1 00:00:01,250 --> 00:00:05,030 Welcome everyone to this evening's public seminar. 2 00:00:05,030 --> 00:00:13,730 I'm Diane Black in the Department of Education, and it's my absolute pleasure to introduce to you today. 3 00:00:13,730 --> 00:00:24,800 John Bell, who I know is not a stranger to many of us, still do an introduction just to remind us. 4 00:00:24,800 --> 00:00:30,980 So John Furlong OBE is an emeritus professor of education at the University of Oxford. 5 00:00:30,980 --> 00:00:37,090 He was head of the Department of Education here from 2003 to 2009. 6 00:00:37,090 --> 00:00:41,810 A former president of the British Educational Research Association for Europe 7 00:00:41,810 --> 00:00:47,420 is currently chair of the Teacher Education and Training Presentation Board. 8 00:00:47,420 --> 00:00:53,420 His full education and a remedy of discipline was awarded first prise by the 9 00:00:53,420 --> 00:01:00,440 British Society for Educational Studies for the best educational research in 2015. 10 00:01:00,440 --> 00:01:08,110 His most recent book, Knowledge in the Study of Education and Nutrition Exploration, was published in 2002. 11 00:01:08,110 --> 00:01:16,210 Typekit John was awarded OBE for services to research and education, also in 2017. 12 00:01:16,210 --> 00:01:22,260 So thank you so much, John. We're really looking forward to a talk about reform. 13 00:01:22,260 --> 00:01:33,300 For in culture. Thank you. OK. You can do this even with the stuff at work. 14 00:01:33,300 --> 00:01:37,460 OK, well, the title is making you want to. 15 00:01:37,460 --> 00:01:45,180 I want to come in and do this tour, so I should say. 16 00:01:45,180 --> 00:01:49,150 Thank you very much indeed for this year. 17 00:01:49,150 --> 00:01:51,780 OK, Chris, I am going to end. 18 00:01:51,780 --> 00:02:09,090 This is the image of Wales with mountains and with castles and the beautiful beaches where I've known for 45 years before it actually is. 19 00:02:09,090 --> 00:02:16,230 Those is reality that lends. It's a small country and it's a bi lingual country. 20 00:02:16,230 --> 00:02:25,290 It's a country with very severe levels of poverty. One in three kids in our schools, they're living in poverty. 21 00:02:25,290 --> 00:02:29,860 About 15 percent of. It is quite. 22 00:02:29,860 --> 00:02:46,030 This is where a major player on the team actually comes, first minister and director of the London until 15 36, from 15 26 onwards until 1999. 23 00:02:46,030 --> 00:02:52,070 That's really important in their minds of 500 years of being managed by man to decide to seek another term 24 00:02:52,070 --> 00:03:00,520 for trying to find a new way for its own personal system to for 500 primary schools from secondary schools. 25 00:03:00,520 --> 00:03:11,670 And certainly when he's been occupying people's minds in Wales in the last few years is the fact that he's the result is a very particularly for sure. 26 00:03:11,670 --> 00:03:17,280 Interesting picture achievers in ways you can analyse in those ways, 27 00:03:17,280 --> 00:03:22,770 you can compare achievement of kids from certain circumstances backgrounds 28 00:03:22,770 --> 00:03:29,610 with similar areas such as new housing society a therefore exactly the same. 29 00:03:29,610 --> 00:03:34,890 When you look at the rest of us this achievement. You compare that with something that just just the same. 30 00:03:34,890 --> 00:03:43,610 However, it's not to say that overall there is a serious issue between achievement. 31 00:03:43,610 --> 00:03:48,050 And this came up last year. 32 00:03:48,050 --> 00:03:59,180 Education, it was a national mission, means it's about Wales for the first time, standing up and finding its own voice for the first 15 years or so. 33 00:03:59,180 --> 00:04:08,300 Devolution, with two important exceptions, most of policy for those third funding left over from the EU. 34 00:04:08,300 --> 00:04:15,380 And in the last few years, there's been a growing appetite to do something different to actually start to find a different conception 35 00:04:15,380 --> 00:04:21,650 of what it means to be a different vision of what it looks to be a vision that puts the children a child, 36 00:04:21,650 --> 00:04:30,770 the love at the centre of what education is about, rather than the food the system of the. 37 00:04:30,770 --> 00:04:37,640 What the government realised if it wants to achieve it for a budget of reform. But you can't just do one thing at a time. 38 00:04:37,640 --> 00:04:42,830 Is actually systemic change going on across the board of education in a whole variety of different sorts of ways. 39 00:04:42,830 --> 00:04:47,690 So we took about 350 changes, but so too is assessment. 40 00:04:47,690 --> 00:04:51,890 So too is the management leadership, the schools in this country together. 41 00:04:51,890 --> 00:04:54,550 So too is the research agenda. 42 00:04:54,550 --> 00:05:04,430 Research capacity, and so too is professional education and teacher education that all recognise if you can change one thing, change over. 43 00:05:04,430 --> 00:05:15,230 Today was a day where did you shoot whales, who's given more warning, particularly for the kids, but also for people who work in? 44 00:05:15,230 --> 00:05:20,360 OK, so one of the things that's first is to educate our national mission it's firstly talked 45 00:05:20,360 --> 00:05:25,340 about is the need to work with professionals if you're going to raise standards, 46 00:05:25,340 --> 00:05:34,880 and it's also attracting the best candidates of investigations into education over their continued support over time. 47 00:05:34,880 --> 00:05:40,010 In this country, there are two kind of pressures for reform of initiatives. 48 00:05:40,010 --> 00:05:50,020 Education was one of them is the fact that these of supporting reputation for the quality of what it was doing. 49 00:05:50,020 --> 00:05:53,020 So you have been around in Washington for a while and never, 50 00:05:53,020 --> 00:06:06,220 ever gave us a head of the driven agency in London in the early to mid 2000s was asked by some Republicans in 2014, 51 00:06:06,220 --> 00:06:12,370 he said, What is the quality of what's happening? Well, this is the importance of conflicts in education. 52 00:06:12,370 --> 00:06:20,320 What else is adequate, but no better? And that judgement is not solely from the funding, the estimate inspectorate. 53 00:06:20,320 --> 00:06:23,980 This is simply socialisation by the providers themselves. 54 00:06:23,980 --> 00:06:30,640 They think what they're doing is only adequate best as well as governments are able to stay focussed. 55 00:06:30,640 --> 00:06:33,370 And that really was every single. 56 00:06:33,370 --> 00:06:41,620 The three major centres of teacher education, wealth creation coverage in the cities and in the last five or six years, 57 00:06:41,620 --> 00:06:49,580 each one of those three centres has been equivalent to what school would be special measures for the student. 58 00:06:49,580 --> 00:06:58,590 And and they've got themselves out of that after struggling mainly around failing in terms of the leadership in the system. 59 00:06:58,590 --> 00:07:04,620 If this had been in the night, my guess is that before this moment have been closure, 60 00:07:04,620 --> 00:07:11,010 then how would you 370 miles and think the city was an issue about the quality of what's been done? 61 00:07:11,010 --> 00:07:16,200 Well, years in huge quantities. 62 00:07:16,200 --> 00:07:25,470 But the other impact of change is not a negative one is a positive one to do with all the other sorts of changes that are going on in Wales. 63 00:07:25,470 --> 00:07:38,520 But none of these things you work here, which wasn't the system wasn't working in the of civilians to be successful. 64 00:07:38,520 --> 00:07:49,790 Talk about broader changes. This is an exciting time for the young people of Wales. 65 00:07:49,790 --> 00:07:58,880 A new curriculum for Wales is coming to introduce learners from three to 16, giving them the foundations they need to succeed in the changing world. 66 00:07:58,880 --> 00:08:05,840 The curriculum is changing to help young people become more adaptable and motivated to keep learning new skills 67 00:08:05,840 --> 00:08:12,320 as life and the world changes around them exactly the capabilities that employers say they want to see. 68 00:08:12,320 --> 00:08:17,600 Two campuses will be at its heart at the badges in the life of schools. 69 00:08:17,600 --> 00:08:22,010 These are the aspirations of children and young people should be ambitious. 70 00:08:22,010 --> 00:08:27,830 Capabilities will be ready to lead throughout their lives, but sets high standards for themselves. 71 00:08:27,830 --> 00:08:32,390 Enjoy research and problem-solving, interprets and evaluate data, 72 00:08:32,390 --> 00:08:39,400 use digital technologies and to provide entry to country because we're ready to play a full part and listen to it. 73 00:08:39,400 --> 00:08:48,680 In fact, think creatively grasp opportunities, lead and play roles in teams, express ideas and versions. 74 00:08:48,680 --> 00:08:55,550 Healthy, confident individuals who are ready to lead fulfilling lives as valued members of society. 75 00:08:55,550 --> 00:09:03,170 Let's establish secure values. Spiritual and ethical beliefs understands mental, physical and emotional wellbeing. 76 00:09:03,170 --> 00:09:11,930 Overcome challenges live life independently ethical informs since we're ready to be 16, 77 00:09:11,930 --> 00:09:21,140 some friends underwent that engage with contemporary issues, respect the needs of others, connect to planet sustainability. 78 00:09:21,140 --> 00:09:28,520 Consider the impact of their actions. This will also underpin new assessment arrangements. 79 00:09:28,520 --> 00:09:32,990 What else will change? What competence will be added to the curriculum? 80 00:09:32,990 --> 00:09:39,290 It will join literacy and numeracy as one of the foundations for success in learning and life. 81 00:09:39,290 --> 00:09:50,270 The new curriculum will also encourage creative connected learning based on six areas of learning and experience excellence in health and wellbeing. 82 00:09:50,270 --> 00:09:59,210 Humanities, languages, literacy and communication. Mathematics and numeracy, science and technology. 83 00:09:59,210 --> 00:10:07,520 It will be broad, balanced, inclusive and challenging, giving a wide range of experiences and opportunities. 84 00:10:07,520 --> 00:10:14,120 It has been widely welcomed by education professionals with an interest in the future of young people. 85 00:10:14,120 --> 00:10:21,200 What happens next? Schools across Wales, a virtual education stakeholders and experts, 86 00:10:21,200 --> 00:10:27,470 developed the new curriculum at London time to support teachers and teachers believed to be successful. 87 00:10:27,470 --> 00:10:34,460 The ambition is the new curriculum will be available by the summer to 2019 and use for 2022. 88 00:10:34,460 --> 00:10:42,470 The Digital Competence Framework was the first element of the new curriculum to be introduced in September 2016. 89 00:10:42,470 --> 00:11:00,870 Find more information on what the curriculum reforms will mean to you at W W W Dot Gov Wales forward slash curriculum for Wales Mr. 90 00:11:00,870 --> 00:11:05,820 A radical wholesale change to what education is about. 91 00:11:05,820 --> 00:11:11,140 It really comes, at least for purposes. Education is not to be just simply about academic achievement, 92 00:11:11,140 --> 00:11:15,810 but it's clearly they believe it because a whole range of different other sorts of aspirations. 93 00:11:15,810 --> 00:11:24,930 A much broader conception, which effectively means all of which have to be built into every single person who into the programme and all the time. 94 00:11:24,930 --> 00:11:30,810 This is really going to change the mindset of what the teacher learns about in schools. 95 00:11:30,810 --> 00:11:38,580 And that's really very radical, also very radical Islamic conduct that is very, very important, to be sure. 96 00:11:38,580 --> 00:11:44,550 The reference to pioneer schools, the way in which the new curriculum has been developed and its provisions. 97 00:11:44,550 --> 00:11:49,170 Two weeks ago, the first version of the consultation. What is the mood? 98 00:11:49,170 --> 00:11:56,160 There's been groups of schools that have significant levels of expertise in different sorts of teaching. 99 00:11:56,160 --> 00:12:01,080 To the first one develop was the different companies. Remember what they did. 100 00:12:01,080 --> 00:12:07,170 That was they brought 20 schools together to really, really good attention to it, but it didn't work. 101 00:12:07,170 --> 00:12:16,780 Then they gave them a budget again in the researchers system, and they gave administrative staff the commission papers. 102 00:12:16,780 --> 00:12:23,550 Given expert. And it was up to them to develop the national framework for different countries. 103 00:12:23,550 --> 00:12:29,190 It's a bottom up approach with access to forms of expertise. 104 00:12:29,190 --> 00:12:37,140 But that is the model now being used across the whole curriculum, across the whole six areas of learning experience. 105 00:12:37,140 --> 00:12:44,130 What they've done in terms of developing a framework that National Framework were six areas they then worked on. 106 00:12:44,130 --> 00:12:49,110 What matters? Things are looking at language literacy. 107 00:12:49,110 --> 00:12:54,280 What matters? What are the key things that matter at different pages of a charter? 108 00:12:54,280 --> 00:13:03,330 But here is the critical, critically different in how to do it. There's no new group of experts sitting in an office somewhere defining a curriculum, 109 00:13:03,330 --> 00:13:08,070 essentially something that's been developed collaboratively across the system in ways. 110 00:13:08,070 --> 00:13:11,940 But also very critical is how it's changing in terms of what it is. 111 00:13:11,940 --> 00:13:17,490 Because what is the national framework we've seen as a one party statement? 112 00:13:17,490 --> 00:13:26,400 Because after schools, schools have to develop different curriculum for themselves, they will not pick them, they will not be given any answers. 113 00:13:26,400 --> 00:13:33,930 They have to live with that for themselves and to work amongst themselves to develop open Typekit framework in maths and science, 114 00:13:33,930 --> 00:13:40,120 or a framework in humanities or arts that actually is right for their kids. 115 00:13:40,120 --> 00:13:44,250 That uses the National Framework that uses all these statements. 116 00:13:44,250 --> 00:13:54,820 But does that? Now, as you can see, what this is doing is actually transforming production restrictions, 117 00:13:54,820 --> 00:14:01,930 which are quite different from what it means to be professional in dealing in many. 118 00:14:01,930 --> 00:14:04,840 We do need teachers and people developing a curriculum, 119 00:14:04,840 --> 00:14:14,080 and we talked about this as this system is also absolutely critically important in large parts of the world to be developed as well. 120 00:14:14,080 --> 00:14:21,340 They've got great things about their children and they've got to be as professionals, independent minded people, practitioners. 121 00:14:21,340 --> 00:14:24,760 So this is carrying a huge amount of pressure. 122 00:14:24,760 --> 00:14:33,460 Learning that they themselves have to do to keep up with what's been expected of them really is so revolutionary in some statement. 123 00:14:33,460 --> 00:14:39,760 So as you can see, that clearly has massive implications for professional learning, for continuing professional development, 124 00:14:39,760 --> 00:14:45,340 for the existing teaching workforce and also for initial teacher education as well. 125 00:14:45,340 --> 00:14:55,000 We need a different profession. So there are negative pressures because the system, I think, was pretty grim. 126 00:14:55,000 --> 00:14:59,440 Those are very positive pressures as well as actually trying to do something different. 127 00:14:59,440 --> 00:15:06,670 And in 2013, I was asked by the Minister of Education, the ministry education facilities to work with colleagues, 128 00:15:06,670 --> 00:15:13,120 as well as just trying to think about how we can actually improve the quality of what happens here. 129 00:15:13,120 --> 00:15:23,140 And I looked around and started to ask myself, if you want to change the system, what are the levers of power that you've got? 130 00:15:23,140 --> 00:15:32,290 Clearly, the standards that teachers have to achieve at the end of their lives and training for one of the levers of power as the dictation system, 131 00:15:32,290 --> 00:15:37,830 the about their inspection frameworks and investment in research? 132 00:15:37,830 --> 00:15:45,180 Well, what was clear was whatever one given you're looking for the levers of power that you would need to have an impossibility of subsidiarity. 133 00:15:45,180 --> 00:15:51,940 You've actually got to get the school system higher education system on board with those innovations that you want to do. 134 00:15:51,940 --> 00:15:58,120 You have to have space for people to have energy in what you're trying to achieve. 135 00:15:58,120 --> 00:16:03,310 But I won't be talking today about the accreditation criteria because that's something that I'm involved 136 00:16:03,310 --> 00:16:14,090 in since I published this report in 2015 and then I failed to work on the indications framework. 137 00:16:14,090 --> 00:16:20,720 So we have I spent two years with colleagues trying to get this new accreditation framework. 138 00:16:20,720 --> 00:16:23,630 There wasn't the accreditation process for teacher education. 139 00:16:23,630 --> 00:16:34,520 It is very, very light touch indeed, as well as infections pretty much touch the public part of the system started to drift. 140 00:16:34,520 --> 00:16:41,870 Well, it looks a country that accreditation system. Something is very difficult to try and track you here. 141 00:16:41,870 --> 00:16:50,180 We've tried to embed in it a vision for how to teach us the right at the centre. 142 00:16:50,180 --> 00:16:54,350 Not a most confession. I've never seen any other agencies around the world. 143 00:16:54,350 --> 00:17:01,820 The staff from then start to look to the student teacher, take the money from two different. 144 00:17:01,820 --> 00:17:04,880 And that vision, which is the first part of those criteria, 145 00:17:04,880 --> 00:17:13,940 talks about different things and then talked about money, which is primarily primarily practical. 146 00:17:13,940 --> 00:17:20,570 So until you stand in front of a group of kids, you don't know what that means, but how much you study that in the targeted seminar room. 147 00:17:20,570 --> 00:17:26,510 This week, I micro teaching. It's not simply an understanding that doing it. 148 00:17:26,510 --> 00:17:27,740 You've also got a new teacher. 149 00:17:27,740 --> 00:17:40,610 Look to find the person inside yourself, who is the teacher who voted for him and the kind of you go to one of the practical programmes. 150 00:17:40,610 --> 00:17:48,200 But the other extreme is the teacher education programme. There are things that are primarily positive, primarily intellectual. 151 00:17:48,200 --> 00:17:57,740 So drawing on research and theory, the sorts of things. So, for example, student teachers do something about how to improve their learning. 152 00:17:57,740 --> 00:18:02,520 We need to know something about one of the principals in the system and how a system works. 153 00:18:02,520 --> 00:18:07,700 But is there something about the social context in which the schools are placed and the history of policy 154 00:18:07,700 --> 00:18:14,540 developments has been that there are intellectual things to develop new teachers that they need to take hold of? 155 00:18:14,540 --> 00:18:22,320 But our vision for the most important, the largest part of the peace the teacher education programme is those topics. 156 00:18:22,320 --> 00:18:33,140 The custom curriculum becomes the systems because it's critical to you that are rigorously practical but intellectually challenging at the same time. 157 00:18:33,140 --> 00:18:37,890 And that's the largest part of the teachers should proved to be. 158 00:18:37,890 --> 00:18:43,620 So that vision was there right at the centre of accreditation criteria. 159 00:18:43,620 --> 00:18:50,460 What we expect is the new courses that embrace these. 160 00:18:50,460 --> 00:18:53,430 OK, where do these ideas come from? 161 00:18:53,430 --> 00:19:05,130 Well, they mostly come from 30 or more in most cases, research and a lot of research has gone on in this department as well. 162 00:19:05,130 --> 00:19:12,430 And I sort of shape this in terms of three fundamental questions from that body of research. 163 00:19:12,430 --> 00:19:21,060 And the first one is what skills and knowledge can only be learnt through direct experience and schools? 164 00:19:21,060 --> 00:19:25,710 Well, when it comes to these sort of intellectual baggage, you are really with me. 165 00:19:25,710 --> 00:19:30,840 You answering that back to the question of enlightenment for this fiscal year. 166 00:19:30,840 --> 00:19:34,120 This initial teacher training room school that was a research project first, 167 00:19:34,120 --> 00:19:43,800 particularly in this area of study in the early eighties and the London government funded what it called for 168 00:19:43,800 --> 00:19:50,870 innovative school based teacher education programmes and own team in Cambridge were involved in evaluating them. 169 00:19:50,870 --> 00:19:55,630 And what? We can't lose this kind of notion, which had some straight sort of looks of weakness. 170 00:19:55,630 --> 00:20:06,240 We could see fit for different levels of training and we could see student teachers actually learning on the job in the context of a school. 171 00:20:06,240 --> 00:20:11,850 And then we can see universities doing a range of different things. Sometimes they're working on the principles behind that. 172 00:20:11,850 --> 00:20:18,030 So they were looking at the evidence that you hear the research evidence and looking at what works for elsewhere. 173 00:20:18,030 --> 00:20:26,520 We are the principles behind the students learning in school. Sometimes they were they were actually providing solutions in what we call 174 00:20:26,520 --> 00:20:32,700 level them being is that they were actually giving students more experience, 175 00:20:32,700 --> 00:20:39,090 but a kind of Typekit of context here, because that really is the very practical what they're trying to achieve. 176 00:20:39,090 --> 00:20:44,350 Then they would also be involved in trying to develop an understanding of the principles that what's the evidence? 177 00:20:44,350 --> 00:20:52,410 This approach works to approach the fact because that works the level that theory says that they what they should be doing. 178 00:20:52,410 --> 00:20:56,640 Well, we saw them doing something just flew in from psychology. 179 00:20:56,640 --> 00:21:00,570 The first week was hard questions about teaching and learning. 180 00:21:00,570 --> 00:21:07,290 So you see all those different sort of levels, the use, the phrase, you use, the idea, it was very appropriate. 181 00:21:07,290 --> 00:21:15,780 But it was the first time that I think there was a recognition in the literature that what it was was going on in school in terms of student tuition 182 00:21:15,780 --> 00:21:26,910 pressure learning was a very different character to what was going on in universities could be for those people rather than Swansea University, 183 00:21:26,910 --> 00:21:33,360 for sure, later starting to look at how mentors work and how do they contribute as to the future to. 184 00:21:33,360 --> 00:21:37,860 And that was kind of just, you know, the example from. So here locally, 185 00:21:37,860 --> 00:21:43,790 I don't have this and going back in time and learning teaching from teachers really 186 00:21:43,790 --> 00:21:51,380 trying to get a sense of how student teachers have their own developmental needs, 187 00:21:51,380 --> 00:21:56,210 how they got to unlearn huge amounts of stuff. I mean, what do you mean by sitting in a classroom? 188 00:21:56,210 --> 00:22:05,660 Is the kid thinking they understand what teaching is about recognising and recognising that actually being able to observe? 189 00:22:05,660 --> 00:22:13,100 We often start with the teacher education programme is to get student teachers observing other teachers, actually learning how to observe. 190 00:22:13,100 --> 00:22:19,250 Actually able to see what the expertise is is a real skill in itself and something to be achieved. 191 00:22:19,250 --> 00:22:27,410 We can be assumed. And also, there's all sorts of student teacher needs of fitting in being a big part of a community which we find very powerful. 192 00:22:27,410 --> 00:22:30,650 There's a whole lot of learning there in these sorts of things, 193 00:22:30,650 --> 00:22:40,070 really trying to take seriously the school as a context for learning the art and craft of the teacher. 194 00:22:40,070 --> 00:22:46,790 My second question is how do you make the best place to contribute? 195 00:22:46,790 --> 00:22:56,540 What I found in the 1990s was that the hostility of the English government's university contribution is not history, 196 00:22:56,540 --> 00:23:03,560 so this reflects the 19th early and by thirty five or thirty six. 197 00:23:03,560 --> 00:23:09,470 I wanted to pose the question really well. Does hosting have any role to if it is, 198 00:23:09,470 --> 00:23:19,130 if it is so important that students develop their work in the context of a school where on Earth that they have university potential? 199 00:23:19,130 --> 00:23:29,610 So put together this book, really? My colleague Richard Smith from Durham, my confusion, which is I know Richard had home. 200 00:23:29,610 --> 00:23:42,170 So this was to look at the nature of the institution and to argue that universities were not the same type of institutions. 201 00:23:42,170 --> 00:23:46,800 Look, they had some essential features that were different, 202 00:23:46,800 --> 00:23:54,240 the different around privacy or Facebook is around the contestability of Orange when you are in a similar room. 203 00:23:54,240 --> 00:23:57,720 You have to argue your point. You have to present your evidence. 204 00:23:57,720 --> 00:24:04,590 You have to make a reasoned case for what is happening. This discipline is not just in those. 205 00:24:04,590 --> 00:24:12,480 It's easily imposed on academics and with their ideas, and they must be brought forward be evidenced. 206 00:24:12,480 --> 00:24:18,960 They need to be taking part in public debate. You need to be publishing ideas and communities. 207 00:24:18,960 --> 00:24:25,800 All the strengths of what schools contribute, which is very much to do with the complexity of a particular political group, 208 00:24:25,800 --> 00:24:31,380 particularly with the kids in this group in this country. That's a very, very different sort of context. 209 00:24:31,380 --> 00:24:34,890 If universities have anything to offer, it comes out. 210 00:24:34,890 --> 00:24:39,930 Argue, then, of the essential nature of what they are. The centrality of the fittest. 211 00:24:39,930 --> 00:24:45,540 The most, you know in some way to the teacher education programme. 212 00:24:45,540 --> 00:24:56,360 Who would it be if I was doing some work? I was here in the early 2010s and trying to look at knowledge across the whole 213 00:24:56,360 --> 00:25:03,240 whole of the education disciplines and looking forward to looking at it, 214 00:25:03,240 --> 00:25:10,650 not just in terms of teacher education, but in terms of research and most importantly, consultancy researches and valuing. 215 00:25:10,650 --> 00:25:16,530 That is really important in all of this that we're doing to teacher education for university 216 00:25:16,530 --> 00:25:21,250 faculties to open themselves up to the world of practise in a way that much more. 217 00:25:21,250 --> 00:25:30,260 That actually and in this book with Jeffrey Dean, I think it's the last thing Jeffrey was involved in before his son died, 218 00:25:30,260 --> 00:25:33,820 most of those in this country, which is what we're trying to do then, 219 00:25:33,820 --> 00:25:40,510 was to look at different intellectual traditions and thinking about education, 220 00:25:40,510 --> 00:25:49,660 using seven different countries as examples and trying to understand that there are a range of different academic discourses about thinking about it. 221 00:25:49,660 --> 00:25:55,900 We should make it easier for the new science and education with three different disciplinary theory. 222 00:25:55,900 --> 00:26:01,420 And there's a whole other bunch of ways of talking about education, which is very practically based. 223 00:26:01,420 --> 00:26:10,770 So the whole the whole conception of the teacher's knowledge is the obvious example. 224 00:26:10,770 --> 00:26:16,990 Another one is the competency movement is a very, very strongly grounded, practical approaches to talking about education. 225 00:26:16,990 --> 00:26:21,790 And there are symbols of education to schools which are actually trying to bring the two together. 226 00:26:21,790 --> 00:26:26,890 To the most obvious, one would be things that actually separate people trying to engage with both academic 227 00:26:26,890 --> 00:26:31,000 and practical issues at the same time and freedom to engage them with each other. 228 00:26:31,000 --> 00:26:40,030 There are other approaches which we call engineering model, where a group of researchers are trying to develop a new initiative, 229 00:26:40,030 --> 00:26:44,830 a new way of teaching, but testing it out in school and going back and revising it from this year in school. 230 00:26:44,830 --> 00:26:51,670 And they're trying to bring together the different dimensions of issues. 231 00:26:51,670 --> 00:26:56,630 So we try to put these different knowledge structures in education, 232 00:26:56,630 --> 00:27:02,500 and that's also been so Typekit constantly trying to work out for myself, some irritation. 233 00:27:02,500 --> 00:27:07,590 I have my intellectual irritation about what is it that universities do? 234 00:27:07,590 --> 00:27:12,310 What are they got to contribute? So that's a good question for a few of. 235 00:27:12,310 --> 00:27:21,220 We will ask questions frequently and try to remember if I to keep the U.S. president has this book. 236 00:27:21,220 --> 00:27:30,110 I did it in 2000 with colleagues, and it could move the teacher education project to improve teacher education. 237 00:27:30,110 --> 00:27:31,780 For the transition from that, 238 00:27:31,780 --> 00:27:39,130 one looked at how teacher education was changing across the country as the government tried to insist schools and schools. 239 00:27:39,130 --> 00:27:47,170 Knowledge of what we discover is that actually climate change is all a cool partnership. 240 00:27:47,170 --> 00:27:53,890 But actually, the vast majority of teacher education programmes were still higher education made by other things. 241 00:27:53,890 --> 00:27:59,920 They were universally people concerned. It was sort of theory and practise which will tell you what the answers are. 242 00:27:59,920 --> 00:28:04,600 You going to do it even in school? 243 00:28:04,600 --> 00:28:13,030 The vast majority of courses were just that. Not much has changed between a few courses that we said were. 244 00:28:13,030 --> 00:28:17,210 But the universities really stood back and just gave the money for schools in all divisions. 245 00:28:17,210 --> 00:28:23,950 But you might have noticed the direction that you could see the consequences of that being very practical. 246 00:28:23,950 --> 00:28:31,240 But it was very difficult to encourage people to reflect on families and to debate what I would consider. 247 00:28:31,240 --> 00:28:38,530 And then there were very few. There were programmes in which the human studies was one where there was a genuine 248 00:28:38,530 --> 00:28:47,200 recognition that there was both closure and schools and different things to contribute. 249 00:28:47,200 --> 00:28:55,090 I mean, worked in the tradition that is of because what really came out came good. 250 00:28:55,090 --> 00:29:00,640 The control for this bill through the internship scheme, integration of partnership in Teacher Education Prevention, 251 00:29:00,640 --> 00:29:10,050 the classic book, which was talking about the establishment of the internship scheme in particular with the Macintosh there. 252 00:29:10,050 --> 00:29:15,400 So figure out a different way of working. Very, very important stuff. More recently, 253 00:29:15,400 --> 00:29:23,740 those who worked with the Treasury Richard Fisher Research Association I was not looking at the way in 254 00:29:23,740 --> 00:29:30,280 which research informs teacher education from the sorts of a number of different sorts of papers in there. 255 00:29:30,280 --> 00:29:37,840 The one that I take up, mostly because it's been very, very influential, is one by government and Jim Martin, 256 00:29:37,840 --> 00:29:49,060 which is looking at what they now call research for ActionScript, where student teachers, if they look at this kind of thing that they and say, Well, 257 00:29:49,060 --> 00:30:02,470 how is the other programmes around the world about mobility, those to look at the Netherlands, they look at the American and some American systems, 258 00:30:02,470 --> 00:30:10,980 you know, to actually see what it is that works and an individual programme of the national administration instead. 259 00:30:10,980 --> 00:30:19,030 And the last one of the many books here, I think I could illustrate for you things are going on, but this is the most interesting recent one book, 260 00:30:19,030 --> 00:30:26,410 and you could buy two at a time in medicine here, looking at others, 261 00:30:26,410 --> 00:30:41,110 a whole bunch of you and looking at two contrasting programmes and how to treat each of them looking at internship programme. 262 00:30:41,110 --> 00:30:49,480 The Michigan State University model as well, which came out of the Koch Group, work in the 1980s, again arguing for a much. 263 00:30:49,480 --> 00:30:55,240 The relationship between university schools and that programme is one of the first 264 00:30:55,240 --> 00:31:02,260 induction who is not the first person in Cambridge and this is how he used to do things. 265 00:31:02,260 --> 00:31:06,810 First, he put in Cambridge in 1981 and then used because he was coming back to work. 266 00:31:06,810 --> 00:31:16,030 And then I was sent to Michigan State University to it with Shulman and Levy a police. 267 00:31:16,030 --> 00:31:31,270 And we were conceptualising this whole different way of working closely with schools, and that's a really, really good introduction for me, which. 268 00:31:31,270 --> 00:31:37,690 So there is there's many, many more pieces, but the crew talked about this is just a few of them to illustrate these three very 269 00:31:37,690 --> 00:31:49,040 fundamental questions that I thought would be kind of foolish implicitly in approaching this. 270 00:31:49,040 --> 00:31:53,090 So if it's saying those are all ideas, 271 00:31:53,090 --> 00:32:00,820 there is a vision for teaching vision for an early Christian teacher that he has to be high in what the programme has to do to take that so seriously. 272 00:32:00,820 --> 00:32:04,430 You have to take seriously that there is an agenda which is school based. 273 00:32:04,430 --> 00:32:11,030 There is somebody distinct university is going to be. We have to think about how we develop programmes to bring them together. 274 00:32:11,030 --> 00:32:12,900 Then what are the implications of that? 275 00:32:12,900 --> 00:32:23,750 But we believe that these new accreditation criteria and schools clearly are going to take this stuff seriously after the resources at the time, 276 00:32:23,750 --> 00:32:30,800 which we've taken years of thinking they have to change their culture. 277 00:32:30,800 --> 00:32:38,060 So the initial teacher education is seen as something to significantly do that may be taken for granted in schools around books, 278 00:32:38,060 --> 00:32:42,740 which is absolutely not the case in the United Kingdom. 279 00:32:42,740 --> 00:32:49,370 It's actually still some, particularly so because I believe in many other still not seen as a central control 280 00:32:49,370 --> 00:32:55,340 to actually choose a school that would change of culture under the of the rules, 281 00:32:55,340 --> 00:33:03,220 and the students were a huge, different influence. This is a challenge and has been a challenge. 282 00:33:03,220 --> 00:33:14,590 What does it mean for universities? It means that your work, how Earth can do your work out, what is their essential contribution? 283 00:33:14,590 --> 00:33:19,510 They can do to make a difference and was an isolated incident. 284 00:33:19,510 --> 00:33:23,410 It is a this an even bigger surge of school directed. 285 00:33:23,410 --> 00:33:27,340 If those kids can do so many schools, a particular responsibility. 286 00:33:27,340 --> 00:33:38,420 What on earth is it that universities can contribute? Our own criteria is that they have to make available knowledge is not always available. 287 00:33:38,420 --> 00:33:49,180 We can't guarantee that every single student from research, from theory to move back is across Wales of its information is what's going to happen. 288 00:33:49,180 --> 00:33:56,020 Then the teacher colleges in Wales and many in England in a different staffing structure. 289 00:33:56,020 --> 00:34:06,030 So much of the staffing for frontline teacher education has become casualised part time staff and people, not part of the economy. 290 00:34:06,030 --> 00:34:12,730 Seriously too. Absolutely the case of management systems, but they also need to have the staffing, 291 00:34:12,730 --> 00:34:22,650 the policies in place so they can get the staff they've got who come from school out that privilege to actually contribute something to the school. 292 00:34:22,650 --> 00:34:27,870 Culture will take part in that we take it for granted in this place. 293 00:34:27,870 --> 00:34:33,180 It's really not. It's really not the case in so many teacher education institutions. 294 00:34:33,180 --> 00:34:39,630 The people in higher education see that is not their primary contribution and see that taking 295 00:34:39,630 --> 00:34:46,020 part in this already culture is the core part of what it means to be a university student. 296 00:34:46,020 --> 00:34:52,090 But it's a huge challenge to us in this country, which which is what they have to do. 297 00:34:52,090 --> 00:34:56,100 They also have to find ways of bringing these together, at least partially subsidiarity, 298 00:34:56,100 --> 00:35:05,580 because we left it to different institutions to think creatively about how they would bring together universities and schools to a greater extent. 299 00:35:05,580 --> 00:35:10,410 So some of them are working, obviously very often working with forms of action research. 300 00:35:10,410 --> 00:35:14,520 Others are doing this and study others doing teaching rounds of different sorts. 301 00:35:14,520 --> 00:35:20,220 There's a range of different structures that we can use to make sure that built into a programme, 302 00:35:20,220 --> 00:35:27,990 how these spaces where student teachers can engage with both what they're doing and yesterday and today and tomorrow, 303 00:35:27,990 --> 00:35:30,720 and with the sort of the university degree. 304 00:35:30,720 --> 00:35:41,870 And that means bringing in university staff into schools with an altercation that's years of working to preparing sessions to. 305 00:35:41,870 --> 00:35:52,640 You know, John Kennedy, the whole programme, we've actually insisted that through those actually compelling schools that you would 306 00:35:52,640 --> 00:36:00,350 have an underlying is the structures are detailed in the content business at the moment, 307 00:36:00,350 --> 00:36:05,570 the left or the teacher education institutions that have been accredited for the next year. 308 00:36:05,570 --> 00:36:15,220 How busy you are very well in developing the new content, but doing it in a way that actually makes sure that the school teachers are fully, 309 00:36:15,220 --> 00:36:23,960 uniquely part of the government programmes doing it together. And they will find this stuff about how you do this for years to come. 310 00:36:23,960 --> 00:36:29,820 Giving the power away from universities isn't unusual. 311 00:36:29,820 --> 00:36:37,880 And she's saying that we can't do this on our own. Can't just put out the drawer that we did last year and say that you can have this. 312 00:36:37,880 --> 00:36:44,000 Do you go from fixing stretching the universe in the moment to shutting those jurors, 313 00:36:44,000 --> 00:36:48,020 sitting down people from schools and saying it's going to change? 314 00:36:48,020 --> 00:36:55,260 We have to devise in detail what our programme is going to look like an acceptable to students. 315 00:36:55,260 --> 00:37:07,820 So it's a big, big challenge for you. Easily one change, schools have got to accept that they're joining a competent quarterback. 316 00:37:07,820 --> 00:37:15,050 That's a massive one, even when forms of partnership work. 317 00:37:15,050 --> 00:37:23,940 I would contest that many schools don't actually see it as their responsibility to be accountable for the quality of what they do, 318 00:37:23,940 --> 00:37:31,250 accountable to the governance, accountability, inspectorate accountability, the investment opportunity. 319 00:37:31,250 --> 00:37:35,810 But if this is going to work, then schools have to accept accountability. 320 00:37:35,810 --> 00:37:39,950 And universities have to accept that they are jointly accountable as well. 321 00:37:39,950 --> 00:37:45,830 They have to be giving some accountability. And that's a big change in culture for schools. 322 00:37:45,830 --> 00:37:52,100 Resource for change in culture, computerised is a very, very, very challenging. 323 00:37:52,100 --> 00:37:58,630 That's your work unless you're teaching the inspector. 324 00:37:58,630 --> 00:38:06,640 Estimates produces, it's sort of equivalent to Ofsted, but it's probably I think it's of because it's a smaller sector, 325 00:38:06,640 --> 00:38:16,420 smaller system and people nearly always know each other, at least at one stage if they're not related to them. 326 00:38:16,420 --> 00:38:26,800 And so he's been less confrontational. But but he has the same as you said because you choose her position and it's still a very, very powerful body. 327 00:38:26,800 --> 00:38:33,040 And one of the things that one of my other babies were found in was to make sure that estimate is. 328 00:38:33,040 --> 00:38:40,480 But when he was inspecting schools, if the schools did take this seriously, that has to. 329 00:38:40,480 --> 00:38:47,800 Their role in teacher education has been written into school inspection framework so that that should be appreciated and understood. 330 00:38:47,800 --> 00:38:56,950 This is a big change for them. And also, they're expecting a different teacher education, but they're working from the same intellectual move. 331 00:38:56,950 --> 00:39:04,420 This is the accreditation criteria. They've got the same understanding of what professional learning is and how it works and how it was. 332 00:39:04,420 --> 00:39:07,060 And that's what they've been working on in the last 18 months, 333 00:39:07,060 --> 00:39:15,730 consistently with the sector over the last stage of their new inspection framework that will everybody seemed to be saying, 334 00:39:15,730 --> 00:39:19,680 take a look at the same assumptions. No, no, you do that research stuff. 335 00:39:19,680 --> 00:39:24,730 I was bringing to this debate, then that message. 336 00:39:24,730 --> 00:39:33,100 But they've taken on board an understanding of the principles of instruction from which they move in the direction. 337 00:39:33,100 --> 00:39:35,020 So that's what we've got to. 338 00:39:35,020 --> 00:39:46,270 And I said what happened was the public here were initially published without consultation and then enshrined in legislation. 339 00:39:46,270 --> 00:39:51,850 Then the accreditation board was set up within the Teacher Education Workforce Council. 340 00:39:51,850 --> 00:39:58,180 So different groups were chosen because of the Teacher Council Accreditation Board, 341 00:39:58,180 --> 00:40:09,820 which I've been chairing and the providers who wanted to carry on and education and equally make the decision in the first round six institutions. 342 00:40:09,820 --> 00:40:17,260 One was a public school universalist, six applied and reform passed. 343 00:40:17,260 --> 00:40:26,020 Two were refused for all those that were accepted before they were accepted and had a long list of conditions this academic year would be getting back 344 00:40:26,020 --> 00:40:30,700 to see how they're actually working towards this conditions that we really 345 00:40:30,700 --> 00:40:36,550 feel that the embedding principles they really understood really understood. 346 00:40:36,550 --> 00:40:43,750 Making them workable compared to the big sticking point was actually not really what movement, but putting students on. 347 00:40:43,750 --> 00:40:48,580 How can really, really find it very hard to say why no one has done that. 348 00:40:48,580 --> 00:40:56,590 But when you have a curriculum, you think about how people learn that you can very different view across anyway. 349 00:40:56,590 --> 00:41:01,660 So those four out of the second round and they're addressing their needs to in 350 00:41:01,660 --> 00:41:05,500 the autumn with two that could go past and the first to be applied to very, 351 00:41:05,500 --> 00:41:10,090 very different programmes. One has got to be successful in the other one. 352 00:41:10,090 --> 00:41:15,190 I'm not going tomorrow to do their assessment, conceivably the progress. 353 00:41:15,190 --> 00:41:23,470 So we're not frightened, but say no. That's been kind of a difficult journey for everybody. 354 00:41:23,470 --> 00:41:29,620 But it's important, I think, that we've got a vision and the vision of how that vision and it's a very different sort of vision. 355 00:41:29,620 --> 00:41:38,680 It means working in very different ways. Okay, so this will make you change happen then. 356 00:41:38,680 --> 00:41:48,640 So I call this they can change. The story here is kind of happenstance of life to live in the country. 357 00:41:48,640 --> 00:41:55,990 For those working in the cottage, I was doing a presentation to the Minister of Education Reform the RSA. 358 00:41:55,990 --> 00:42:01,900 Very important. And he said, Well, why don't you come here and stick around? 359 00:42:01,900 --> 00:42:06,370 I'm actually going to write a report on teacher education, I said. 360 00:42:06,370 --> 00:42:15,730 He said, no, not really much, because you'll have to do. But I would like you to stay around, try and make change happen. 361 00:42:15,730 --> 00:42:22,540 So I was able to bring in a few of those levers of power to work on those to bring all of that research. 362 00:42:22,540 --> 00:42:29,260 Many of us in this room were entirely familiar with and bring that with me into trying to lead new to these new criteria, 363 00:42:29,260 --> 00:42:35,230 which I thought would probably potentially the most powerful way for making a national system change. 364 00:42:35,230 --> 00:42:40,040 And of course, having the government on side made the justice system change to actually pass 365 00:42:40,040 --> 00:42:45,280 the legislation to establish a new accreditation procedure to pay for that. 366 00:42:45,280 --> 00:42:50,200 And that's actually pretty much been done over this good ActionScript. So that's really the story. 367 00:42:50,200 --> 00:42:57,850 It's a bit of a happenstance and this is the tabulation we're doing for six years now, and it's been quite. 368 00:42:57,850 --> 00:43:02,470 But there's no way of thinking about that question. How can change happen? Just to conclude? 369 00:43:02,470 --> 00:43:07,030 Do we stand back and look at what's been going on? We can actually see something. 370 00:43:07,030 --> 00:43:14,980 But profound change in the English model of making change happen is about competition for the Constitution, 371 00:43:14,980 --> 00:43:22,510 because it sounds like it who say the Global Education Reform Group, which was did to instead. 372 00:43:22,510 --> 00:43:27,580 You can see that in teacher education in the way the idea is that the system would improve. 373 00:43:27,580 --> 00:43:31,460 We have lots of competition for different varieties of so of different things. 374 00:43:31,460 --> 00:43:37,000 Thousands of military families in different countries, including each education, different ways. 375 00:43:37,000 --> 00:43:42,070 You put this heavy performance or management performance, the heavy emphasis on performance. 376 00:43:42,070 --> 00:43:48,100 You measure it in in accounting terms, in economic terms. 377 00:43:48,100 --> 00:43:55,360 And you try to make sure that everyone competes in that to compete in the performance for their outcomes. 378 00:43:55,360 --> 00:44:02,320 And then you make them people accountable for their performance. What that does is always narrow the conception. 379 00:44:02,320 --> 00:44:08,260 We measure things, it narrow what it is you're trying to do, which is something very, I would argue, very complex. 380 00:44:08,260 --> 00:44:18,310 But if you try to develop you, teacher, that's the mood. It's kind of I think it is a kind of real distortion of the school in this approach. 381 00:44:18,310 --> 00:44:26,950 School officials eventually recognise it should develop data and evidence around what is effective and what many governments have done. 382 00:44:26,950 --> 00:44:30,860 Take taken the idea of measurement often dominated by Congress. Through this, 383 00:44:30,860 --> 00:44:35,260 the one of the by economists who actually take those measurements and then 384 00:44:35,260 --> 00:44:40,810 run it into a system based on competition for performance and accountability. 385 00:44:40,810 --> 00:44:46,480 And that's an English word for changing not just keeps education for the whole of education. 386 00:44:46,480 --> 00:44:57,330 And many public sector will be really very, very different in both instances, even if way of changing or trying to achieve. 387 00:44:57,330 --> 00:45:05,020 I think he's much more of a humanist approach is trying to say that we have to invest in people why we should be trying to do in 388 00:45:05,020 --> 00:45:14,170 developing new forms of teacher education just to be better teachers who themselves are intellectual actors in the profession. 389 00:45:14,170 --> 00:45:20,560 That's what we what we're trying to achieve. But it's also saying that's how we got the true process of change as well. 390 00:45:20,560 --> 00:45:26,950 But you got to make sure the schools or universities have the intellectual tools to do that work for themselves. 391 00:45:26,950 --> 00:45:32,080 And that's where the subsidiarity comes. All the push we've had in the criteria. 392 00:45:32,080 --> 00:45:40,410 Huge amounts of space underneath that for individual universities in the local schools to develop that in a way that's right for them. 393 00:45:40,410 --> 00:45:42,620 That's about doing it. 394 00:45:42,620 --> 00:45:53,660 Yeah, it seems to me it's a very, very different notion of what educational change is making changes, but very, very profoundly different. 395 00:45:53,660 --> 00:46:05,330 Yeah, that's really the movie information that. 396 00:46:05,330 --> 00:46:14,305 Thanks so much and not use my shoes.