St Andrews and St Brides HS Professional Reading
St Andrew’s and St Bride’s HS Professional Reading Group Empowerment and Teachers as Agents of Change 22 October 2019 Kenneth Muir Chief Executive and Registrar www. gtcs. org. uk @GTCSKen GTC Scotland 02 October 2020
Coaching Wheel: Reflection against the Professional Standards GTC Scotland 02 October 2020
…enquiring professionals …cha nge agen ts… …an d e r e w empo … m e t s y s f o s r e d a e l l … a n o i t a c u d e … e g n a h c …empowering teachers and practitioners… …teacher autonomy… GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
At the heart of this system change is the development of teacher agency and professional voice; and ensuring that professional leadership and reflective practice are the key drivers for Scottish education. Successfully taking forward such an empowerment agenda will require universal engagement. GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
…the empowerment agenda… …building teacher agency and autonomy… …the empowered teacher voice… GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
Other reading to consider v Why Teachers Must Become Change Agents, Michael G. Fullan, March 1993 | Volume 50 | Number 6 The Professional Teacher Pages 12 -17 v Teachers as Agents of Change, George Couros, Blog, January 2013 v Teachers as Agents of Societal Change, Dzintra Ilisko, Journal of Teacher Education for Sustainability, Vol 7, 2007, pp 14 -26 v Developing Teachers as Agents of Inclusion and Social Justice, Natasa Pantic and Lani Florian, Education Inquiry, Vol 6, No. 3, September 2015, pp 333 -351 v EBSCO e-books in My. GTCS/My. PL on GTCS website GTC Scotland 02 October 2020
Why Teachers Must Become Change Agents, Mic hael G. Fullan , March 1993 | Volume 50 | Number 6 The Professional Teacher Pages 12 -17 “Teaching at its core is a moral profession. Scratch a good teacher and you will find a moral purpose. ” What is your moral purpose? “But we are facing a huge dilemma. On the one hand, schools are expected to engage in continuous renewal, and change expectations are constantly swirling around them. On the other hand, the way teachers are trained, the way schools are organised, the way the education hierarchy operates and the political decision makers treat educators, results in a system that is more likely to retain the status quo. ” In your experience, how true is this today? GTC Scotland 02 October 2020
Why Teachers Must Become Change Agents, Mic hael G. Fullan , March 1993 | Volume 50 | Number 6 The Professional Teacher Pages 12 -17 “To break the impasse, we need a new conception of teacher professionalism that integrates moral purpose and change agentry, one that works simultaneously on individual and institutional development. One cannot wait for the other. ” Four elements of professionalism 1. Personal vision-building – Examining and reexamining why we came into teaching. Asking the question “What difference am I trying to make personally? ” GTC Scotland 02 October 2020
Why Teachers Must Become Change Agents, Mic hael G. Fullan , March 1993 | Volume 50 | Number 6 The Professional Teacher Pages 12 -17 2. Inquiry – “the engine of vitality and self-renewal”. “Inquiry is necessary forming and reforming personal purpose. While the latter comes from within, it must be fuelled by information and ideas in the environment. ” “Teachers as change agents are career-long learners, without which they would not be able to stimulate students to be continuous learners” GTC Scotland 02 October 2020
Why Teachers Must Become Change Agents, Mic hael G. Fullan , March 1993 | Volume 50 | Number 6 The Professional Teacher Pages 12 -17 3. Mastery – “People behave their way into new visions and ideas…. Mastery is necessary for effectiveness but it is also a means for achieving deeper understanding. New mindsets arise from mastery. ” 4. Collaboration - “There is a ceiling effect to how much we can learn if we keep it to ourselves. The ability to collaborate is one of the core requisites of postmodern society” Personal mastery and group collaboration thrive on each other in learning organisations GTC Scotland 02 October 2020
“ The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change”. GTC Scotland “Teaching Scotland’s Future” 2011 02 October 2020
Teachers should be: “Increasingly expert practitioners whose professional practice and relationships are rooted in strong values, who take responsibility for their own development and who are developing their capacity both to use and contribute to the collective understanding of the teaching and learning process. ” GTC Scotland “Teaching Scotland’s Future” 2011 02 October 2020
GTC Scotland 02 October 2020
Scottish Education and Curriculum for Excellence
Curriculum for Excellence What is it trying to achieve? Improve outcomes for all learners Close the Attainment Gap Improve standards Create a highperforming education system Sustain long-term improvements in school and education system CULTURAL and MINDSET SHIFT
Pre-Cf. E Qualifications and Assessment Curriculum, Learning + Teaching
Post-Cf. E Curriculum, Learning + Teaching + Assessment Qualifications
Steer from the top alle ch rt po Excellent outcomes for learners sup ng e Pre-Cf. E Teacher agency
• Empowerment • Trust Post-Cf. E alle ch Excellent outcomes for learners Increased teacher agency • HT Charter • Career Pathways • Leadership rt po ng e sup • Revised Inspection Models Less steer from the top • RICs • Revised Education Scotland • Increased focus on teacher professionalism • Refreshed Professional Standards and Code • Professional Update
Scottish Education and Curriculum for Excellence Not so much a curriculum…. . …more of a mission statement
Future Learners “The illiterate of the 21 st century will not be those who cannot read and write but those who cannot learn, unlearn and relearn” Alvin Toffler 1972 GTC Scotland 02 October 2020
Future Teachers and Schools The least effective teachers and schools of the 21 st century will not be those that cannot change, but those that are not empowered to continuously innovate, collaborate and evaluate their impact GTC Scotland 02 October 2020
Schools as Learning Organisations GTC Scotland 02 October 2020
Schools as Learning Organisations GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
What conditions do you think most limit teacher agency? GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
GTC Scotland 02 October 2020
Empowerment and Teacher Agency 10 0 GTC Scotland 02 October 2020
ken. muir@gtcs. org. uk @GTCSKen
- Slides: 37