The Role of Theory and Evidence in Developing Models of Accomplished Teaching Part A

Author(s):

Margery McMahonGraeme HallDavid EganSara BubbRosa MurrayGillian Robinson

Conference:

ECER 2009

Network:

10. Teacher Education Research

Format:

Symposium

Session Information

10 SES 01 A, The Role of Theory and Evidence in Developing Models of Accomplished Teaching (part 1)

Symposium, continued in 10 SES 02 A

Time:

2009-09-28

09:15-10:45

Room:

NIG, HS D

Chair:

Ken Jones

Discussant:

Ian Menter

Contribution

In many countries throughout the world serious attention is being paid by policy makers and by the teaching profession itself to improving the quality of teaching practice as a means to improving the learning outcomes of students in schools. One strategy in this is describing in detail the practice of effective teachers. These descriptions are generally called professional teaching standards, but they are sometime given different names such as professional competencies. In addition, some jurisdictions have developed processes whereby teachers and school leaders are assessed using the standards, and given special recognition or reward when they are shown to meet the standards at the different levels. Educational researchers in many countries have undertaken studies to investigate in a disciplined way the impact the professional standards, at any level, has on the quality of learning of school students. This symposium brings together some of this research in a dialogue that shares the work being done in different jurisdictions, to learn more about what is being done, and to identify ways of working together. The focus is on standards describing the work of accomplished, rather than beginning or merely competent, teachers. The symposium will comprise two ninety-minute sessions, each with four presentations bringing different perspectives to the topic. Part A will report and discuss recent research relating to models of accomplished teaching. Papers in Part B will explore theoretical bases for developing such models, with a focus on using research findings about effective teaching and effective schools. The two sessions will be of great interest to an international audience of researchers and policy-makers.

Method

The authors of these papers have used a range of qualitiative and quantitative methodologies in investigating issues around teacher effectiveness, levels of accomplishment and school student learning, as well as in analysing the relationships between research and policy in relation to professional standards for teachers and for school leaders.

Expected Outcomes

The issue of developing quality teaching through professional standards or competencies has been approached differently in different contexts and by different education and school authorities. There is also a great variation in both methodologies and rigour applied in using these statements for assessing teachers and school leaders for purposes of improvement, recognition or reward.

References

Bubb, S. & Earley, P. (2007) Leading and Managing Continuing Professional Development: developing people, developing schools. 2nd edition. London: Sage Bubb, S. (2005) Helping Teachers Develop London: Sage/Paul Chapman Connelly, G. & McMahon, M. (2007). ‘Chartered Teacher: Accrediting professionalism for Scotland's teachers - a view from the inside.’ Journal of In-service Education, 33 (1), 91-105. Forde, C., McMahon, M., Reeves, J., (2009) Putting together Professional Portfolios London:Sage Forde, C. McMahon, M. McPhee, A.D. & Patrick, F. (2006) Professional Development, Reflection and Enquiry London: Paul Chapman Ingvarson, L.C. & Hattie, J. (Eds.) (2008). Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards. Volume 11, Advances in Program Evaluation. Amsterdam: Elsevier Press Ingvarson, L.C. & Rowe, K. (2008). Conceptualizing and Measuring Teacher Quality: Substantive and methodological issues. Australian Journal of Education, 52(1), 5-34 Ingvarson, L.C. (2008). School leadership standards. In B. McGaw, E. Baker and P. Peterson (Editors-in-Chief) International Encyclopedia of Education, 3rd Edition. Oxford: Elsevier Press Kleinhenz, E. & Ingvarson, L.C. (2008). Identifying and Rewarding Exemplary Teachers: An Evaluation of the Teacher of Exemplary Practice Program in Northern Territory Government Schools. Darwin: NT Department of Employment, Education and Training Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education courses on teacher preparedness: Implications for accreditation policy. European Journal of Teacher Education, Vol. 30, No 4, 2007, 351-381. McMahon, M., & Reeves, J., (2008) Evaluating the impact of Chartered Teacher – the perception of Chartered Teachers Final Report http://www.gtcs.org.uk/Publications/PublishedResearch/CommissionedResearch/evaluating_impact_of_chartered_teacher_in_scotland.asp (accessed 18/02/08) Reeves, J,. ‘Inventing the Chartered Teacher’ British Journal of Educational Studies 55 (1) March 2007 pp56-76

Author Information

Margery McMahon

University of Glasgow

Educational Studies

Glasgow

Graeme Hall

Teaching Australia

Professional Standards

O'Connor

David Egan

University of Wales Institute

Sara Bubb

Institute of Education, University of London

Bromley

Rosa Murray

General Teaching council scotland

Education

Edinburgh

Gillian Robinson

University of Edinburgh

Educational Studies

Edinburgh

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