. The network has been selected by - and is supported by - the European Commission. The full document can be accessed on the ipda web site HYPERLINK "http://www.ipda.org.uk/" http://www.ipda.org.uk/ ipda international update ipda SCOTLAND Ipda Scotland was launched on 21st June 2006 when over 40 people were welcomed by Jim O'Brien, ipda President, to a seminar held at the Belford Menzies Hotel Edinburgh. Two excellent power-point presentations from the seminar can be accessed on the ipda website ( HYPERLINK "http://www.ipda.org.uk/" http://www.ipda.org.uk/) : Professor Walter Humes (University of Paisley) ‘Redefining the Agenda of Professional Development’ Francesca Brotto (Adviser Ministry of Education, Italy) ‘Challenges for Teachers and Leaders from the European Dimension of Education’ We hope to welcome new Scottish members to the ipda national conference which will be held for the first time in Scotland on the 1st and 2nd December at the University of Stirling Management Centre. ipda IRELAND Preparations are moving ahead quickly and we hope to inform all members in the very near future that another ipda national organisations has been successfully launched. We can say with certainty that the 2007 ipda National conference will be held in Belfast at the Ramada Inn Hotel 30th November/1st December. ipda CYMRU We are also pleased to announce that the ipda Cymru conference will be held on Friday 23 March 2007 at the Metropole Hotel Llandrindod Wells. The theme will be 'Learning leaders: leading learners'. The programme will follow shortly and details will be on the ipda website. ipda LINKS WITH DUBAI The benefits of international networking are unquantifiable! Jim O’Brien and Ken Jones attended the AARE conference in Sydney in November 2005 where they presented a paper on CPD and led a session on the role of the academic journal. Following this they were approached by colleagues from Dubai who were impressed by the role that ipda plays in promoting CPD and expressed an interest in developing a section of ipda in the Gulf area. There is clearly a lot going on to promote CPD in the Middle East and colleagues there are very keen to establish an ipda Gulf Cooperating Countries (GCC) Regional Association. This has been discussed and approved by the ipda committee and we expect to be able to notify you of further developments shortly. Meanwhile … there may be colleagues in other regions who might be interested in setting up ipda regional associations. Each would have to be considered carefully by the ipda committee but we would certainly welcome expressions of interest. ipda Down Under: AARE 05 Conference Education Research - Creative Dissent: Constructive Solutions The Australian Association for Research in Education (AARE) held its Annual Conference at the University of Western Sydney in Parramatta, 27th November-1 December 2005. The AARE ’05 Conference had a number of themes reflecting research that addressed issues of creativity, dissent, constructivism and problem-solving. The presenters engaged with contemporary public debates about schools, educational and curricular experience, attainment and achievement – issues of concern to researchers and policy-makers globally. For Australian researchers there was discussion about the implications of the Research Quality Framework (RQF), the nature of which would be familiar to UK colleagues and the RAE. Unsurprisingly the themes included such areas as Education Policy and Social Justice; Pre-service Teacher Education; Inclusive and Special Education; Motivation and Achievement; Curricular Reform and New Pedagogies; ICT; Learning and Teaching; Philosophy and Education; Educational Leadership; Indigenous Education; and of course Professional Development and Teacher Professional Learning. Ken Jones (Swansea Institute of Higher Education) of ipda Wales and Editor of the Journal of In-service Education and Jim O’Brien [The University of Edinburgh], current ipda President, participated in a Symposium entitled “International perspectives on teachers’ professional learning: The ways in which it is understood and provided for”. The symposium was organised by Professor Susan Groundwater-Smith, the University of Sydney, and a member of the Journal of In-service Education (JISE) International Advisory Board. The symposium was dual purpose and was intended to launch the publication of a special Australian themed issue of JISE in 2005 (Vol. 31, No.4) and to contribute to the developing dialogue on the ‘situatedness’ of teacher professional learning in the context of policies and practices in Wales, Scotland and New South Wales; arguing that teachers at different points in their career histories and in different policy environments have varying needs in terms of their professional growth and development. Jim O’Brien, and Ken Jones starting the symposium with their paper: Politics, Professionalism and Pragmatics: Teacher professional development and learning – perspectives from Wales and Scotland were followed by a NSW paper Learning Together through Action Learning by Frances Plummer focusing on the inquiry model as a form of professional development. Susan Groundwater-Smith and Josephine Gereige Hinson then discussed a process of collecting, critiquing and employing professional narratives as a means of informing teacher learning in the NSW Department of Education and Training with their paper entitled -That feels real to me! Using cases for Professional Learning. Ken Jones, in fine editorial style, provided an overview of JISE and its importance as a source of evidence and international information on a range of common issues and concerns in CPD and professional learning. Both Ken and Jim then put the case for an Australian Chapter of ipda and it will be interesting to see the response. All those who attended had the opportunity to complete a proforma and they will be sent an application form and a complimentary copy of the special Australian JISE Issue. The session concluded with all contributors acting as a panel and responding to points and issues raised by the almost 70 people who attended the session. There was an unsolicited impassioned endorsement of the Journal from the floor and a suggestion that Australian institutions needed such a Journal focusing on professional learning and CPD. After the symposium there was lots of informal feedback on the session which most seemed to have enjoyed and gained from. Contact was made with two Australian colleagues currently working in the Arab Emirates who were keen to take forward the idea of an ipda Chapter there. Ken and Jim are already looking out their desert boots! Jim O’Brien CPD: Compensatory Professional Development? It is time for a full review of how the professional development of those working in education is managed, led and funded in Wales. This month ipda Cymru, the International Professional Development Association* held its annual conference in Cardiff on the theme of ‘CPD for All’. The conference was attended by representatives from schools, LEAs, Higher Education Institutions, Government Agencies and others with an interest in professional development in education. What is abundantly clear is that we all agree on the common goal - that if schools are to provide the best learning experiences for children and young people, they have to provide the best learning support not only for teachers, but for all other professionals and associate staff involved in the learning process. A number of key points emerged: Focusing on the professional development of teachers will only give us part of the answer and that, in an era of school remodelling, all adults who support learning are likely to need ‘professional’ development themselves. Unless schools, HEIs, LEAs and others collaborate in providing CPD, there will be no coherent support for learning even in a country as small as Wales. The ‘Making Connections’ agenda is already bringing potential partners together by encouraging LEAs to pool expertise. There must also be opportunities for Higher Education, schools and others to play a part in this if we are to build on firm foundations. The pace of change is, as always, rapid and the time scales for implementing new initiatives are often very short. There is a danger that teachers and others will be poorly prepared for the introduction of specific changes, with the consequence that excellent and innovative proposals will have limited effectiveness. Funding needs to be targeted more effectively (GTCW funding has provided excellent opportunities for CPD but is for registered teachers only and take-up in Wales is inconsistent by age and region; there is poor take-up of GTCW funding by supply teachers; there is a significant gap in provision for Teaching Assistants, so that those who undertake further study (such as Foundation Degrees) often end up paying for the courses themselves; perceived and actual (it depends who you talk to!) reductions to the Better Schools Fund limit the opportunities for headteachers to support all staff) We do not have a clear indication of the CPD needs of teachers, teaching assistants and other associate staff. More research needs to be undertaken on this in Wales so that funding and provision may be targeted more effectively to maximise impact and value for money. Support for the Induction and Early Professional Development of teachers is providing new opportunities for development, and the NPQH, PHIP and LPSH programmes are extending those in senior leadership positions. However, a key engine for change lies with those who will hold Teaching and Learning Responsibilities, and it is these Middle Leaders who will need greater targeted funding support than exists at present. If CPD is to be valued and effective, it should be recognised in some way. Some professions insist on counting ‘CPD hours’; others require further qualifications to be obtained before career development may take place. The proposals for Chartered Teacher Status in the current Professional Development Framework consultation go some way towards this, and the HLTA qualification may give similar recognition to Teaching Assistants Radical ways of ensuring entitlement to professional learning support are needed across Wales, but especially in areas which are geographically distant from centres of population. LEA advisory services are unable to cover all professional development needs; Teachers’ Centres have all but disappeared in Wales; libraries in HEIs provide learning resources for serving teachers and associate staff enrolled on courses but they are not funded for provision beyond this and, again, most professionals working full-time would be unable to travel conveniently to their nearest HEI. The development of on-line provision and e-learning must be made a priority and there is an opportunity for teachers and teaching assistants in Wales to lead the way in exploring new forms of professional development using new technologies. The Furlong Report on the Review of Initial Teacher Training Provision in Wales argues for changes to Initial Teacher Education and Training– crucially, for the ending of the BA (Ed) undergraduate route to Qualified Teacher Status and for ‘teacher training’ to be primarily through the PGCE route. This will remove a significant and very effective form of preparing primary school teachers and, if the BA (Ed) ceases to exist, there will be a need for CPD to be much more focused to compensate for skills and elements of learning that can’t be accommodated within a one-year programme. If school improvement is to be built on ‘CPD for all’, this has to be effectively managed in schools. Clear responsibilities for CPD will need to be identified at senior and middle leadership levels and the role of the CPD co-ordinator will be central in working alongside those holding Teaching and Learning Responsibilities Consequently, there must be training for those who manage, coordinate and lead CPD in schools The Learning Country presents dynamic and distinctive opportunities for education in Wales. However, some will remember that in the early 1980’s the introduction of a radical new vocational curriculum called TVEI was heralded with much fanfare and funding. Then it was realised that the teachers who were required to implement the changes did not have a full understanding of what they needed to do to bring about the change. Hastily, additional funding was found to rectify this and TRIST (TVEI-related in-service training) was introduced to bring these front-line teachers up to speed. This was a case of building the cart and later realising that a horse was needed to make it go forward. The investment in Professional Development then was a ‘catch-up’ to compensate for gaps in knowledge and expertise. We need to have targeted, funded and inclusive CPD for all now (not in a few years time) if the C in CPD is to mean ‘Continuing’ not ‘Compensatory’. Footnote: Ken Jones is Dean of Humanities at Swansea Institute of Higher Education *ipda Cymru is part of the International Professional Development Association. Further information may be obtained from HYPERLINK "http://www.ipda.org.uk" www.ipda.org.uk or from Ken Jones at Swansea Institute of Higher Education. Educational Institute of Scotland: Positive Report for Learning Initiative, But More Employer Support Needed An initiative aimed at introducing dedicated Union Learning Representatives to assist Scottish teachers and lecturers with their continuing professional development has received a positive report from an independent academic who has evaluated the scheme. The EIS Learning Representative programme – the first of its kind in Scotland – aims eventually to have a qualified LR in every school and college in Scotland. The evaluation report on the EIS Learning Representative programme, published today, has been written by freelance academic Alex Alexandrou who specialises in the fields of education, human resource management and trade unions. Mr Alexandrou is also the current Chair of the International Professional Development Association and sits on the editorial board of the Journal of In-Service Education. Continuing Professional Development (CPD) is a hugely important issue for teachers and lecturers, as keeping skills and knowledge up to date is essential if they are to continue to provide a high quality teaching and learning experience for pupils and students. The EIS Learning Representative programme was established to support and inform teachers and lecturers in identifying suitable CPD opportunities which meet the needs of the individual teacher or lecturer concerned. Writing in the evaluation report, Mr Alexandrou states, “The creation of the Learning Representative scheme was a risk by the EIS as it took the organisation out of its comfort zone and into unknown territory from its perspective as a trade union. However the EIS was (also) formed to look after the professional development needs of its members. The evidence presented in this evaluation shows that it was worth the EIS taking this risk but there is work to be done, not only by the EIS, but by both strategic and operational stakeholders in the Scottish education system.” Mr Alexandrou continues, “The EIS LRs are a dedicated and enthusiastic group who are committed to the cause of teacher professional development and have demonstrated their initiative and resourcefulness when it has come to not only establishing themselves but also overcoming obstacles that have been put in their way either deliberately or inadvertently. LRs are ably supported by the EIS itself which has not only appointed a dedicated member of staff to look after them but has also created a unique training course for them; a dedicated website; regular updates and meetings; and handbook and ongoing training.” He adds, “The key strategic stakeholders in Scottish education, namely the Scottish Executive, General Teaching Council for Scotland and Learning and Teaching Scotland not only openly support the Learning Representative initiative but are committed to it. They recognise the benefits to the teaching profession and that LRs fit into the partnership approach to learning that all key stakeholders in Scottish education have signed up to. They also regard the Learning Representatives as integral to the success of the CPD element of the 21st Century Teaching Agreement.” But Mr Alexandrou also goes on to warn, “Despite promising developments at the operational level of Scottish education, this evaluation has highlighted a number of issues and problems that could endanger the bi-partisan approach to lifelong learning and the effectiveness of the LRs to help their colleagues. The evidence demonstrates that there is non-connection between LRs and local authorities, CPD co-ordinators, school management and head teachers.” He continues, “From the perspective of local authorities and head teachers there is a lack of understanding of who Learning Representatives are and what their roles and responsibilities are. The situation is exacerbated by local authorities and head teachers continuing to operate within an adversarial mindset despite the 21st Century Agreement and the EIS’ positive partnership approach to CPD for teachers. The actions and attitudes of local authorities and head teachers clearly affect the manner in which Learning Representatives are able to operate.” The EIS now has a total of 82 trained Learning Representatives in post, 45 of whom are working across establishments, mostly at local authority level. There are also 22 single school based Learning Representatives and 15 Learning Representatives working in Further Education colleges. The evaluation report also makes key recommendations as to how the effectiveness of the Learning Representative programme can be improved, including: The EIS, in partnership with the Scottish Executive, the General Teaching Council for Scotland, and Learning and Teaching Scotland, should run a road-show for local authority directors of education and headteachers to clearly and definitively explain what the role and responsibilities of LRs are. The EIS within each local authority should run a series of meetings targeted at teachers to inform them about the work of LRs, and also to sell the concept of CPD to them and clear up any misconceptions about professional development. The EIS must encourage all stakeholders (such as local authority employers) to show the teaching profession that they are serious about CPD for teachers and that it is not another initiative which will eventually end up being forgotten. Commenting on the publication of the evaluation report, EIS General Secretary Ronnie Smith said, “This is a very positive report, which highlights the important work that EIS Learning Representatives are engaged in to support teachers and lecturers in their Continuing Professional Development. It is clear, however, that there is still a considerable amount of work to be done at local authority and school level to promote the work of Learning Representatives and their key role in supporting CPD as part of the modern, collegiate working environments that all schools and colleges should be striving towards.” For further information, please contact: Brian Cooper, (Media & Communications) Tel 0131 225 6244, e-mail HYPERLINK "mailto:bcooper@eis.org.uk" bcooper@eis.org.ukLyn McClintock, (LR Project admin.) Tel 0131 225 6244, e-mail HYPERLINK "mailto:LMcClintock@eis.org.uk" LMcClintock@eis.org.ukAlex Alexandrou, (Report author) Tel 01582 663 466, e-mail alex.pfe@btopenworld.com CASP (critical Advisory Support) interview CASP is the Critical Advisory Support Partnership for CPD. It aims to be the voice of major stakeholders in CPD in order to provide a unified response to government proposals and consultations. CASP wants to provide a balanced stakeholder perspective on CPD initiatives being developed and promoted by bodies such as the TDA and LSC. Most importantly, as its title suggests, CASP will be a body that will be unashamedly critical. In a time of compliance, criticism is frowned upon unless it is ‘positive’, which means that it merely raise problems that need to be overcome to further existing policy. CASP intends to be both positively and negatively critical. It will be the stakeholders’ voice that pursues a vision of CPD that is in the interest of teachers and lecturers and will promote and defend that vision nationally and internationally. Dr Dennis Hayes Chair of the Standing Committee for the Education and Training of Teachers (SCETT), a member of CASP, and Joint President of the University and College Union Critical conversation on CPD In a recent issue of CPD Update, Cliff Jones raised and discussed the notion of ‘critical professional learning’ and argued that the difference between this and continuing professional development is that when ‘learning’ is substituted for ‘development’ some barriers are removed, particularly when operating in a professional context that is constrained by externally defined standards governing pay and position. Developing as a professional in order to fit a standard is not the same as professional learning. And professional learning with some collegial criticality from a variety of perspectives can help construct authoritative professional voices. Cliff recently met and talked to Alex Alexandrou, the Chair of the International Professional Development Association (ipda) and James Rogers, the Executive Director of the Universities Council for the Education of Teachers (UCET) about the notion of professional learning. Both of these organisations are members of the Critical Advisory Support Partnership (CASP). An account of the interview was published in CPD Update September 2006 and Optimus publishing have given permission for it to be reproduced here. Cliff Jones. ‘If I can start with you Alex, you have been looking closely at CPD in Scotland. What is different? What lessons can be learned?’ Alex Alexandrou. ‘Well the key difference is Chartered Teacher Status (CTS) which came about as a result of the McCrone Inquiry into the pay and conditions of service for Scottish teachers. Interestingly, the terms of reference did not explicitly highlight the issue of CPD. However, the final report was damning in its condemnation of the provision of CPD and made a number of recommendations that significantly and directly impacted on the issues of CPD and teacher status. These included: accrediting CPD courses at national level; local authorities to review their arrangements for the provision of organised CPD activity; the Scottish Executive to establish a national register of approved CPD providers and to review the financing available to schools to support CPD activity; local authorities in consultation with the teaching unions to increase the time available to teachers for professional development by the equivalent of five extra days per year with this additional commitment to be reflected in the salary structure and, most importantly, the Scottish Executive with all the key education stakeholders had to develop a national programme and standards for Chartered Teacher Status to be implemented by April 2002. In the spirit of partnership, all the key stakeholders reached an agreement (commonly referred to as the 21st Century Agreement) based largely on McCrone’s recommendations. Thus CTS was born as was another key initiative which I am convinced will move CTS forward. The initiative in question is the creation of a Teacher Union Learning Representatives’ Scheme by the Educational Institute of Scotland. It felt that it needed to underpin this initiative with a level of support unprecedented in its history to date and applied to the Scottish Executive for a grant to set up a union learning representatives (ULRs) scheme which it got and it now has almost 100 ULRs. ULRs, are lay representatives who receive no financial remuneration apart from expenses accrued in pursuance of their activities, which in relation to the EIS LRs are in the main to advise colleagues on their learning needs and the CPD courses that are available to them. In order for Scottish teachers to achieve Chartered Teacher Status, they basically have to enrol onto an accredited programme and complete a certain number of modules, which then allows them to be awarded CTS by the General Teaching Council Scotland. In my opinion, the success of Chartered Teacher Status (CTS) in Scotland is dependent on the following four factors. Firstly, schools and local authorities must not only buy into the concept but have the finances and desire to invest in teacher CPD. Secondly, school managers must help teachers find the time to undertake meaningful CPD within their busy schedules. Thirdly, teachers themselves need to embrace the concept of CPD and not regard it as another meaningless initiative and fourthly, the EIS LRs must play a pivotal role in acting as honest brokers by helping to advise and facilitate the CPD of teachers’. Cliff Jones. ‘Yes I have seen how union learning reps in England can push along professional development but surely if we had something like Chartered Teacher Status we could bring together advanced professional, academic and financial standing in one easily understood package? It is quite possibly going to be adopted in Wales and in Northern Ireland so why not England?’ Alex Alexandrou. ‘I agree but I am afraid to say that I am not sure whether the political will is there at the strategic departmental level to push such an initiative through and I do not think that there is the same spirit of partnership between the stakeholders in England as there is in Scotland to embrace such an initiative and ensure that it is not only wholeheartedly adopted but also supported in the long-term. It just cannot work. One reason is that the Department for Education and Skills has experienced such a dramatic cut in its numbers that it does not have the personnel at either the strategic or operational level to get such an initiative off the ground and the teaching unions presently are not a harmonious group and relationships between the key unions are presently strained to say the least on issues such as the workload agreement. Workload is also a key factor and the evidence that is emerging from schools in England is that teachers are struggling and the issues of stress, work-life balance and well-being are coming to the fore. Thus, teachers would not have the time to do this type of CPD to achieve CTS and I believe that presently many of them would be quite cynical about such an initiative in terms of what was really in it for themselves. I do not mean to be negative but the teaching profession has taken such a bashing over the past few decades that teachers throughout the United Kingdom are battle weary. I feel that politicians and the DfES have lost sight of what education should be about. I am reminded of John Ruskin’s thoughts on education when way back in 1869 he stated that “Education is not a profitable business but a costly one; nay even the best attainments of it are always unprofitable, in any terms of coin. No nation ever made its bread either by great arts, or its great wisdoms. By its minor arts or manufacture, by its practical knowledges, yes; but its noble scholarship, its noble philosophy, and its noble art, are always to be bought as a treasure, not sold as a livelihood. You do not learn that you may live – you live that you may learn”. As far as I am concerned Ruskin’s words are as relevant today as when they were first uttered, particularly with this current administration’s emphasis on “Education, Education, Education” and the “Learning Society”. Coming back to the thrust of your question we may not get Chartered Teacher Status in England but the next best thing could be the National Standards’. Cliff Jones. ‘Talking of the new or revised National Standards, UCET has had an opportunity to make its views known. How do you, James, see the standards influencing professional development?’ James Rogers. ‘There are some good things in the new National Standards for classroom teachers (which apply only to England), particularly the recognition of the importance of teachers taking responsibility both for their own and others’ professional development. There are, however, some areas of concern. For example, references to things like analysis, which help to define graduateness, are missing and that there is only limited reference to research and, where it does appear, it is confined to Excellent Teachers and Advanced Skills Teachers. The fact that the standards are so tightly linked to role specifications might also mean that a teacher’s professional development is geared around the immediate short-term needs they happen to be working in at the time and not the needs of the teacher themselves. This is short-sighted, as schools collectively will ultimately benefit from a system of professional development that stretches teachers and meets their needs rather than the possibly transitory and narrow ones of their current employer. Compare that to the approach of the Institute for Learning, the new professional body for teachers in the post-compulsory sector, which does recognise in its CPD policy that the needs of the teacher are paramount’. Cliff Jones. ‘We seem to have moved a long way from the CPD Strategy announced by Estelle Morris with such a flourish on March 1st. 2001. Schools were to have had earmarked CPD budgets and much of the decision making about how professionals developed was to be placed in the hands of schools and teachers. What has happened since? James Rogers. ‘Things have changed a lot since 2001. The TTA has morphed into the TDA and now has responsibility for the education, training & development of the whole school workforce and not just teachers. That has clear funding and policy implications. The reference you make to CPD funding being devolved to schools is interesting. Of course it is right that schools have money for professional development and are able to spend it in line with their priorities. But money has not been earmarked within school budgets for CPD and there is a massive temptation for head teachers to “raid” budgets to spend on what might at the time appear to be more pressing needs. And, despite its merits, devolved funding can mean that teachers cannot get support for more and more demanding developmental activities (e.g. masters level courses) that will have a long term impact on both their careers and the work of their students. Although the TDA’s postgraduate professional development (PPD) funding meets some of these needs, it is not enough. Finally, the TDA has created a national CPD reference group of stakeholders to guide its policy and practice in this hugely important area. Bizarrely, however, that group excludes anyone with first hand knowledge of HE level professional development for teachers, despite the wealth of evidence that shows how effective that is compared to many of the short, death by powerpoint and tips for teachers provision many are obliged to undertake’. (Note: this has now changed and HE is represented on this body via the Critical Advisory Support Partnership). Alex Alexandrou. ‘I agree with James and I feel that the key players in the education sector are not as strategic in their thinking or their policies as they claim. The DfES is a prime example of this as I know from first hand experience, having recently examined the Department’s Change Management Programme resulting from its Five Year Strategy for Children and Learners. Part of this strategy is a 31% reduction in personnel levels at the DfES, based on claims that the Department wants to be strategic rather than operational in its outlook and activities and this has a had a detrimental effect on the DfES and its remaining employees. My evaluation found that the Department’s Five Year Strategy and all its supporting strategies and policies such as Every Child Matters may not be delivered because the change management programme that underpins it has been ill-thought out, designed and delivered. This has led to unacceptable levels of redundancies which have negatively affected not only the efficiency and effectiveness of the DfES but also the morale and motivation of the staff that remain. It also found that there was too much risk attached to the Department’s move from centralised to decentralised control and delivery of services. The DfES has lost valuable experience, expertise, knowledge and skills, which it will be unable to recover to the detriment of the people it seeks to serve namely teachers and pupils. So what hope is there for a challenging and robust system of CPD that teachers are willing to buy into and that can be administered and supported effectively by such stakeholders as the TDA and the DfES?’ Cliff Jones. So where does all this leave us? If we add into the mix extended schools, system leadership, federated schools and FE colleges, the rise of the Specialist and Academies Schools Trust and the takeover or closure of those schools deemed to be failures will the ‘new professional’ of the future be working in something that scarcely resembles what we have grown up with (‘a school Jim but not as we know it’)? Shall teachers and related professionals be working towards a vision they have constructed for themselves or fitting in to one that has been presented to them as an orthodoxy? The means of measuring performance (tests, acceptable scores etc.), a belief in certain ways of teaching and differentiating children and lots more emerge from the centre rather then from the professionals. So how will the critical professional voice begin to influence policy and practice? I think we need to talk further about this and obtain input from more people. Ipda 2005 Prize Winners Erika Lovelady Prize Bob Coburn – University of the West of England. EDD Thesis: “How does it work? Inside a class of children with PMLD” Bob’s study had two interrelated strands, firstly, a substantive interest in the theoretical underpinning of the practice of a staff group working with children with profound and multiple learning difficulties (PMLD) and secondly, the development and use of a methodological approach by which to study such practice. At the time of writing this thesis, Bob has the head teacher at the Claremont Special Needs School in Bristol. Symposium Journals Prize Areej Arnaout – University of Liverpool. MEd Thesis, which gained a Distinction: “Developing motivation and self-esteem: action research with a class of 9th grade girls” Areej is an Israeli Arab studying through the University of Liverpool and this study represents an action research case study of a ninth grade girl’s class (in Israel) who had low-self esteem and low motivation to study and achieve. Areej as their educator, teacher and as a Master’s student worked with them in order to help them overcome these problems and prepare them for their future life. ipda Professional Development Prize Tracy Margets – Swansea Institute of Higher Education Tracy teaches at the Cila Primary School, Killay, Swansea and her study examines the foundation phase in education, with a focus on nursery and reception. Tracy’s work argues that young children can engage in abstract thinking providing the work is set in a narrative context. In particular, she researched education for racial equality with her class over a two year period. She has drawn up guidelines for implementing an anti-bias curriculum for the early years in schools which have few, if any pupils from minority ethnic groups. Her research is innovative and creative and is recognised as such by her LEA who regularly ask her to lead CPD in of teachers in the authority. She is also a regular contributor to the CPD programme at the Institute’s School of Education. Tracy is currently working on her contribution to an MA module focussing on how an anti-bias curriculum can be developed in the Early Years. Tracy’s theoretical understanding of education for racial equality and the development of young children has been combined with work on narrative understanding to provide genuinely new approaches to the ant-bias curriculum which is supported with research evidence from her own practice. Visit the ipda website for details of how to submit applications for an ipda prize 1006 Malcolm Lee 1933 - 2006 Colleagues across the country were saddened and I sense surprised, to hear of the sudden death of Malcolm Lee. In every generation there are key players who through their activities and by their achievements attain not just a lasting reputation but they become if you will, the public face of their particular field of expertise. Malcolm was certainly one such person in terms of his contribution to in-service education over a period of more than forty years. Entrapped as we are in the current cultures of top-down directives, unrelenting change, accountability (and by that I mean the rule of accountants), it is difficult from today’s perspective to comprehend the scope of Malcolm’s achievements. There is no doubt that he had a vision, a clear view of what needed to be done and the determination to succeed. I have no doubt that one of the secrets of his success was his ability to seek out and work with like minded colleagues. Bob Gough, along with Malcolm, a founding editor of the British Journal of In-service Education was one such colleague. Bob recollects that he first met Malcolm in 1968 when, as lecturer at the Rachel McMillan College of Education he joined the ATCDE (Association of Teachers in Colleges and Departments of Education) and went along to the AGM of the In-Service Section, held at the Institute of Education, University of London. Bob recalls that there were only seven people present given, that at that time, few colleges had much interest in (what was then called) "In-service training". Malcolm who at that time was a member of staff at Doncaster College was one of the seven. Bob was persuaded (another great skill of Malcolm’s) to join the Committee of the In-Service Section to work to get more colleges involved in in-service training. ATCDE amalgamated with ATTI and became NATFHE (National Association of Teachers in Further and Higher Education). The ’In-Service Section’ went from strength to strength, joining with the Universities Staff Tutors Association in the late 1980’s to become the In-service and Professional Development Association. It was fitting, that in his final year as a member of the committee, Malcolm gave his support to a significant change of title. From very small beginnings, the renamed International Professional Development Association owed much to his dedication and foresight. The Journal of In-service Education, now in its 32nd year of publication is yet another lasting memorial. Again, Bob recalls Malcolm’s incredible energy and single-mindedness as, together, they persuaded and cajoled the great and the good to contribute. Today, the Journal of In-service Education is the leading academic journal in its field, attracting an ever increasing number of papers from universities around the world. All of us who worked with Malcolm, at whatever point or time in his long and distinguished career would pay tribute to his genuine concern to seek the appropriate resources and the highest possible standards for teacher education and professional development. Many of us will have memories of his passionate defence of such standards. Later this year, he was to receive an honorary Doctor of Letters from the University of Huddersfield in recognition of his services to education and professional development. The International Professional Development Association (ipda) will also honour Malcolm’s work and achievement through the award of an annual prize. ipda will seek nominations from its members of persons who have made an outstanding contribution to professional development The Malcolm Lee Prize will serve to remind us all of a remarkable man, a valued colleague and a good friend to so many. 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