Developing Teachers’ Standards

Paul Hopkins p.hopkins@hull.ac.uk

Kevin Burden k.j.burden@hull.ac.uk

Aims of the session:

● To consider what skills, knowledge, attitudes and values we want from teachers as they enter into the workforce

● To consider how we gather evidence from the teacher to assess or monitor these standards

● To consider progression in these from “baseline” through “novice” to “expert”

Developing Teacher Standards

Teacher Knowledge - some models - I

PEDAGOGICKNOWLEDGE

(PK)

CONTENT KNOWLEDGE

(CK)

PK is the ‘how” to teach - planning, assessing, behaviour management, resources, pastoral care etc ...

CK is the “what” to teach the facts, skills and ideas of maths, langauge, technology etc...

'Essential' Knowledge

write down FIVE essential bits of CONTENT that a teacher in your

discipline must have

Write down FIVE bits of PEDAGOGIC

knowledge a teacher must have

Voting Question?

● Which is more important ?

●Discipline knowledge - about the subject (A)

●Pedagogic knowledge - about teaching and learning (B)

●They are equally important (C)

● Now discuss this with your neighbour

Teacher Knowledge - some models - I

PCK (Pedagogical Content Knowledge) is the overlap of these ideas where the teacher has the skills to deliver the content in a way that maximises the opportunity

for learning for the pupil. [Shulman, 1986]

PedagogicKnowledge

Pedagogic Content

Knowledge

Teacher Knowledge - some models - II

Leach and Moon developed Shulman’s model and considered these three areas of knowledge

Subject

School

Pedagogic

They also said the the values and attitudes of the teacher were central to the ways in which they will teach.

Leach and Moon [2002]

Teacher Knowledge - some models - III

This graphic asks the question - what affects learning in the classroom?

If we know this we might know what ideas, skills and knowledge we need to develop

Hopkins [2013]

Voting Question?

● Does your character change the kind of teacher you are?

● Yes - This makes a big difference (A)

● Yes - This makes some difference (B)

● No this makes no difference (C)

● Now discuss this with your neighbour

We do not start from nothing!

● However teaching is not just a cognitive procedure - full of technical skills and knowledge

● It is a complex interplay of emotions, values, attitudes, situations, cultures etc…

● So, preparing to teach means addressing wider issues

[Britzman, 2003; Cochran-Smith, 2005; Hamachek, 1999; Olsen, 2008]

At teachers’ college and when in school we are often laying a “skin of beliefs on a lifetime of learning and experience” - will we change at all?

[Rust, 1994]

The absolute basics

Let us consider the teacher who is just finishing their training and is about to start to teach?

Working in a group of about 5 people think about the things that make them “ready to teach”

You will have about 10 minutes for this task

Recognising the context

● You should consider some of the context of the teacher this might include:

● Will they be teaching primary (lots of subjects)?

● Secondary (only one or two subject(s))?

● College (more specialised)?● Will they be teaching a particular

group of pupils (Cognitive Needs, Language Needs, Physical Needs)

● Will they have pastoral roles?● Does their background matter?● Does their age matter?

Sharing these ideas?

We are going to now share some of these ideas …

You can shout them out and I will add them or if you have a device on your table you can add them to:

http://padlet.com/p_hopkins/danang2015

Grouping?

Can we put these into groups? e.g.

● subject knowledge?

● classroom management?

● teacher values?

England Teaching Standards

Set high expectations which

inspire, motivate and challenge

Promote good progress and outcomes by

students

Plan and teach well structured lessons

Demonstrate good subject and curriculum knowledge

Adapt teaching to respond to the strengths and needs of all

students

Make accurate and productive use of

assessment

Manage behaviour effectively to

ensure a good and safe learning environment

Fulfill wider responsibilities

2012 Teaching standards (England) has 8 categories

Part II: A teacher is expected to demonstrate consistently high standards of personal and professional conduct - these should be adhered to throughout a teacher’s career.

Sharing these ideas?

We are going to now share some of these ideas …

You can shout them out and I will add them or if you have a device on your table you can add them to:

http://padlet.com/p_hopkins/danang2015

A little more advanced?

Now consider the teacher who has been teaching for about 5 years?

What things would you change? or make “more difficult?”

Do we take account of the “clients”

What makes a good teacher?

https://www.youtube.com/watch?v=iHapv0Tv7vM

Thinking about progression?

We are going to now share some of these ideas …

You can shout them out and I will add them or if you have a device on your table you can add them to:

http://padlet.com/p_hopkins/danang2015

Standards progression from the UK

● Look at the cards on your table and consider the progression from the minimum to the good to the high in one of the standards.

Application of teacher Standards around the world

Au = Australia

Qn = Queensland (Australia)

Vc = Victoria (Australia)

BC = British Columbia

(Canada)

Ch = Chile

En = England

Mx = Mexico

NZ = New Zealand

US (NBPT) = National Board for Prof. Teacher Standards

Cl = California

Tx = Texas

Comparison of various aspects: Disciplinary Knowledge

Comparison of various aspects: Pedagogic practice

Comparison of various aspects: Values and professional teaching practice

Au = AustraliaQn = Queensland (Australia)Vc = Victoria (Australia)BC = British Columbia (Canada)Ch = Chile

En = England

Mx = Mexico

NZ = New Zealand

US (NBPT) = National Board for Prof. Teacher Standards

Cl = CaliforniaTx = Texas

Thinking about assessing?

We are going to now share some of these ideas …

What kinds of evidence should we gather (and how) in order to assess these standards?

http://padlet.com/p_hopkins/danang2015

England Standard 1: Set High Expectations

England Standard 7: Managing BehaviourEngland Standard 8: Wider Responsibilities

What could we assess from this teacher?

https://www.youtube.com/watch?v=UPyZ8xY9DL8

Working this out ...Using Explain Everything look at one of the areas and think about what you would expect from a teacher in one of these areas ... For three slides on EE make some notes on the

●Minimum standard

●Good standard

●Excellent standard

Where next? Questions to take forward

What are the core standards for:

- A teacher just starting to teach?- A teacher who has been teaching for 5 years?- A teacher who has management responsibility?- A headteacher?

Can these be based on the same standards? Or should they change?

How do we assess these? And who is the assessment for?

Developing Teachers’ Standards

Paul Hopkins p.hopkins@hull.ac.uk

Kevin Burden k.j.burden@hull.ac.uk