Welcome to the School of Education Seizing the initiative by obr18219


									             Welcome to the
           School of Education

  Seizing the initiative of the MTL
Professor Kit Field, Dean of the
School of Education.
 New School of Education at Walsall

 Opened January 2008
 State of the art lecture
 Learning studio and social
  learning area
 Coffee shop
        The argument in short

1 The recent successes of Masters level CPD
2 Teaching as a Masters level profession is part
  of a wider trend, and is a good idea
3 We must account for the multi-dimensional
  complexity of CPD in planning the MTL
4 Higher Education concepts of ‘Masterliness’ do
  contribute to professional as well as academic
5 HEIs must be trusted with the MTL – a cautious,
  sector wide approach will reap rewards.
   What is CPD?
 A management tool                 ENGLAND

 A means of raising individual     ITALY AND
  professional profile and esteem   PORTUGAL

 A means of giving a sense of      FRANCE
  professional identity

 A means of assuring a quality
  public service                    SWEDEN

 A means of stimulating and
  motivating educators              TEACHER UNIONS
                 CPD pendulum swings

Individual-led                   Systems led
                  System led

                                  Institution led

Profession led

                 Individual led
The framework for higher education qualifications in
England, Wales and Northern Ireland - January 2001

Descriptor for a qualification at Masters (M) level: Masters degree
Masters degrees are awarded to students who have demonstrated:

i a systematic understanding of knowledge, and a critical awareness of
current problems and/or new insights, much of which is at, or informed by, the forefront
of their academic discipline, field of study, or area of professional practice;

ii a comprehensive understanding of techniques applicable to their own   research or
advanced scholarship;

iii originality in the application of knowledge, together with a practical understanding
of how established techniques of research and enquiry are used to create and interpret
knowledge in the discipline;

iv conceptual understanding that enables the student:
• to evaluate critically current research and advanced scholarship in the discipline;
• to evaluate methodologies and develop critiques of them and, where appropriate, to
  propose new hypotheses.
Typically, holders of the qualification will be able to:

a) deal with complex issues both systematically and creatively,
make sound judgements in the absence of complete data, and
communicate their conclusions clearly to specialist and non-specialist
b) demonstrate self-direction and originality in tackling and
solving problems, and act autonomously in planning and
implementing tasks at a professional or equivalent level;
c) continue to advance their knowledge and understanding, and to
develop new skills to a high level;
d) the qualities and transferable skills necessary for employment
the exercise of initiative and personal responsibility;
decision-making in complex and unpredictable situations; and
the independent learning ability required for continuing
professional development.
             School                School        School
             Effectiveness         Improvement   Transformation
Elements     Performance,          Capacity      Empowerment
related to   attainment,           Motivation    Distributed
             cohort                Morale        leadership
             monitoring data,      Climate       Autonomy
             league tables,        Processes     Agency
             statistics, content                 Professional
                                                 Networks and
             IMPACT at a glance

I   Improvement, Institutional, Individual, Inspiration

M   Motivation, Morale, Measurement

P   Performance, Professional, Personal

A   Attainment, Aspiration

C   Competence, Capacity, Change

T   Transformation, Targets
Partnerships and networks



    What must the MTL look like?

 Integrated professional and intellectual
 Rigorous
 Critical, transferable, transposable and
 Stimulating and motivating
 Evidence based
 Cumulative – learn from each other
 Relevant
 Recognised, shared
 Manageable
Thank you!

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