Enacting a distinct pedagogic approach to Partnership Learning Dr Linda Rush

Presentation Structure

Strategic Leadership on Partnership Learning

Key factors pivotal to sophisticated collaborative practiceDistinct pedagogyKey characteristics of Partnership Learning

Role of the learnerExemplification of Partnership Learning

Strategic leadership on Partnership Learning as a

form of collaborationAcknowledgement that collaboration is challenging (dynamic, multifaceted, multiple starting points, time constraints, disturbing) – requiring strategic leadershipSeeing changes to partnership as a moment of opportunityIdentification of beliefs & valuesEncapsulating beliefs and values within an explicit vision:

Distinct relationshipsProfessional developmentDistinct pedagogy

Key factors that were identified as pivotal to more sophisticated

collaborative practice  Clear leadership at all levels – ownership

Explicit understanding by all those involved of its rationale, role and purpose – contextualization

Debate and opposition are encouraged – contestation

Structured time and space and processes for sustained ‘conversations’ need to be created – conversation as enquiry

Roles and capacity or disposition(s) in collaborative inquiry need to be systematically developed – professional development

Partnership Learning: A distinct pedagogy

Reflective – self-conscious learning processIntentional – agency and choiceCollaborative – intra-professional

Key Characteristics of Partnership Learning

Views of Subject Knowledge

Quality of Teacher learning implied

Individual Characteristics

Degrees of Collaboration

Replication Pre-structural Reflection dealing with action

Pragmatic Co-existence/Co-ordination

Formation Unistructural Multistructural •Reflection that modifies or remedies •Reflection on action

Pedestrian Co-operation

Transformation Multistructural Relational •Reflection as planned, with a focus •Profound reflection that produces personal meaning

Enlightened Collaboration/Co-ownership

Partnership Learning: Role of learner

Question: who is the learner?Partnership Learning mindful of Michelangelo’s motto I am still learning

Moving deliberately to a more open, facilitative and interpretative pedagogic paradigm (Rowntree,1987)

Closed vs OpenManipulative vs FacilitativeTransmission vs Interpretation

Exemplification of Partnership Learning at

Hope Centre for Child and Family

New Professionalism research project

Newfield Partnership Plan

Widening Perspectives moduleInvolvement of non - QTS staff and professionals in design and delivery of ITT

BA QTS concurrent degree

Developing practices in curriculum development and design (aspirational TLA philosophy, PoT, dialogic seminars, embedding of Masters Level learning)

Notion of QTS graduate