Profesional_Practice

Professional Understanding The notion of professionalism and quality in education can be deemed to place a high barometer of expectation upon teachers in FE yet at the same time acts as a bench mark and anchor in the meeting of aims and goals for educational organisations. This essay will consider the different sociologic concepts of professionalism, examine Quality Assurance systems and the effects it has on teachers, and explore governments general influence on education, from Ifl and Ofsted all the way down to FE colleges due to the progressive changes in the sector of education. I will endevour to relate these issues to my experience as a trainee teacher at an FE college and draw upon valued experience and opinions of colleagues within the sector. The notion of professionalism and quality in the roles of a FE teacher are best determined when the meaning of each term is first clearly clarified. The Oxford dictionary definition of the words, profession, professionalism, quality and quality assurance are defined below: Profession: ‘paid occupation, especially one that involves prolonged training and a formal qualification’ Professionalism: ‘the high standard that you expect from a person who is well trained in a particular job’ Quality: ‘the standard of something as measured against other things of a similar kind; the degree of excellence of something’ Quality assurance: ‘the practice of managing the way goods are produced or services are provided to make sure they are kept at a high standard.’ Oxford Dictionaries Online. (2013). The qualities, which a professional teacher adopts, are all qualities which learners may or would almost consider sacrosanct in modeling, be it attire, skills, moral fibre, or etiquette, subject knowledge or helpfulness. Whether it’s a teacher in school, college or university: knowledge, enthusiasm, fairness, preparedness, creativity, respect, leadership and a sense of humour could each be described as the professional characteristics a good teacher would possess, and each come under the definition of professional on the website (www.ehow.com 2013). Grivels (2012) also offers us some insight as to how a teacher’s, trait’s can convey professionalism and create a good impression on learners, help develop relationships and aid learning. ‘A good first impression will help establish a positive working relationship with your students. The way you dress, act respond to questions, offer support, …’ Grivels, (2012, p10) The different sociologic concepts of professionalism have provided the structure and the course of education over the years in teaching. One example is Functionalist meritocracy (Talcott Parson), which defines education as having three roles, socialization, skills provision, and role allocation. In short this concept provides the view that the best people for the job, should get the job based on their talents through examinations and qualifications. Secondary schools operate on meritocratic principles, where status is gained on merit. The concept of teacher as ‘master’, is based on a body of technical knowledge & skills belonging exclusively to the professional which the learner is then taught. The reflective practitioner as presented by David Schon (1987), states a professional teacher is one with expertise in the delivery of their skilled area and reflects on their everyday practice, encouraging students to reflect, on what they did, what they have done, and will do also. Dual professionalism places an emphasis on the expertise of subject knowledge and equally qualified teacher status. The IfL website describes as follows. ‘Professional’ expert in a subject or vocation area, and ‘professionally’ expert in teaching and training’ (IfL, 2009). Professionalism as a named entity is defined as ‘the qualities or typical features of a profession or for professionals especially competence and skill’ (OED) IFL (2009, p1) The LLUK Standards provides a benchmark for teachers in FE to monitor themselves against in relation to their own practice and reflect upon and maintain personal targets to achieve and improve ‘self’. It is also the role of OFSTED to maintain and ensure professional standards and measure the quality of the provision to the user. However, the concept of conforming to the standards set by both OFSTED and the quality assurance policy of the individual college can lead to a ‘tickbox’ environment and contributes to the weight of teachers’ admin responsibilities. Runte an associate Professor from the Faculty of Education, University of Lethbridge, (1995) notion of de-professionalisation is explained in the quote below. (but let it be noted does not agree with Robson’s 3 step model which is discussed later.) ‘New occupations have arisen--legal secretary, paramedic, dental technician, teacher aid--whose own training overlaps with, and cuts into, the professional's former knowledge monopoly. Who needs an expensive kindergarten teacher with a four year degree, when one can hire a much cheaper day care worker with a two year certificate'’ (Runte, 1995) At this juncture It is relevant to point out that Lawn (1996) also pursues the notion that any ideological concept, to change, manage or control the nature of teachers’ work may result in loss of professionalism. It is also at this juncture (one of many) where the signposts point to FE being ‘de-professionalised and deskilled’ (Randle and Brady 1997). Robson discusses the three-part model which depicts social closure, knowledge and autonomy. She explains that teachers in FE colleges fall short of attaining a ‘professional’ occupation status due to the fragmented nature of the work force, disparate entry of routes into FE and because the sheer range of professions found within its walls cannot simply be ‘exclusively bound’. In sociological terms FE simply does not comply with ‘Professional Knowledge’ as it represents a weak professional boundary. Lastly ‘autonomy,’ is stipulated in the professional domain to be generally restricted, through codes of practice and professional ethics. The quote below is taken from Robson and highlights professional knowledge. ‘a systematic body of intellectual knowledge is one of the key criteria associated with professional status. Professional groups work to ensure closure and exclusivity and an important aspect of this is cognitive exclusivity.’ (Robson, 20.04.01, P5) Highlighted in the quote above are the reasons why Doctors, Lawyers and Scientists are classed as professionals, but also provides the aforementioned reasons why teachers, specifically FE teachers, in the past, are considered exempt from professional status. She also comments in the quote below on a ‘lack of social richness’ and ‘lost, opportunity’ which is experienced in FE. ‘…existence of such diversity ought to be a source of strength and richness both for the individuals and for the profession as a whole.’ Robson, 20.04.01, P5 Robson, in my opinion, is not accurate in this assumption; the notion of what constitutes professionalism should on the one hand take into consideration the advent of IfL’s new qualifications and standards for teachers, mandatory CPD, tutor assessment, accreditation and Inspection by Ofsted, as well as achieving QTLS status and meeting managerial QA. One can however understand Robson’s viewpoint when looking at FE in the wider context, if the arena eventually moves towards equivalence and transferability of staff between the compulsory and post compulsory sectors of education’ (Fawbert) (2008,p7) The benefits to teaching as whole profession would far out weigh the difficulties of setting professionalism bounderies. During periods of upheaval and changes in the FE after the Further and Higher Education Act of 1992 granted colleges independent status. Management and Quality Assurance systems where initiated into FE colleges during this period. Shain identifies the mechanism of control used in the government’s initiative through the FEFC’s funding mechanism (Randle and Brady 1997). It is clear new measures were a necessary requirement in order to raise the standard of a college to meet market expectations and meet the criteria set by the government. ‘The new funding formula, based on the principle of ‘more for less’, means that funds may be ‘clawed back’, if colleges fail to meet targets, retain students or if students fail to successfully complete courses. The FEFC is therefore a crucial agency in the new management of FE in terms of funding, inspection and quality control.’ Shain ( p3) During my time at college I have observed Lecturers’ (absent due to illness or other reasons), lessons being covered by non-qualified or qualified lecturers. Technicians also available in specialist rooms, have been known to cover sessions, in a teacher’s absence too. In one instance the absentee lecturer’s specialist subject ‘illustration’ background differed, from his replacement who’s back ground was ‘graphic design’. I have not, however, witnessed or heard tale of a learning support advisor covering a session. I am told this has never occurred in the art and design department; to the knowledge of the member of staff I spoke to. It is not inconceivable for learning support (mos) to cover a session, but the greatest tool would be to recognize their abilities, knowledge and insight for assessment on ones own practice. It is recognized that a teaching specialist qualification is encouraged in the form of, PTTLs, DTTLs, PGCE, amongst staff members. It is felt by staff member that the majority of technicians employed by College, now have the qualification. I was also informed the majority of teachers in college have now got a recognized qualification but there are some that do not, mainly those teachers that have been teaching over a number of years. Teachers can be influenced by differing views on what defines quality, one reason being the redefinition of quality from one based on process to outcome, found in The Quality Assurances model. Ball clarifies the pressures teachers face in his paper, The Teacher Soul and Performativity, in which he states. ‘Performativity is a technology of individual subject or organisations, based on rewards and sanctions (both material and Symbolic). The performance of individual subjects…serve as a measure of productivity and out put, or displays of ‘quality’, or moments of promotion’ (Ball 2003,p216) Ball asperses towards the ‘managerial’ frame work in FE’s QA system based on quantitative outcome, teachers for example are expected to raise retention, exam results, efficiency… etc. which translates to teachers spending more time on administration tasks and ticking boxes, and less quality time with students. Added to that, teachers comprehend this as a system of surveillance, of competency and other measures, all with an increased degree of accountability teachers have no real control over. The historical roots to the changes we see today stem from from Post war Britain which gave way to professional prominence for teachers in the 60’s and 70’s, whilst questions were raised, if professional teachers could still strike, as part of a professional association as oppose to a union. The fact remained though, Britain had a shortage of qualified teachers and with public demand for increased educational opportunities, teaching was without question a ‘profession’ of merit and stature. 1976 marked the ‘Ruskin Speech’ in which James Callaghan, (1976) the then Labour Prime minister raised the issue of ‘standards, accountability and the relationship between schools’, industry and parents’. Over the years Both Margaret Thatcher’s Conservative ‘government’, and then Tony Blair’s ‘New Labour’, continued carrying the ‘Educational reform’ baton introduced by James Callaghan (Esland 1996) leading to the eventual educational reform seen today. ‘We are talking about investing in human capital In the age of knowledge … to compete in the global economy…’ DfEE (1997 p3.) The government drove the message of compliance and justification of greater state control and regulation of education home to the general public, all of which Lawton (1989) explains as ‘the power of bureaucratic machine to continue with it’s own agenda irrespective of what government happens to be in office’. Further more he states ‘that it can be shown The DES, has consistently adopted policies of centralization in areas such as teacher training, the school curriculum and educational expenditure’. Not dismissing the tangible components but this arguably leads to the notion of ‘performativity’ in teachers as highlighted by Ball (2003). In 1988 (ERA) Education Reform Act marketised education and paved the way for school league tables, national curriculum and parental choice. The benefits of these reforms were seen in Higher Education and Secondary school but FE sector was with out doubt the outcast until such time as colleges became a corporate, and ‘value for money’ the emphasis, competition was born. The contrasting definition of quality and professionalism is magnified by the imposed changes to education, especially seen in FE. Teachers may recall a time when their autonomy and student needs seemed central to teacher practice, and the quality of their environment of much less importance, also noted by a lecturer in FE, Students dropping of a course was welcomed by some teachers and considered the norm in 80’s stroke 90’s as evidence of real learners remaining in a manner of speaking ‘a separation of the wheat from the chaff’. However it could be argued with out the marketization of FE which lead to the changes i.e. improvements to College building, reception areas, new tables and chairs; with out the notion of quality and professionalism developed by organizational infrastructure of quality assessment as seen in policy, college policy, course as a action to query, not be felt by the students. The interesting notion about OFSTED is the precept of quality it claims to adhere to in its inspection process, for example it states, ‘Objectivity – inspection aims to evaluate professionally and objectively as possible the quality of provision.’ ‘ The work of performativity produces what Yyotard calls the law of contradiction. This contradiction arises between intensification…as a increase in the volume of the first order activities…required by demands of performativity and the cost’s in term of time and energy of second order activities that is work of performance order management’. Ball (2003). The policies technologies, of market, management and performative measurement aims to create the professional ‘ideal teacher’ through their quality assurance systems. Ball argues these present the antithesis to teacher ethos i.e. ‘commitment and own judgment and autonomy in practice, is being jeopardized through the rigorous need to conform to the idealist teaching standard managerial systems and OFSTED reinforce. (Ball 2003 p221). In a discussion with a FE lecturer at College they highlighted their experience of an OFSTED inspection in which they felt within themself uncomfortable and pressured to perform to the standards, and were made to feel pressured by the domino effect the pending inspection created around college. In preparation to meet these standards the workload felt like it increase immensely. In my judgment through observing teachers work these quality systems seem to be a hindrance but teachers enjoyment of the job at hand which ultimate should be all about the student (HE white paper 2011 p2). In term of professionalism. The Annual Chief Inspectors report in the Lifelong sector records that many colleges have a lot of improvement still to make, even though the figures show that 65% of FE colleges where good or outstanding. Their main focus is in on the improvements within the weakest providers. OFSTED suggest those providers placed too much emphasis on attracting young people to popular, often low level courses, that were of little value to the employer. Ofsted also recognized managerial expansion to be at the expense of improving the quality of provision, whilst identifing FE as having a high level of ‘autonomy’ and ‘independence’. (OFSTED 2011/12). Ofsted inspection lends support to Dfes (2006) suggestion that an element of blame lies with the Quality assurance system employed in FE. ‘Quality assurance systems rarely follow a learner’s journey from point of enrolment to progression, or a week in the life of a learner to really understand the learners experience so that improvements can be made’. (Dfes, para,2006) Peer assessment within teaching is not always a seen as a positive process today, where as internal peer observation in a department upon its first introduction in early TQA days, used to be acknowledged as an exemplification of excellence amongst staff members. Subject review system for sharing and viewing colleagues work and demonstrates how such a procedure can enhance learning (LU, p1). (Ball 2003) I have not been privy to any critical compliance as ball discusses, though I have been made aware of the course at the college I currently teach is not continuing next year. I gather the running of a Pt course is less cost effective than running a full time course with more students on it. How I feel upon reflection to this is wonderment. I wonder if the opportunity I have witnessed this particular course, bring to p.t. students who work, the best part of the week and demonstrate commitment to attend sessions and actively learn; and have vocally stated to me how much they ‘love’ their tutor (not me), would feel. I asked a few students ‘upon reflection imagine 1 year ago if you never did this course, how would they feel.’ ‘The greatest response amongst students was ‘I would never have met my friends and learned so many new things’. The crossing pollination of teacher skills in the educational arena . streams only though recognizing the professional qualities different teachers and professional bring to the job is something I witness everyday. FE College has a growing body of knowledge, which does not fit into Jocelyn Shain’s notion of professionalism and the opportunities of enrichment she explains as being missed, provide an insightful glimpse of what is achievable within the walls of FE. For example for teachers and management, if each faculty had a working understanding of what each other does, a better understanding would develop and a equal view point could be adopted. References College Net Hand out, Oct 2012, Personalising F.E. www.Collegenet.co.uk Ball, S. J (2003) The teachers soul and the terrors of performativity, J.Education Polic, VOL.18, NO.2 Fawbert, Fred., 2008. Teaching in Post-Compulsory Education: Skills, Standards and Lifelong Learning. 2 Edition. Bloomsbury Academic. Lawton, Denis 1989. The Education Reform Act: Choice and Control. Edition. Hodder Arnold H&S.(p1) Institute for Learning (IfL), April 2009. Version 1.0, Professionalism and the role of professional bodies, A stimulus paper from the Institute for Learning (p1) Shain. Farzana, Changing Notions of teacher professionalism in the Further Education sector, Keele University, () Robson, Jocelyn 2006. Teacher Professionalism in Further and Higher Education. 1 Edition. Routledge. 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