Can we work together and still be friends?

Journal article


Poultney, Val 2011. Can we work together and still be friends? CPD Update.
AuthorsPoultney, Val
Abstract

Recently at my institution, the University of Derby, we have recognised a burgeoning increase in the number of academic staff undertaking postgraduate courses which requires tutoring or supervision from other academic colleagues. Increasingly the postgraduate team is undertaking ‘colleague to colleague’ supervision for Master’s and Doctoral programmes. While this may be nothing new in Higher Education (HE) institutions I was interested in some of the ways in which this pedagogy impacted on professional relationships. There appeared to be little written in the academic literature at least about ‘colleague to colleague’ supervision, but at a recent University Council for the Education of Teachers (UCET) conference the theme was widely recognised by many university staff. There are increasing constraints on the CPD budgets in secondary schools that goes nowhere near covering professional development requirements for all staff. Schools must therefore turn ‘in house’ and make full use of existing teacher capacity to cover the shortfall perhaps under the auspices of coaching and mentoring. This drive for getting ‘value for money’ would require teachers to work more closely together, perhaps on a one to one basis over longer periods of time. How do teachers manage one to one professional relationships; which can be improved when they work but difficult to sustain if they do not.

Recently at my institution, the University of Derby, we have recognised a burgeoning increase in the number of academic staff undertaking postgraduate courses which requires tutoring or supervision from other academic colleagues. Increasingly the postgraduate team is undertaking ‘colleague to colleague’ supervision for Master’s and Doctoral programmes. While this may be nothing new in Higher Education (HE) institutions I was interested in some of the ways in which this pedagogy impacted on professional relationships. There appeared to be little written in the academic literature at least about ‘colleague to colleague’ supervision, but at a recent University Council for the Education of Teachers (UCET) conference the theme was widely recognised by many university staff. There are increasing constraints on the CPD budgets in secondary schools that goes nowhere near covering professional development requirements for all staff. Schools must therefore turn ‘in house’ and make full use of existing teacher capacity to cover the shortfall perhaps under the auspices of coaching and mentoring. This drive for getting ‘value for money’ would require teachers to work more closely together, perhaps on a one to one basis over longer periods of time. How do teachers manage one to one professional relationships; which can be improved when they work but difficult to sustain if they do not.

KeywordsCPD; Secondary schools; Power
Year2011
JournalCPD Update
Web address (URL)http://hdl.handle.net/10545/291143
hdl:10545/291143
Publication datesApr 2011
Publication process dates
Deposited15 May 2013, 15:26
ContributorsUniversity of Derby
File
File Access Level
Open
File
File Access Level
Open
Permalink -

https://repository.derby.ac.uk/item/93419/can-we-work-together-and-still-be-friends

Download files

  • 39
    total views
  • 11
    total downloads
  • 0
    views this month
  • 2
    downloads this month

Export as

Related outputs

Teacher professional learning through lesson study: teachers’ reflections
Poultney, Val and Fox, Alison 2020. Teacher professional learning through lesson study: teachers’ reflections. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-03-2020-0011
Professional learning communities and teacher enquiry
Fox, Alison and Poultney, Valerie 2020. Professional learning communities and teacher enquiry. Critical Publishing.
Different schools, same problem What value teacher research and inquiry?
Poultney, Valerie 2020. Different schools, same problem What value teacher research and inquiry? BERA Bites.
Leading change for survival: the rural flexi-school approach
Poultney, Val and Anderson, Duncan 2019. Leading change for survival: the rural flexi-school approach. BELMAS.
Different schools, same problem: What value teacher research and inquiry?
Poultney, Val 2019. Different schools, same problem: What value teacher research and inquiry? BERA.
Jetting off on another flying faculty visit: what have we learned?
Poultney, Val 2018. Jetting off on another flying faculty visit: what have we learned? BERA.
Learning rounds: What potential for teacher Inquiry?
Poultney, Val 2018. Learning rounds: What potential for teacher Inquiry?
Assessment: Evidence-based teaching for enquiring teachers
Atherton, Chris and Poultney, Val 2018. Assessment: Evidence-based teaching for enquiring teachers. Critical Publishing.
Leading change for survival: The rural flexi-school approach
Poultney, Val and Anderson, D. 2019. Leading change for survival: The rural flexi-school approach. Management in Education. https://doi.org/10.1177%2F0892020619878809
The role of the effective subject leader: perspectives from practitioners in secondary schools.
Poultney, Val 2016. The role of the effective subject leader: perspectives from practitioners in secondary schools. Management in Education. https://doi.org/10.1177/0892020607076655
Evidence-based teaching: A critical overview for enquiring teachers.
Philpott, Carey and Poultney, Val 2018. Evidence-based teaching: A critical overview for enquiring teachers. Critical Publishing.
Maximising leadership capacity and school improvement through re-alignment of children's services.
Tarpey, Christine and Poultney, Val 2014. Maximising leadership capacity and school improvement through re-alignment of children's services. Management in Education. https://doi.org/10.1177/0892020614535948
'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study.
Poultney, Val 2016. 'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study. Teacher Education Advancement Network Journal (TEAN).
Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership.
Poultney, Val and Fordham, Jon 2018. Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership. Management in Education. https://doi.org/10.1177/0892020617748151
Leading the flying faculty.
Poultney, Val 2017. Leading the flying faculty. Management in Education. https://doi.org/10.1177/0892020617734820
Evidence-based teaching in primary education
Poultney, Val 2017. Evidence-based teaching in primary education. Critical Publishing.
‘The self-improving primary school’: understanding and approaching teacher inquiry: a pilot study
Poultney, Val 2016. ‘The self-improving primary school’: understanding and approaching teacher inquiry: a pilot study. TEAN.
Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway.
Poultney, Val 2010. Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway. Work-based learning e-journal.
‘Personal reflections on the governing of private schools: a case study’
Poultney, Val 2013. ‘Personal reflections on the governing of private schools: a case study’. Management in Education.
‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’
Poultney, Val 2008. ‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’.