Políticas de seguridad y salud ocupacional

The findings from this study indicate that partnerships between Teaching Schools and universities in England are in a state of flux, with historical relationships being reshaped to meet the needs of a self-improving school-led system, in particular in relation to School Direct.

As the diagram in Fig 1 shows, leading schools are looking for quality, credibility and reputation as key requirements from a university partner, coupled with a commitment to partnership working and the ability to offer expertise, wider networks and a critical friend role. These factors are balanced against the inertia that comes from having historical relationships: if these work ‘well enough’ it may not be worth the time and emotion effort required to sever them. In fact, historical relationships appear to be giving competitive ‘first mover’ advantage to some universities, because lead schools tend to initiate discussions and work on new School Direct provision with institutions they already know. However, all this is balanced by the need to secure value for money. School leaders must balance the hard financial aspect of this with an assessment of the quality of provision on offer. It appears that lead schools might go in either of two directions as this picture unfolds.

i) One option is that they decide to go it alone: deciding that there is very little that that universities can offer that they cannot do themselves, particularly given the tight financial settlement, they might become an accredited provider (SCITT) in their right.

ii) The other is they look to form much deeper partnerships with universities characterised by long- term shared working and mutual learning in order to support the career development of all staff across an alliance.

The latter option appears to reflect the principles of the ‘third space’ (Moje et al, 2004) and ‘design- led’ working (Bryk, Gomez, and Grunow, 2011; Coburn, Penuel and Geil, 2013) identified in previous research and referred to in Section 2.

How schools respond to this dilemma will depend significantly on how universities choose to work in the coming months and years. This study did not include an assessment of different university

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perspectives on these issues or how they are responding, although it is clear that differential

responses are emerging nationally, as outlined above. The internal IOE workshop held as part of the study did indicate an intense awareness of the issues discussed and also highlighted some of the practical ways that the IOE is responding, for example through its dedicated School Partnerships team (providing a single point of contact for schools) and its Specialist and Principal Partner Awards structure and IOE R&D network (both of which aim to enable deeper and more sustained forms of partnership working with schools).

The future policy agenda will also play in an important role in how things develop. The Carter Review of ITE has argued for a more coherent curriculum for ITE, but the key question is how policy will move beyond the forthcoming election - either towards an even more school-led system or a more balanced approach that reflects the respective strengths of schools and universities.

Figure 1: Key factors for lead schools in assessing school-university partnerships and possible future scenarios for such partnerships in England

Recommendations:

A number of possible recommendations for policy makers arguably emerge from this study, not least the need to provide a more coherent and consistent framework for school-university partnerships. Recommendations for schools and universities that want to foster successful school-university partnerships in a self-improving system are as follows:

Foundations for partnership… but can create inertia Key requirements for effective HE partner

Expertise, wider networks & critical friend

Commitment to partnership working Reputation of university

Quality and credibility of HE staff

Personal relationships Historical links

Future scenarios?

35 - Be clear on what you need and what you can offer

School leaders must be clear about where external expertise and capacity can add value to their work and about what they value most in a university partner. The temptation may be for schools to ‘go it alone’ in a school-led system, but the research on effective professional development for teachers is clear that effective programmes draw on external expertise (Coe, Cordingley, Greany and Higgins, forthcoming). Teaching Schools should expect their university partner to be able to demonstrate how they can align their support for ITE, CPD and R&D so that the different elements complement each other and meet the needs of all staff across an alliance over the course of their career. Equally, universities must recognise the benefits of work with practitioners and the skills and capacities required to do this well: consider creating dedicated partnership teams that can help align the expertise on offer across the institution.

- Empower leaders to create a ‘third space’:

Once a partnership is established, create time and space for staff from each institution to work together to achieve agreed objectives. Senior leaders must devote time to ensure that overarching partnership goals are clear and that the necessary resources are in place: leaving leaders on the ground to find creative ways to realise this vision.

- Accept that effective partnership will take time to develop, but avoid inertia:

Successful partnerships might start small and build over time as trust and a shared vision develop. Prioritise finding the right partner and invest time and effort in making the partnership work. Use contracts and key performance indicators when necessary, but try to find opportunities for more open-ended collaboration as well, for example through broader Partnership Agreements. The challenge here is to recognise when trust has slipped into cosy inertia: be prepared to review partnership impact on a regular basis and to renegotiate where existing partnerships aren’t delivering.

- Focus on impact, but be prepared for unexpected outcomes:

Review progress regularly and focus on impact whilst acknowledging that some benefits might be hard to measure. Assume that the work you do together could always be better. Focus on learning from effective innovations elsewhere.

The existing and emerging alliances that were the focus of this research are working to establish new models for ITE, CPD and R&D that are clearly more school-led than in the past. Some of these models have significant potential, in particular where the schools are working in partnership and drawing on evidence to think through approaches that can secure quality and impact over time. The role of universities and of school-university partnerships in this picture continues to evolve – there is some evidence that they could become more meaningful and effective as a result of the rebalancing of power and resources towards schools in a school-led system. Whether or not this happens may depend as much as anything on the beliefs and preferences of school leaders, which will be

influenced by their experience of partnership working and universities to date. What seems clear is that universities will need to think proactively about how they can build and sustain high quality partnerships with schools, irrespective of whether they want to retain a more traditional HE offer or develop a more school-focussed approach.

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