School culture and postgraduate professional development: delineating the ‘Enabling School’

Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

doi:10.1080/19415250903126043

Cited by 8 publications

(3 citation statements)

References 31 publications

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“…There is a tension here. The pressure of performativity agendas and performance management linked to attainment is at odds with the concept of coaching, and there is evidence that most of the difficulties experienced in coaching in schools (and the confusion between this and mentoring) arise from making the coaching process part of the school improvement system through performance management of teachers (Arthur 2009). …”

Section: Coaching In Schoolsmentioning

confidence: 99%

Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?

Anderson

Gristy

2012

Journal of Education for Teaching

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The MTL is a practice-based professional master's qualification, aimed at attracting Newly Qualified Teachers (NQTs) to National Challenge schools in order to help improve outcomes. The MTL programme was also developed as a continuation of a teacher's PGCE and subsequent induction year. A key element of the MTL is the tripartite relationship of HEI tutor, school-based coach and MTL student, with funding weighted towards schools (60%) and the HEI (40%). The role of the HEI was to be quality assurance and assessment, with the in-school coach doing most of the programme delivery. The project reported here is based on interviews with in-school MTL coaches to explore, firstly, how their role had developed within the MTL. Coaches are typically without a formal master's qualification themselves, so a second aim of this study was to examine the consequences of this in and on practice. Finally, we explored the effect on all involved as flaws in the model emerged. Formal case-study interviews were the main empirical research data upon which this study is based, although they are supplemented by additional data. Where the MTL coach enjoyed a level of success, we suggest that this was primarily because of the attitudes of the coach in school and the HEI staff working alongside them. The lack of a master's-level qualification amongst coaches had some negative impact, but the most significant issue we contest is that to create true working partnerships with school, the HEI has to be able to share assessment procedures with school-based colleagues. IntroductionThe Masters in Teaching and Learning (MTL) is a new professional master's course for teachers in schools in England, which typically began for most regions of the UK in spring 2010 (see TDA 2008a). Delivery of the MTL is centred on a tripartite relationship between the higher education institute (HEI), a schoolbased coach and the teachers who are studying the programme. This study explores the role of the school-based coach (hereafter called coach) and the experience of those in the HEI in working within this new master's programme. These roles are new and therefore their development and progress are a matter of research interest.

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Section: Coaching In Schoolsmentioning

confidence: 99%

Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?

Anderson

Gristy

2012

Journal of Education for Teaching

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“…However, while CPD may be linked to an enhanced sense of professionalism, this is not necessarily sufficient to compete with the negative impact on professionalism generated by the everincreasing workload and pressure to meet targets and raise standards. As Arthur et al (2009) argue, there is a tension between the desire to improve the status of teachers and a performance management approach with increased pressure to raise standards which are likely to serve to reduce teacher status.…”

Section: Raising the Status Of The Teaching Professionmentioning

confidence: 99%

The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished?

Burton

Goodman

2011

Journal of Education for Teaching

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“…Research literature on teachers' collaboration and reflective practices has shown that professional exchange about teaching can boost professional development where as its absence can have a negative effect (Arthur et al 2010;Beresford and West 1998;Brady 2009;Bryk et al 1999;Butler et al 2004;Conner 2004;Day, Hadfield and Kellow 2002;Huntley 2005;Hopkins and Stern 1996;Hopkins, Naysmith and Palma 1998;Jolliffe and Hutchinson 2007;Lieberman 2009;McCotter 2001;Minnet 2003;Priestley and Sime 2005;Sarsar 2008;Saunders 2005;Talbert and McLaughlin 2002;Wilson 2008). With this study, I explored further why reflection on practice which remains private can have a limiting effect on professional development.…”

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confidence: 97%

The limiting power of Cypriot primary school teachers' private reflections on practice

Loizou

2013

Education 3-13

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In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice. Education 3-13 39, no. 3: 233-247.) I explored the concept of theories-in-use within a qualitative research study in order to analyse the role of reflection in bringing about change in the practice of 18 Cypriot primary school teachers. In this article, I build on the findings of this study in order to explore further why reflection on practice which remains unexamined through professional exchange can have a limiting effect on professional development. In particular, I aim to examine which devices can develop in the unconscious in order to protect unsound theories-in-use and reinforce discrepancies between actions and espoused beliefs. Furthermore, I discuss why these devices block awareness of the need to change. Finally, I make hypotheses about when the above devices could have been developed in the Cypriot teachers' unconscious. The article concludes with suggestions about how the activation of the above devices can be limited or prevented.

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School culture and postgraduate professional development: delineating the ‘Enabling School’

Cited by 8 publications

References 31 publications

Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?

Coaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?

The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished?

The limiting power of Cypriot primary school teachers' private reflections on practice

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