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Developing an integrated teaching workforce: a University response to ECM. Christine Vincent University of Wolverhampton. Policy context for integrated children’s services. Victoria Climbi é.

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Developing an integrated teaching workforce a university response to ecm

Developing an integrated teaching workforce: a University response to ECM

Christine Vincent

University of Wolverhampton



Victoria climbi
Victoria Climbi response to ECMé

It is deeply disturbing that during the days and months following the initial contact with Ealing Housing Department, Victoria was known to over ten other agencies. On twelve key occasions relevant services had the opportunity to intervene in Victoria’s life.

‘A gross failure of the system.’

(The Victoria Climbie Inquiry Report, 2003)


Every child matters ecm agenda
Every child matters (ECM) agenda response to ECM

  • Supporting children, young people, parents and carers

  • Early intervention and effective protection

  • Accountability and integration – locally, regionally and

    nationally

  • Commissioner for Children’s Services

  • Children’s Trusts – by 2010

  • Children’s 10 Year Plan – December 2007

  • Workforce reform – Children’s Workforce Strategy 2020 -December 2008

    • All working towards the team around the child


Inter-Agency Governance response to ECM

Integrated Strategy

Integrated Processes

Integrated Front-Line Delivery

Families Community

Outcomesfor children & young people

Parents

  • ECM outcomes:

  • Be healthy

  • Stay safe

  • Enjoy and achieve

  • Make a positive contribution

  • Achieve economic well-being


Every Child Matters response to ECM = Key Policy amongst many requiring the development of multi agency teams


Government policy
Government policy response to ECM

  • 2003 Every Child Matters

  • 2003 National remodelling team

  • 2004 Children’s Act

  • 2005 Children’s Workforce Strategy. A Strategy to Build a World-Class Workforce for Children and Young People

  • 2005 Extended schools: Access to Opportunities and Services for all

  • 2007 10 Year Strategy, The Children’s Plan: Building Brighter Futures

  • 2008 2020 Children and Young People’s Workforce Strategy


Children s workforce remodelling
Children’s workforce remodelling response to ECM

  • Children’s Workforce Development Council established

  • Children’s Workforce Network driving forward and integrated qualification framework


Ucet s position paper 2007
UCET’s Position Paper 2007 response to ECM

Cites that teachers in the future will “flourish in a different professional world”

(Kirk and Broadhead, 2007)



Ucet ecm and teacher education
UCET, ECM and Teacher Education response to ECM

‘Just as ECM calls for a re-conceptualisation of teaching so it also demands a re-conceptualisation of teacher education. It demands a re-structuring of the total programme in such a way that ECM principles become embedded and are made to permeate the student teachers’ university based studies and placement activities’

(Kirk and Broadhead, 2007)



University of wolverhampton responding to change
University of Wolverhampton – responding to change of their role within integrated children’s services


Capability and capacity of the ECM workforce, providers and leaders (including UoW workforce)

Outcomes and benefits to learners

Fit for purpose systems and business processes

Efficiency, effectiveness and value for money

ECM Balanced Score Card for UoW


Engaging stakeholders
Engaging stakeholders leaders (including UoW workforce)

Continual Professional Development

  • Creation of social networks

  • Creation of action learning sets

  • Embed IQF common core competences into CPD programs

  • Facilitation of CPD programs using the expertise of the regions best practice

  • Leadership and management as a core theme

  • Accreditation of existing programs developed by children’s services

  • The sharing of research locally through action learning sets

  • An ongoing seminar program required


Curriculum Development leaders (including UoW workforce)

  • Opportunities for reflective practice high priority

  • Joint placements – work based learning opportunities to be integrated and meaningful

  • Shared research – the evidence base for practice

  • Use of a common language across all modules to support multi agency working

  • Leadership qualification

  • Qualification for support staff working in integrated services


Staff development
Staff development leaders (including UoW workforce)


Teacher training programmes and cpd
Teacher training programmes and CPD leaders (including UoW workforce)

  • University now offers a 30 credit master’s level module to all newly qualified teachers (NQT’s) to support their reflective practice.

  • Range of CPD opportunities to support ECM

  • Masters in Teaching and Learning


Curriculum development
Curriculum development leaders (including UoW workforce)


Accreditation and validation leaders (including UoW workforce)

CPD

Integrated services for

children and young people (ECM)

Curriculum development

Inter professional teaching and learning experience



Thank you for listening
Thank you for listening people and families (2008)

Questions

[email protected]


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