Murray, Frances Marion Macfarlane (2012) Lessons from Language: Tensions and Dichotomies in the Policy and Practice of CPD in Scotland, 2001-2011
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Murray, Frances Marion MacFarlane (2012) Lessons from language: tensions and dichotomies in the policy and practice of CPD in Scotland, 2001-2011. Ed.D thesis http://theses.gla.ac.uk/3698/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] Lessons from Language: tensions and dichotomies in the policy and practice of CPD in Scotland, 2001-2011 Frances Marion MacFarlane Murray, M.Phil, M.A. (Hons) Submitted in fulfilment of the requirements for the Degree of Doctor of Education (Ed.D) University of Glasgow School of Education August 2012 Acknowledgements Sincere thanks are due to those who have helped me throughout the years of this process, in particular, Dr Margery McMahon, my supervisor, who challenged, supported, advised and guided me. I would like to acknowledge the contribution and support of the entire Ed.D team, especially my fellow students who are living proof of the benefits of peer support. I am grateful to my colleagues in school and in the Education Department who supported me throughout the years of the course, allowing me to devote time to my studies, being willing to discuss elements of my findings and recommendations, and providing very practical financial support in the early days of the course. I am eternally grateful to all my family for their belief in my ability to complete this study and their encouragement along the way. My father, Malcolm, sister, Kate, and, above all, my husband, Paul, deserve particular mentions for their patience and support. Preface Language is a labyrinth of paths. You approach from one side and know your way about; you approach the same place from another side and no longer know your way about. Ludwig Wittgenstein, Philosophical Investigations (1953) in Burchfield (2011: xxvi) 2 Author’s Declaration I certify that all material in this thesis which is not my own has been identified and that no material is included which has been submitted for any other award or qualification. Signed Frances M M Murray Frances M M Murray 3 ABSTRACT Continuing Professional Development (CPD) was situated as both a right and an obligation at the heart of Scottish education by the McCrone Report of 2000, and the ensuing agreement, A Teaching Profession for the 21st Century (2001).1 CPD was, and continues to be, construed as having the potential to transform teaching and improve learning. Further, CPD was promoted by the Report as having a key role in the re- professionalisation of the teaching profession. In the decade since the Teachers‟ Agreement, however, levels of engagement with CPD initiatives, the review and repositioning of particular schemes, and the perceived impact on learning and teaching point to a tension between the discourse of CPD and the reality of its implementation. The publication of the McCormac Report in September 2011 signalled anticipated changes to teachers‟ conditions of employment, which will inevitably include changes to CPD. This publication provides an opportunity to reflect on whether the Teachers‟ Agreement has delivered the intended benefits for both teachers and pupils in terms of CPD, and to examine the impact of language or discourse in shaping attitudes to, uptake of, and engagement with CPD. This thesis looks at the language and implementation of the Teachers‟ Agreement and related policies within the wider educational landscape in order to explore the tensions between discourse and actuality, to suggest reasons for such tensions, and to suggest transformed practice in terms of the discourse of CPD. In terms of methodology, critical discourse analysis is used to examine the language of CPD closely; policy analysis to describe and analyse the implementation of particular initiatives; narrative analysis to contextualise developments in CPD; and insider reflection to bring a personal perspective to bear on particular aspects of CPD. This combination of methodologies has been chosen in order to allow an in-depth study of nuances of language in policy discourse, changes in policy implementation, and location of such policy in the broader educational agenda. The study contends that CPD is not generally viewed as an uncontested good; indeed, engagement with various CPD initiatives has been limited for a number of reasons, 1 Henceforth referred to as the Teachers‟ Agreement. 4 including an underlying and fundamental tension between the concept of professionalism and a view of CPD which is related to a „standards‟ framework.2 In contending that discourse is fundamental to the interpretation of and engagement with policy, the thesis points up the necessity to pay due regard to the nuances of language employed in denoting policy, and to addressing underlying tensions in the concept of CPD. Policy makers need to be acutely aware of the central role which language plays in the shaping and interpretation of policy and to learn from the experience of the last decade. CPD continues to be described by many influential figures and bodies as fundamental to the future development of Scottish education. At the same time, however, the educational agenda is dominated by the introduction of a new curriculum (Curriculum for Excellence or CfE), and CPD budgets are threatened by financial and economic imperatives, driven by the continued constraints on local and national government spending. It is vital that the discourse of the McCormac Report, and subsequent policy, is carefully constructed to avoid cynical and negative interpretations, such as suggestions that fewer „set piece‟ CPD events are as a result of cost-cutting. I contend that lessons must be learned from the experiences of the last decade in the discourse and implementation of the policy related to CPD in order to ensure the intended impact on learners. 2 This standards framework is intended to be refreshed as part of the re-accreditation scheme recently outlined by GTCS. 5 CONTENTS Title Page Acknowledgements and Preface 2 Declaration of Originality 3 Abstract 4 Contents 6 Abbreviations 7 List of Tables 9 1. Introduction 10 2. Methodology 17 3. Contexts for Professional Change 25 4. Workforce Remodelling in Scotland 46 5. The Leadership Agenda 95 6. CPD in the Curriculum 125 7. CPD beyond the Curriculum 153 8. Conclusion, Recommendations and Reflection 180 References 194 6 Abbreviations Abbreviation Definition ACT Advanced Chartered Teacher ADES Association of Directors of Education Scotland AHT Assistant Head Teacher AifL Assessment is for Learning APL Accreditation of Prior Learning APT Assistant Principal Teacher ARG Assessment Reform Group ASG Associated School Group BBC British Broadcasting Corporation CDA Critical Discourse Analysis CfE Curriculum for Excellence COSLA Convention of Scottish Local Authorities CPD Continuing Professional Development CT Chartered Teacher DA Discourse Analysis DHT Depute Head Teacher DtS Determined to Succeed EIS Educational Institute of Scotland FRH Flexible Routes to Headship GTCS General Teaching Council for Scotland HCT Human Capital Theory HMIe Her Majesty‟s Inspectors of Education HT Head Teacher HTLA Head Teachers‟ Leadership Academy INSET In-service training ITE Initial Teacher Education LNC Local Negotiating Committee LR Learning Representative LTS Learning and Teaching Scotland OECD Organisation for Economic Co-operation and Development PRD Professional Review of Development PT Principal Teacher PISA Programme for International Student Assessment QIO Quality Improvement Officer SEED Scottish Education and Enterprise Department SEJ Scottish Educational Journal SfH Standard for Headship SFR Standard for Full Registration SJNC Scottish Joint Negotiating Committee SLS School Leaders Scotland 7 SMT Senior Management Team SNC School Negotiating Committee SNP Scottish National Party SNCT Scottish Negotiating Committee for Teachers SOEID Scottish Office Education and Industry Department SQA Scottish Qualifications Authority SQH Scottish Qualification for Headship TESS Times Educational Supplement Scotland TIMSS Trends in International Mathematics and Science Study WBL Work Based Learning 8 List of Tables 2.1 Rhetorical and linguistic devices 22 3.1 Stakeholders in CPD 43 4.1 Key recommendations of the Report 49 4.2 Key differences between Report and Agreement 54 4.3 Discourse of the Introduction to the Report 66 4.4 Discourse of Section 1, the Report 67 4.5 Discourse of Section 2, the Report 68 4.6 Discourse of Section 3, the Report 69 4.7 Discourse of Section 4, the Report 71 4.8 Discourse of Section 5, the Report 72 4.9 Discourse of Section 6, the Report 74 4.10 Discourse of Section 7, the Report 75 4.11 Discourse of Section 8, the Report 75 4.12 Discourse of Section 9, the Report 76 4.13 Discourse of the Introduction to the Agreement 78 4.14 Discourse of Background, the Agreement 79 4.15 Discourse of Section 1, the Agreement 80 4.16 Discourse of Section 2, the Agreement 82 4.17 Discourse of Section 3, the Agreement 83 4.18 Discourse of Section 4, the Agreement 85 4.19 Discourse of Section 5, the Agreement