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Teacher Support and Professional Development

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1. Teacher Support and Curriculum Change
Gill Helsby and Gilly McHugh.

This report is based upon the national evaluation of Joint Support Activities, a series of inter-LEA projects funded by the Employment Department to develop new forms of teacher support, especially in the areas of applied science and technology, to meet the needs of TVEI Extension. The findings underline the importance of teacher support in achieving curriculum change, and the enormous benefits of cross-institutional and cross-LEA collaboration in providing such support. The study develops a five-fold model of inter-LEA collaboration, whose benefits include enhanced professional development for individuals, more effective problem-solving, the improved credibility of new developments, greater cost-effectiveness and better replicability.

Funded by the Employment Department 1990.

2. An Evaluation of the Lancashire Licensed Teachers Scheme
Gilly McHugh.

This was a small scale formative evaluation of the Lancashire Education Authority's Licensed Teachers' Scheme, which was introduced in response to The Education (Teachers) Regulations 1989 and The Education (Teachers) (Amendment) Regulations 1991. The Lancashire scheme offered a two year modular route for all its entrants, which 'licensees' could join at various times of the year. The evaluator was asked to make recommendations for improvements to the scheme, based on the experiences of candidates, LEA officers and tutors from the partner colleges involved in delivering the modules. The evaluation ran from January 1992 until March 1993.

An interim report was issued in June 1992 and a final report was issued in March 1993. Funded by The Lancashire Education Authority.

3. Developing Governor Competence: An Evaluation of Governor Training and Support in Lancashire. Alison Fuller, Gill Helsby, Peter Knight, Gilly McHugh, Joan Machell, Colin Rogers & Murray Saunders

The methodology adopted for this study allowed each evaluator to have a degree of autonomy over the section of the evaluation for which they were responsible. The first two sections of the report provide a background to the evaluation and to the way in which governor support was developed in Lancashire. The next four sections focus on the views and experiences of officers & advisers from the Governor Training Unit and of trainers & tutors involved in delivering the Governor Training Support programme. There is also a short section on Governor Resource Centres, based on site visits. The final section of the report draws together the main issues highlighted by the study, with suggestions for adoption in the next phase of the Governor Support Programme.

Publications and Reports:

The report was issued in 1991. Funded by Lancashire LEA.

4. Staff Development for TVEI

The aim of this study was to explore the effectiveness of a large scale and innovatory programme of staff development and general support for TVEI Co-ordinators. Interviews with Heads, Advisers and TVEI Co-ordinators suggested that the pattern of regular INSET days, involving both outside stimulus and group work to explore various TVEI-related issues, had raised awareness of whole curriculum issues, enhanced the personal and professional skills of participants and created a cross-LEA network with a strong group identity and sense of common purpose.

Publications and reports:

Wigan TVEI Development Programme (1989)

Gill Helsby.

Funded by Wigan TVEI.

5. Staff Development through Curriculum Development

Under TVEI Extension, Tameside used a proportion of INSET funding to release teachers either for attendance at courses or for curriculum development work within their own institutions. The evaluation findings from this initiative suggested a very positive response from teachers, who saw such release as crucial to successfully managing the current changes and to involving a larger number of staff in professional development.

Publications and reports:

Perceptions of 0.5 Staffing Policy in Practice. (1991)

Gill Helsby and Murray Saunders.

Funded by Tameside TVEI, 1991.

6. Professional Cultures of Teachers
Gill Helsby, Peter Knight, Gary McCulloch, Murray Saunders and Terry Warburton

This two and a half year project will explore the professional culture of teachers, especially with regard to perceived changes in control of the secondary school curriculum. The study will involve in-depth interviews with teachers and documentary research. Findings will be disseminated widely, both in written form and through workshops.

Publications and Reports:

i) Classroom management in times of turmoil: the impact of recent curriculum reforms in England in N.K. Shimahara (ed.) Classroom Management: Crosscultural Perspectives. New York, Garland Publishing, in press. Gill Helsby and Peter Knight

ii) Continuing Professional Development and the National Curriculum

(1977) in Helsby, G. and McCulloch, G. (eds.) Teachers and the National Curriculum. London, Cassell. Gill Helsby and Peter Knight

iii) Defining and Developing Professionalism in English Secondary Schools

(1996) in Journal of Education for Teaching, Vol. 22, No.2, pp 135-148.

Gill Helsby

iv) Teacher Professionalism and Curriculum Control (1996) in Goodson, I. and Hargreaves, A. (eds.) Teachers' Professional Lives, pp 56-74, London, Falmer Press. Gill Helsby and Gary McCulloch

v) Teachers' Construction of Professionalism in England in the 1990s (1995)

in Journal of Education for Teaching, Vol. 21, No. 3, pp 317-332

vi) Never Mind the Quality, Feel the Width : Reforming the Curriculum the English Way. Paper presented on 3.2.95 at the international invitation conference on Professional Actions and Cultures of Teaching, Marlborough, London. Gill Helsby

vii) Secondary School Teachers' Voices: Profession, Professionalism and Professional Development, invited paper presented on 10.1.96 at the inaugural conference of the Professional Studies Forum, Queens Hotel, Leeds.

Funded by the Economic and Social Research Council, 1994-1996.

7. Workplace Basic Skills Training Network
Fiona Frank

A network of professionals in Workplace Basic Skills delivery, co-ordinated by CSET. Network activities include a regular bulletin, workshops and seminars and the development and delivery of Tutor Training. Publications put together under the auspices of the Network include:

Certificate in Workplace Basic Skills Training for ABE tutors. Fiona Frank and Chris Holland (Eds). NIACE, Leicester, to be published in 1988

The Politics of Workplace Literacy. Fiona Frank and Chris Holland. In Fitzpatrick, S and Mace, J (eds) Lifelong Literacies, papers from RaPAL's 1996 conference. Gatehouse Books, Manchester, 1997.

Literacy and the New Work Order: an annotated, analytical literature review. Chris Holland with Fiona Frank and Tony Cooke. NIACE, Leicester, to be published in 1998.

8. Developing an Evaluation Culture in Schools

Over the last 10 years CSET has worked with teachers helping them to develop their evaluation skills so that they have the expertise and confidence to evaluate their work in schools. The CSET approach has been described as 'striking a balence' between desirability and feasibility.

CSET recognises that most teachers have very good evaluation skills and
basically just need encouragement to use them. We also recognise that teachers prefer to evaluate their work in ways which are in keeping with their own subject areas and teaching philosophies.

Two examples of this type of support are:

Supporting Careers Teachers [1991-2001]
A programme of INSET courses and workshops to help careers teachers evaluate the impact of careers programmes on their students.

Supporting Teachers: Barrow Education Action Zone
A relatively new project [2000-]where a member of CSET works alongside primary and secondary teachers in Barrow asisting them in the evaluation of their school based developments linked to the Barrow CLP [Barrow Education Action Zone]