Académique Documents
Professionnel Documents
Culture Documents
Terence Cunniffe
2015 -16
Based on feedback from teachers, the Council believes that teachers learning
can be viewed as having four dimensions, formal/informal, personal/professional,
collaborative/individual, school-based/external to the workplace, these four areas
can overlap in various ways to create more diverse learning opportunities.
Teachers learning takes place through a variety of learning processes, from
participation in courses or programmes, workshops, reading, discussions,
collaboration, learning through practice and mentoring. It is proposed that the
framework allows for teachers to select a range of priority learning activities
such as, inclusion, ICT, literacy and numeracy, leading learning, well-being and
supporting teachers learning. This approach allows teachers the freedom to plan
their professional learning to take account of their changing needs and the
changing needs of their pupils/students. It is also in keeping with the Professional
Code of Conduct for Teachers.
One of the key principles underpinning Cosn is professional autonomy. Another
is impact. The council believes that evidence gathering, reflection and on-going
learning are career long processes and it proposes that teachers would identify
from their own practice, examples of their teaching which will help them to
determine their professional growth through their individual reflection. In
addition to individual reflection the Council plans to develop a series of resources
to support professional conversations between teachers with an aim to develop
collaborative or collective reflection in relation to teacher learning and
effectiveness. It is anticipated that the council will develop criteria and
procedures for the programmes relating to the continuing education and training
of teachers.
It is also envisaged that the Council will develop a strategy for implementing an
accreditation role which may involve the accreditation of approved providers,
and/or approved third parties who will review and accredit programmes on the
Councils behalf.
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CRITICAL REFLECTION
The approach taken by the Teaching Council in the development of their new
draft policy on continuous professional development, Cosn, Draft Framework for
Teachers Learning, in my opinion identifies that they believe the time for a fresh
look at teacher education and training has come. The 2005 OECD Report
Teachers Matter, Attracting, Developing and Retaining Effective Teachers, states
that one of the main challenges for policy makers is how to sustain teacher
quality and ensure all teachers continue to engage in effective modes of ongoing professional learning. The Councils new document, Cosn, was somewhat
an experimental process as it invited teachers initial views before the drafting
process commenced.
Cosn left the shape and content of the framework in the hands of the profession
as it did not involve the Council consulting on a prepared draft of the framework.
This initiative of involving the teachers in the development and implementation
of new policies was also highlighted in the 2005 OECD Report Teachers Matter.
The report states that, teachers themselves need to be actively involved in
policy development and implementation and feel a sense of ownership of reform,
otherwise it is unlikely that substantial changes will be successfully implemented
(OECD, 2005). As the quality of student learning depends as much on teachers
learning as on their teaching I believe this document to a be a massive stepping
stone for the future of education as it enables teachers to play a leading role in
educational reform. The Council is seeking to foster a culture of powerful
professional learning based on teachers active engagement in their own
learning, for their benefit and that of their students (Council, 2015).
The Council wants to ensure that teachers are capable of meeting all the
challenges of an ever changing school environment, that they are life-long
learners and that they have the ability to constantly adapt to support students.
The pace of change in the education system since 1990s, including changes to
curriculum, pedagogy, multiculturalism, ICT, social inclusion and assessment
together with legislative changes (National Plan for Literacy and Numeracy in
Schools, Aistear,) is having a significant effect on teaching. Teaching is an
increasingly more complex role which requires a much greater degree of
interaction with students, colleagues, parents and co-professionals (Council,
2011). Cosn has been developed to identify that teaching is a steady on-going
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process rather than instant perfection. It also coincides with the Councils key
principles, shared professional development, collective professional confidence
and professional led regulation. In addition to this it builds on the Councils
document, The Continuum of Teacher Education 2011.
The Continuum of Teacher Education refers to the importance of Continuing
professional development, which it describes as the life-long learning and
compromises of the full educational experiences designed to enrich teachers
professional knowledge, understanding and capabilities (Council, 2011). The
continuum of education has traditionally been referred to internationally as the
three Is of Initial teacher education, Induction and In career development. The
Council is adding another set of three Is innovation, integration and
improvement which should underpin all the stages of the continuum (Council,
2011).
Innovation
Induction
Teachers,
which
states
creating
structure
that
allows
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From my research for this report it is evident that there is a need for continued
professional
development
of
teachers
throughout
their
career,
however
based
on
teachers
attending
and
completing
various
development
programmes throughout their career. An incentive for this system would be that
pay rises could be earned through participation in accredited courses rather than
received simply for ageing (William, 2014, p. 34).
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Through
the
development
of
Cosn
they
have
fostered
professional conversations and generated valuable data which has enabled the
voice of teachers to shape the structures that will keep learning at the heart of
the teaching profession. It is also important to note that Cosn is an ongoing
process, where all stakeholders have been asked to read the proposal and
provide feedback for final publication in 2016.
LIST OF REFERENCES
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Bibliography
Council, T. (2011). Policy on the Continuum of Teacher Education. Dublin:
Teaching Council.
Council, T. (2013). Droichead A quick reference guide. Kildare: Teaching Council.
Council, T. (2015). Cosn Draft Framework for Teachers Learning. Dublin:
Teaching Council.
NIPT. (2015, October 09). National Induction Programme for Teachers. Retrieved
from teacherinduction.ie: http://teacherinduction.ie/en/about/overview
OECD. (2005). Developing Teachers' Knowledge and Skills Pointers for Policy
Development. Paris: Directorate for Education, Education and Training
Policy.
OECD. (2005). Teachers Matter, Attracting, Developing and Retaining Effective
Teachers. Pointers for Policy Development. European Commission.
Owen, L. (2014). Continuing Professional Development: Can it be Creative? In L.
B. Joe Hallgarten, Licensed to Create, Ten Essays on Improving Teacher
Quality. Action Research Centre.
William, D. (2014). Teacher Expertise: Why it matters and how to get more of it.
In L. B. Joe Hallgarten, Licensed to Create, Ten essays on improving
teacher quality. Action and Resource Centre.
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