Scottish Teacher Education Committee

Conference – ‘Developing Policy: the Interaction of Initial Teacher Training and the Induction Year’

Conference – ‘Developing Policy: the Interaction of Initial Teacher Training and the Induction Year’

SPTC Director Steve McColl attended this one-day conference held by STEC in association with GTCS and ADES at the very smart Business Learning and Conference Centre at Dunfermline (glad I wore my jacket). After a 6am start from the West Coast and an unplanned ‘pit-stop’ to attend to a drooping alternator at Killin, 2 smiling faces greeted me with my delegate’s pack and a hot cup of coffee.

Michael Totterdell

The morning was kick-started by Michael Totterdell of the University of London sharing his vision of ‘The Wider Perspective’. The teaching profession is suffering throughout Europe, North America and Australasia; there is inadequate training for contemporary teachers. Reform is a necessity, new models should be introduced that:

• Take account of the demands and needs of schools
• Involve schools, current staff and future staff directly
• Respond to the knowledge and technology based economy

Student teachers have a right to competent, caring, qualified teaching.

The teaching profession is marred by prescriptive demands from above; teaching is not a technical delivery service, but a profession.

Totterdell reasoned, poor education is the road to:

• Social exclusion
• Social and economic deprivation

Good education is the key to:

• Social mobility
• Occupational status
• Spiritual and economic wealth

Independent research has shown that large numbers of teachers retire early because of stress and have a loss of ‘Joy’ at work. TV series depict teachers as suffering from identity crises and that there are other, better options for potential teachers. The challenge is to make teaching more attractive, to provide:

• Variety
• Job satisfaction
• Stimulation
• Challenge
• Independence
• Ability to use professional judgement
• ‘Joy’ in work

Totterdell visited 5 teacher-training projects, the first in Toronto. Training time (PGCE equivalent) had been doubled from 1 to 2 years. For the younger students this was a powerful enhancer in producing competent and confident teachers, however the mature students felt frustrated and held back. The cost of training was not double, but 2½ times that of the 1-year course.

Another Initial Teacher Training Programme, Project Scope, was set up in New York in 1980 and is still running. It brings together schools, universities, community services and the local community. There is multiple support and a feeling of belonging and ownership, 75% of trainee teachers remain in teaching 10 years after graduation.

A 1998 compilation of 93 UK research studies into ‘Learning to Teach’ found:

• Significant diversity between teacher educators’ hopes and those of beginning teachers
• Educators had a paternalistic approach
• Beginning teachers entered with a set of personal ‘beliefs’ and training programmes had negligible effect on those
• Teachers leaving the profession often took flight form the staff room rather than the classroom

It concluded:

• Teacher education should build on the beliefs of trainee teachers rather than undermining them
• Schools are communities of people; teachers are there for others and for themselves
• Teachers need the opportunity to learn, develop and feel part of a community

Professor Douglas Weir

Douglas Weir, from Strathclyde University, provided delegates with ‘The Scottish Context’ and discussed the implications of the change from the current 2-year probationary period for teachers (where they have to apply for probationary posts and the average time to complete the ‘2-year’ period is 3½ years) to the introduction of the 1-year ‘Induction Year’ from August 2002, with a guaranteed placement.

Currently many probationers feel:

• Generally unsupported
• That there is no formal system of mentoring
• Classroom support varies enormously between placements
• Poor continuity from Initial Teacher Education to Probation

The McCrone agreement prescribes:

• A 1-year Induction Year with guaranteed placement from August 2002 (though quite how this would work in practice is yet to be seen)
• A contract for the probationer for 70% class contact, 10% mentoring and 20% preparation/personal development/other
• Funding to cover 0.4 teacher for every probationer taken on at each school

Weir pointed out that in August 2002 2½ thousand new teachers in Scotland would have graduated and be expecting Induction Year placements. Currently, only 25% of schools accept students on placements, so few have the skills to deal with the requirements of mentoring and assessment. A huge effort is required, along with the promised funding to ensure the success of this new initiative.

Workshops

The delegates divided into groups to discuss the speakers’ perspectives and the recommended approach to ITE and the Induction Year. One group largely comprised newly qualified teachers and probationary teachers who were able to provide their recent experiences of teacher training. The main recommendations were:

• A network for probationary teachers to share ideas/problems
• The need for better continuity/support from ITE to the Induction Year
• Continuing Professional Development to include mentoring and being mentored
• Clarity of responsibility for the probationary teacher
• That Probationers can choose (within reason) where they are placed for their Induction Year

Closing Plenary

After a fabulous lunch, Robin McKendrick (at only a day’s notice) treated us to SEED’s stance. He emphasised the Executive’s determination to work with the profession towards a common goal.

Conclusion

I picked up a feeling of optimism amongst delegates. The McCrone Report has offered hope to the profession and although its implementation will not be without problems, there will be improvement for teachers and school life. Moray House - here I come.