Sad sad news.......

A very special man who needs no more explanation than the quotes he leaves behind........

I'm taking this to work today........    

Passion + Experience + training + specialist knowledge = great teacher

The sum gets longer and longer. So many parts to being a teacher..........

So sneaky night off for a visit to the theatre.... Thriller Live...........Amazeballs!!! #groupie #cleopatra #emosh.

Oh yes that is Cleopatra leaning on me!!

So the point of this blog...... PASSION, watching the dancing, listening to the music, hearing the testimonials to MJ. BRought me back to why I teach and why I love dancing. A whole Theatre of people from different walks of life 'jigging about', a stage full of dancers spreading joy. That's what I want to give my students. It's not about ofsted, it's not about policy it's about building confidence, self esteem, enjoyment and health. After that the rest is easy, fit progress, differentiation, literacy into that, not the other way around. I am no good as a Robot teacher, I am a good teacher when I am passionate. 

Thank you Thriller. You have helped me in more ways than you can imagine. 

And then ............

it's a question of impartiality..........

preparing questions for an interview with my Director of Sport/line manager about her opinion of unqualified teachers, and I am struggling with the question of impartiality. If I interview her, it could put her on the spot and maybe she would feel that she couldn't be honest for fear of upsetting me, making the interview meaningless.

So how do I interview her....... give her the questions to answer, would this still worry her that reading her answers could upset me? am I thinking to much into this and should just go ahead and interview her????

decisions, decisions, decisions.............................. anyone have any ideas please comment.

Paula Nottingham: Module 3 the last bit of advice

Paula Nottingham: Module 3 the last bit of advice: Advice for module 3 analysis nov 13 from Paula Nottingham

Thank you Martin Stephens

Martin Stephen

Dr Martin Stephen is the educational director of GEMS UK and was formerly the High Master of St Paul's from 2004 to 2011. He was previously High Master of Manchester Grammar School and headmaster of The Perse School. He has written several academic works and is the author of the Henry Gresham historical crime thriller series.

Reading this blog has literally summed up my thoughts and beliefs on the subject of what makes a good teacher. So much is argued about teachers in school not having QTS, as the man says, it is preferable but I know fully qualified teachers who have no grasp of how to adapt to suit students ever changing needs and those non- QTS, including myself, that show the human side of our responsibility to our students as well as being specialist in our field. More and more my research has shown the emphasis put on qualification without the consideration of, in my view, our responsibility to teach life skills along with academia.  

http://blogs.telegraph.co.uk/news/drmartinstephen/100242992/id-rather-an-brilliant-unqualified-teacher-than-a-fully-certified-nonentity-who-teaches-without-passion/

Ok ok, stepping down from my soapbox.   Over and out.......

Artefact Plan

Jane Capers – Module 3

Professional Artefact

A Dance Teachers Survival guide in a QTS world

 

I have decided to base my Artefact on a guide for dance teachers. After reviewing the results of my survey in Module 2 I became aware that although teaching in schools produced positive feedback from the teachers involved, they identified areas that they were not aware of in terms of qualifying to teach in schools. The results ranged from not knowing it was possible to teach in school with their qualification, to having to deal with data and policy, resulting in them not trying to gain employment in schools.

I would like my artefact to inform dance teachers of the routes into QTS, issues they may face, successes and challenges ahead of them using personal reflection, comparisons with policy, planning and benefits of having a specialist qualification.

I am planning to create a booklet style resource, possibly a pocket size guide that will be easy for dance teachers to keep in their possession to refer to when necessary. I hope that this type of artefact will be useful to teachers. I want it to be written in an informal light-hearted way using the correct facts but illustrated to be presented in an attractive booklet.

This topic is close to my heart and one that I have experienced for many years. I believe that this resource will be useful to potential teachers. Had I known what I know now, my experiences would have been ‘easier’ and more enjoyable. I want to produce a resource for impending school teachers, that will help inform them of what could happen next .

The design of the artefact will have subheadings and pictures. This type of resource needs to be easy to read and give as much information about teaching as possible without being too ‘wordy’ or boring.

In summary, ‘it does what it says on the tin’….. Give vital information to help dance teachers in their quest to gain QTS or at least aid in making the decision for the future.

 

 

 

 

 

 

One of those days.............

Today my inquiry came to life....... I questioned for real the differences between freelance and school teaching. Would THAT lesson have been easier if I hadn't had to fulfil curriculum guidelines, objectives, assessment etc. would the expectations have been different and would it have made it easier to engage the boys and enjoy the lesson????? Would I have coped better with the QTS training or was it just one of those days when engaging students was just a challenge. Discussion with my boss helped but no solutions found. Should my planning be different. There is no doubt that I find involving levels in every lesson a challenge and I feel restricted at times to fit everything in. There must be a way................... So I'm gonna put it down to ONE OF THOSE DAYS and move onto tomorrow. 

Artefact.........

So was driving along thinking about my inquiry and playing with ideas for my artefact...... Then Eureka, A dance teachers Survival Guide in a QTS world. Now to research some survival guide ideas...... Some kind of booklet? Giving dance teachers all the info they need to make decisions on their future teaching and considering if school teaching is for them and in what form.......unqualified or QTS..... Any thoughts would be appreciated. :) 

Informal chats

So generally chatting at work (School) with 2 colleagues, firstly an interesting comment about GTP training that has made me reflect on the unique position dance teachers hold. Having compared the teaching standards of QTS and other dance teaching qualifications it struck me that although there are some things that aren't covered in the dance teachers training,what we do have the advantage of is a greater subject knowledge. The general conversation was about the difficulty PE teachers have keeping up to date with all the many sports they teach on a day to day basis. Subjects like swimming and gymnastics which require an up to date knowledge of changes made by their governing bodies. It was at this point my colleague stated that throughout his training he had not been taught how to teach individual sports, his training was predominantly concentrated on teaching skills not subject knowledge. This was learnt by observing others and previous experience.  

DANCE TEACHER TRAINING = subject knowledge + teaching skills + ethical/integrity considerations

GTP = teaching skill + curriculum + ethics/integrity

Interesting ......................

My second conversation was with a newly qualified young PE teacher. We were discussing the final stages of a degree and writing a dissertation. I was telling him about the BAPP degree and my chosen inquiry topic. On the subject of interviewing and giving out questionnaires, we discussed how I have made the decision to create a questionnaire asking teachers about their opinions of unqualified teachers and how I will need to be careful to word my questionnaire without bias. The decision is to prevent the awkwardness my audience may feel in an interview concerning their views of unqualified teachers, knowing that I am one.  He suggested that I may gain a better insight by targeting teachers in local schools rather than my own. Definitely something I am thinking about.  He also mentioned that he only recently discovered that I am actually an unqualified teacher, which he was surprised about. His next comment interested me. He said that he felt that I was more qualified than him because of my experience. An interesting statement and one that I think may have been addressed with the creation of the Assessment only route into QTS.  

I found our conversation really useful, and an indication of what to do next...............

http://news.tes.co.uk/opinion_blog/b/weblog/archive/2013/11/08/290.aspx

Whilst researching I came across this. The QTS debate.

http://news.tes.co.uk/opinion_blog/b/weblog/archive/2013/11/08/290.aspx

module 3 - journey

so I've had a panic, but after a really useful chat with Paula I am on my way. Bit late but I'm getting there.

Lots to do, but my main issue so far has been the planning. Where to start, what to do next.....

my time has been spent researching, having conversations, reflecting, but then what........ knowing where to start and having some form of plan of action has eluded me, resulting in procrastinating.

I have revisited my questions. Hopefully they are now more focused on the outcome and will help me address the question of QTS in schools. I have read lots about how parents, establishment and students feel strongly that their teachers of qualified, but as dance teachers we hold the unique position of being trained and qualified but not recognised as QTS. I hope to discuss how this affects us when working in schools and routes into the profession.

I have recently become aware of a new route into teaching for people like me. Assessment only route, I will be delving deeper. One of my interviews will be with an unqualified teacher who is about to embark on this journey. I am looking forward to finding out more about it.

Inquiry - Journal of own practice

2/08/13

Currently writing dance schemes of work for new term. As a dance teacher the schemes would be written with an objective in mind, but to be suitable for a school situation the objective then have to be levelled using curriculum level descriptors. Making sure I know how each objective looks at each level chosen. Opportunities need to be included in the schemes for Students to be able to assess their performance. 2 stars and a wish but with more criteria. Something I have found challenging in my practice.

Question to QTS TEACHERS AND DANCE TEACHERS. NQT and more EXPERIENCED TEACHERS -  Has using level descriptors been a challenge to you in preparation for teaching and in you teaching. For NQT has your additional QTS training made understanding how to level and use levels in your teaching easier, please give details.  

Critical Reflection Portfolio

Completing this Module has allowed me to reflect on my current practice, helping me to understand the way I work and ways to improve both my mental and physical approaches to my work. Working through the readers has enabled me to determine a clear pathway for my inquiry.

Initially I struggled to identify possible lines of inquiry, but by completing the tasks set, possible topics became apparent. (Reference A). I was interested to read about Peter Senge’s notions on the learning organisation and how this related to my particular working environment. As a result of further consideration and discussion with fellow workers, I felt the topic was too broad, although interesting I didn’t feel that my findings would impact on my personal practice.

Considering questions that relate to my everyday professional practice (Reference B), i identified areas for possible inquiry subjects.  I started by thinking what would enhance my practice. A common thread started to emerge and the question of my training arose, an issue I have faced throughout my career and one that I currently have to directly address, by completing the BAPP course my options become clearer .

The questions that brought me to my final line of inquiry were:-

‘The love of teaching dance versus the restrictions of the establishment and framework of the national curriculum’ – a topic of interest and one I face on a day to day basis. Finding a way to teach in the style I desire whilst staying within the guidelines.

‘Freelance or teaching in school – pros and cons’ – a topic that on reflection  alone generally addresses practical consequences, for example wages, stability, freedom. Not broad enough to be an inquiry in its own right but an important part of the decision making process of a dance teacher.

‘Working as a team player within an organisation’ – this question in helped me to decide on my line of inquiry. Helping me to identify the challenges I faced when moving from a freelance teacher.

It’s a question of ethics; I found it enlightening reading the Hart – Devlin debate. The theories made me reflect on my personal practice and code of conduct, compared to the schools code of conduct and the impact that might have on my teaching. (Reference C). As a result of discussing this matter with a fellow ‘unqualified’ dance teacher, my findings were that specific dance teacher training prepares teachers to care for their students for the time they are teaching, in school there is are wider implications for the teacher. A topic that unquestionably is worth pursuing in greater detail. The conversation then posed the question of the theoretical approach to ethics which further sparked my interest in the topic of my inquiry. (Reference D).

Although still unsure at this point, reading others blogs and comments,(Reference E), started to make things clear, the common denominator in all the questions and research that had interested me was the difference between training for dance teachers and school teachers, the media reports a great deal about teachers being unqualified but , some teachers have specialist qualifications (Reference F). With this in mind I identified specific questions that I felt would shape my inquiry (Reference G). I fashioned a survey to gain insight into others opinions and needs regarding this topic. Identifying people of interest through facebook, blogs and groups. (Reference H)

 In conclusion, I propose an award title (Reference J). Which reflects the knowledge and experience and will assist my future plans.

Reference A - http://janacapers.blogspot.co.uk/2013/04/started-reading-reader-4-and-straight.html

Reference B - http://janacapers.blogspot.co.uk/2013/04/4a.html

Reference C - http://janacapers.blogspot.co.uk/2013/04/5a-professional-ethics.html

Reference D - http://janacapers.blogspot.co.uk/2013/04/5c-ethics-morals.html

Reference E - http://janacapers.blogspot.co.uk/2013/04/developing-my-line-of-inquiry.html

Reference F - http://blogs.spectator.co.uk/coffeehouse/2012/08/training-does-not-make-the-best-teachers/

                      http://janacapers.blogspot.co.uk/2013/05/websites-i-will-be-exploring-for-my.html

Reference G – http://janacapers.blogspot.co.uk/2013/04/developing-my-line-of-inquiry_1426.html

Reference H - http://www.surveymonkey.com/s/RSXGC8D, 

                          https://www.facebook.com/dancesouth.kfa?ref=tn_tnmn

Reference I - http://janacapers.blogspot.co.uk/2013/05/websites-i-will-be-exploring-for-my.html

Reference j - http://janacapers.blogspot.co.uk/2013/05/proposed-award-title.html

Proposed award title

With my experience in school over the last 13 years and my need to gain QTS, I want to be able to reflect this in my Award title. throughout the process my research has allowed me to reflect on my practice and expand my knowledge of QTS and training and how it impacts on my teaching. Therefore my proposed title is;

BA (Hons) Professional Practice (Dance Teaching)

I feel this title will show the route my degree has taken me on and aid me on my journey to gain QTS

Research literature

http://www.education.gov.uk/schools/teachingandlearning/curriculum - National Curriculum

http://clerktogovernors.wordpress.com/2012/08/04/can-we-appoint-unqualified-teachers/ - Clerk of Governors blog, view points.

http://blogs.spectator.co.uk/coffeehouse/2012/08/training-does-not-make-the-best-teachers/ - blog view points

http://www.education.gov.uk/get-into-teaching/teacher-training-options/experienced-teachers/assessment-only - routes into QTS

http://www.guardian.co.uk/teacher-network - discussion points

http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards

https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

http://webarchive.nationalarchives.gov.uk/20111218081624/tda.gov.uk/teacher/developing-career/professional-standards-guidance.aspx- teacher standards

http://www.ofsted.gov.uk/

semi-structures interviewing

I decided to try out a semi-structured interview method to see if it would be beneficial to my inquiry. I found it was a really useful form of interviewing and although I had a list of questions ready, the interview took on a different path and the answers I received opened up further questioning  which resulted in useful information for my inquiry. It also helped me to not be bias and lead the questioning to get the answers I expected, it gave me a different view point.

Definitely going to use this form of interviewing in my inquiry.

I will still use a formal interview method to gain answers and view to specific questioning and also an informal/guided interview with a group where my role will be to provide topics I want to cover and allow the interviewees to discuss the topics freely.

hopefully using these methods will give me data to inform my inquiry.

Questions?

I need opinions please. Firstly on the questions and secondly on the content. I am looking for opinions and experiences. Issues people have had as a qualified dance teacher working in schools but that don't hold QTS. Is it possible? is it difficult? should it happen? any views would be much appreciated.

What effects does not having QTS have on a dance teacher working in schools?

What issues do dance teachers face when they do not have QTS?

Can dance teachers follow the National Curriculum effectively without QTS?

Discuss??????????

Developing my line of inquiry

Aim: to identify issues faced by Dance teachers and dancers who do not have QTS status when working within the curriculum structure.

• Is it possible to be a successful unqualified teacher?
• What impact could it have on the students/establishment?
• What are the main issues faced by unqualified teachers?
• Are there any stigmas involved - from other members of the establishment?
• How can unqualified teachers make it easier for themselves to survive in a QTS world?

As a currently practising unqualified teacher within a school, there are various issues that I have faced. I hope that my research for this topic will help me to be a more affective and understanding practitioner and help other dancers make the successful transition from freelancer to school teacher with an idea of what they may face. 

I will conduct interviews and surveys with fellow dancers and teachers, research literature to establish  the opinions of society regarding unqualified teachers, create a SIG group for discussion. 

Reaching out to anyone currently working as an unqualified teacher in school or would like to have their say please get in touch... 

Developing my line of inquiry

http://blogs.spectator.co.uk/coffeehouse/2012/08/training-does-not-make-the-best-teachers/

Developing My Line of inquiry

Having read all the readers and many blogs, I am still at a loss as to what to choose as my topic of interest. I keep changing my mind and time is running out. I need to stop challenging myself about the fact that this should have been done by now and just get on with it!!

Having read Emma Hughes's blog, she completed the course last year. http://emmahughes7.blogspot.co.uk/2011/11/4a-back-to-start-developing-my-line-of.html

It has struck me that I and many people around me have had to deal with the transition from Freelance dance teacher to School teacher and how we deal with adapting to the constraints of the Curriculum and school's policy. It is an issue that I have struggled and fought against and know others that feel the same. This predominantly is an issue for those of us that come under the heading of 'unqualified teachers' within school because although dance qualified do not hold QTS status. Completing a PGCE or GTP programme prepares you for this but we have yet to go through that training.

I like this idea...... Any thoughts?

5B - Teacher Standards

Ethics

An interesting read ......

http://www.bbc.co.uk/ethics/introduction/virtue.shtml

5C - Ethics & Morals

This looks at how different societies follow different moral codes which can lead to tensions, it also talks about the question of Law within ethics and morals.

The Hart-Devlin debate discusses Personal and Social morals. Devlin argued that personal and social conduct should be regulated whilst Hart argues that the purpose of law is to prevent certain harmful acts such as theft, violence and killing but that there can be no common morality to the entire populace.

This made me consider how these theories work for me in my practice. There has to be a common code of conduct within the school environment but I feel it must allow for personal and cultural differences.

Reading this reader has made me reflect on my practice, questioning my own code of conduct and consistency within my practice. I also considered how important I feel it is to allow my colleagues and students to function not only within the constraints of the establishment but also within their own moral code. Where conflicts arise, discussion and diplomacy must be exercised. Bringing me back to the need to be less judgemental and more understanding..... As my husband would say - 'giving up my need to be right!'.

Considering the Theoretical Approach to ethics. I have been considering how they fit into my professional practice. Discussing it with a fellow colleague the question of the Virtue Ethist theory arose and how/if it has a place within teaching. We decided that although it is important to follow the ethics set down by the school there are times when it would be beneficial to 'bend these rules'.

Question- if the ethos of the school is to not use mobile phones..... Is it ok to allow the dance students to use their phones for music/video/photos within the controlled environment of the dance lesson.  A very useful resource but not in line with the schools standards?  Our main consideration is the impact this would have on other lessons and the consistency of standards with school. We concluded that this could be acceptable if we could guarantee that the students wouldn't abuse the privilege and respect the no mobile rule in other lessons, but that there may be students that would use the opportunity to expect to be able to use their phones in other lessons. This would come into the realms of  the Consequentialist theory. Although the Deontology theory probably should be practiced within school, realistically I'm not sure it is possible.

A thought provoking exercise giving me food for thought within my practice..........

5A Professional ethics

The ethics that apply to my work community.

Hamble Community Sports College - Ethics to consider when completing my inquiry

• Child Protection
• Permission to carry out research/impact on colleagues
• When asking colleagues and students for their comments - recognising and informing of intention. How their comments will be used, making all parties aware. 
• Use of specific data - gaining permission and protecting security
• Maintaining objectivity not allowing my thoughts to lead or influence
• Distracting learning and the intact it may have.

How I see my own personal 'code of conduct'!!

• Be responsible for my own actions
• Respect others
• Be honest
• Encourage others and myself at all times
• Be tolerant, respect and understand that others may think, believe and live differently to me.
• Be trustworthy
• Be helpful
• Be friendly
• Live within the law

Do I always stay within the guidelines of this code of conduct??????? I try but not always successfully.

Have I always lived within guidelines??? Definitely not. Age, life and experience has brought made me the person I am and definitely mistakes have moulded me. I am opinionated and set in my ways and fairly recently have come to the understanding that I can be judgemental of others that don't have 
the same ethics and morals as me, I have made an effort to be less judgemental of how others live 
their lives even if I don't agree with what they do. It has been quite an enlightening discovery, all but 
difficult at times. 

'It's been a game changer'

When thinking about my place of work. These are the virtues that I think as a teacher I need to possess....

• Patience
• Respect
• Humour
• Encouragement
• Security
• Positivity

• Adaptability
• Fairness
• A good attitude
• Professionalism
• Self control
• Consistency

Having looked at the 'Teaching Standards documents' https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
I would have to add to my list the following:-

• accountablilty
• planning
• humility
• integrity
• proactivity

do I agree? yes definatley

do I follow and possess these virtues? yes but dont always successfully show them.

Wendy Finn writes on the 'Bright Hub Education' website.

'I have heard it all.......Anyone can be a teacher, but being a teacher is not good enough. 

If someone is truly interested in becoming a teacher, that means one is interested in the well-being and success of youngsters, whether they are five or eighteen.

Teaching is not easy, and many do not realise the demands and stress level that teachers bear. Any full time job is gruelling, but having look out for 30 children at one time can be overwhelming, it takes a good many virutes to be a good teacher'.

I completly agree with this statement, and need to remember it at all times in my pracitce. I see teachers all the time that seem to have forgotten these virtues due to the high levels of expectation within teaching today.

4A

Questions relating to my everyday professional practice

The love of teaching dance versus the restrictions of the expectations of the establishment and framework of the national curriculum.

• Being free to teach without feeling like you are being restricted 
• Understanding the curriculum but doing it your way?? 
• Teaching the students that they sometimes have to conform to the systems in school and believing it and acting on it yourself! 
• Being positive not negative to change.
• Admin admin admin, performance management = aaahhhhhhhhh
• Following guidelines and systems, not fighting against them

Freelance or permanent teaching in school - pros and cons

• Freedom
• Regular wage
• Travelling causing tiredness, cost etc or staying in one space, getting used to one place.
• Stability
• Effort to find jobs freelance

Teaching adults or children or both

• responsibility, is it different
• Preference and why
• Teaching both? Good Idea?
• Commitment to classes
• Standard

Working as a team player within an organisation

• Believing in the management
• Be heard but in a positive way
• How not to compromise yourself whilst being part of team
• Systems and standards
• Meeting expectations
• Team work
• Compromise
• Understanding and learning

Teaching exam dance and curriculum dance - what do preferences, and is there a place and need for exams in dance in schools?

• Importance of exam Dance.
• Btec v GCSE
• Importance of curriculum dance in the syllabus
• Preparation for exam dance
• Benefits to students
• Subject knowledge, experience, enthusiasm

As a new mum I am interested in how you fit motherhood into my professional life. Massive changes to my work life balance.

• Controlling work/life balance
• Changing previous balance, fitting in time with baby and being a successful practioner
• Organisation
• Time management
• Continue with commitment to students 

Developing lines of inquiry

Started reading Reader 4 and straight away taken by Peter Senge's concept of  'The learning Organisation' from his book 'The Fifth Element'.
Working in a school that has recently seen a lot of changes due to a change of leadership. From a new Principal to new Assistant heads resulting in staff leaving and new staff arriving, as well as big changes and expectations on existing staff who stereotypically don't like change!! I can relate to the idea that successful organisations depend on its members 'buying in to' the systems and structures the organisation puts forward. Team work. I can honestly say that at times I am a team player within my organisation and other times I can be cynical and negative towards new ideas..... Sometimes because I don't truly understand or have all the information that I need to understand. I also get frustrated with staff that instantly are negative and disruptive towards new ideas and systems. It is good to have an opinion but how you voice them can be obstructive rather than constructive.

'Surviving change is not enough, the capacity to learn and thrive in a team whilst experiencing change, people need to be connected and generative'.

Real learning gets to the heart of what it is to be human. We become able to re-create ourselves. (Senge 1990)

Is it the job of the leaders of the organisation to help staff to be team players or the job of the members of the organisation to make the necessary changes to be a team player, or a bit of both?

Leaders

Traditional Leaders - set the direction, make key decisions, energise the troops deriving from a deeply individualistic and non-systemic world view, make assumptions do people's powerlessness, lack or personal vision and inability to master the forces of change.

Learning Organisations Leaders - designers,stewards, teachers, responsible for learning, inspirational, responsible for building organisations where people continually expand their capabilities to understand complexity, clarify vision,improve shared mental models.

Thinking about these types of leaders and how my organisations leaders fit in, one of the things that comes straight to mind is the frustration of the members being asked for their input but in reality the decision has already been made. 'going through the motions of good leadership but not delivering', one of my pet peeves is always feeling like the assumption is that I need watching rather than trusted as a professional!!  Bottom line is management needs to be consistent and supportive across the board to give its workers the confidence of team work throughout the organisations, and workers need to be open minded and supportive, believing in the management and wanting to work together to a common end.

Maybe a subject for inquiry?????

Lahnee Raine Capers now 6 weeks old, it's time to juggle uni work with motherhood.

I'm going in.................