Nadia Edmond

Workforce re-modelling and pastoral care in schools: a diversification of roles or a de-professionalisation of functions?

Recent years have seen a dramatic change in the composition of the workforce of schools in England and Wales. Policy initiatives associated with inclusion, tackling teacher workloads and the reformation of children and young people’s services have resulted in a proliferation and diversification of roles in schools with the creation of new ‘associate professional’ roles such as ‘higher level teaching assistants’, ‘cover supervisors’, ‘learning mentors’ and ‘parent support advisors’. The ‘extended schools agenda’ has also seen groups such as counsellors, mental health workers and social workers brought into schools. In a context of modernisation and workforce remodelling there has also been a blurring of boundaries between previously distinct roles. This paper provides an analysis of these developments and considers the implications for notions of expertise and professionalism in the children and young people’s workforce, and for pastoral care in schools in particular. Professional development and accreditation for these roles present a mixed picture in which foundation degrees have an important part to play, but for which there is equivocal government support. The use of ‘professional standards’ premised on a model of competence deriving from work‐based learning raises important questions about the nature of professional expertise in professional practice relating to pastoral issues. At the same time as it is proposed to raise the status of teaching to ‘masters’ level, the neediest and most problematic children in schools are increasingly likely to be working with lower paid, lower status staff who may have no formally recognised qualifications. The implications of this for the pastoral care function in schools are explored.

On either side of the teacher: perspectives on professionalism in education

This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education.

The role of HE in professional development: some reflections on a foundation degree for teaching assistants

Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HEs distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development.

The "Assistant Practitioner" as "Associate Professional"? Professional Development of Intermediate Roles in Health and Social Care and Education.

Recent years have seen the health and social care and education sectors subject to a range of policy initiatives which have been characterised by a concern for ‘modernisation’ and restructuring of the workforce which has resulted in a reappraisal and so-called ‘professionalisation’ of many existing previously lowskill roles. This has resulted in the development of new intermediate or ‘assistant practitioner’ roles such as ‘parent support advisors’ and higher level teaching assistants in schools. In Health contexts, these roles are evident in the inclusion of associate and assistant practitioner roles in health care in pay bands three and four to support the ‘professional’ workforce in bands five and above. The ‘professionalisation’ of roles in the public sector has been associated with enhanced qualification requirements and foundation degrees (FDs) have provided an appropriate work-based qualification. This paper explores notions of professional learning and professionalism in the current policy context and draws out points of commonality and divergence between the two sectors. In light of recent concern about broadening access to the professions we relate this discussion to a critique of the potential role of ‘assistant practitioner’ roles and associated intermediate level FD qualifications in widening access to the professions in these two sectors.

Prisoner peer caregiving: a literature review

Aim To explore the role of prisoner caregivers in providing peer social care to older prisoners and to identify methodological information and challenges to conducting research in prisons, to inform future research in this setting. Method The literature review was conducted in two stages. In the first stage, a systematic literature review was undertaken to retrieve articles related to prisoner caregiving. The main themes from these articles were identified. In the second stage, a narrative literature review was undertaken to provide contextual and methodological information about research, which may support future research in prisons. Findings The main themes identified in the systematic literature review were: the benefits of prisoner caregiving; training needs; and the organisational implications of implementing prisoner caregiving. The narrative literature review identified a range of methodological approaches used to undertake research in prisons. Challenges to undertaking research in prisons included practical issues, the influence of power on relationships and the difficulty for researchers not to take the side of either the prisoners or prison staff. Conclusion The role of prisoner caregiver is increasingly recognised as important, and is associated with several benefits to individual prisoners and the prison community. However, further training is required for prisoner caregivers, and there is a need for further research into the prisoner caregiving role, using a methodology that is suitable for the prison setting.

Beyond ‘Entrepreneurialism of the Self’

The community of teachers and scholars from which the university derives its name (Bass Mullinger, 1911) is a venerable institution, its meanings and practices characterised by significant shifts as well as continuities over its thousand year history (Scott, 2006).

Integrated Working with Children and Young People: Supporting Development Birth to Nineteen

This interdisciplinary core textbook looks at learning and development from birth to 19 years providing, an accessible introduction to the common areas of study across the many roles supporting learning and development in the young peoples workforce. There is coverage of common themes and issues, and theory is closely integrated with practice throughout. Chapters cover: - physical development - cognitive development - social and emotional development - professionalism - leadership - quality and effectiveness - working with families - safeguarding and promoting well-being - transitions - equality and inclusion Reflection points, workplace activities and professional development planners are all included and these challenge readers and students to critically engage with theory in their own practice. The book focuses on the key areas of knowledge that all those working with children are required to study, and places them firmly in the context of working together to support children and young people. Nadia Edmond is Assistant Head of School (Teaching and Learning/CPD), at the University of Brighton. Mark Price is Principal Lecturer and Foundation and Honours Degree Programme Leader Working with Children and Young People at the University of Brighton.

Higher education and the marketization of compulsory schooling: english universities and academy sponsorship

ABSTRACT Recent policy emphasis on market mechanisms to drive up the performance of education systems has resulted in rising fees and increased competition in higher education in England, and in the creation of different types of self-governing state-funded schools run independently of municipal authority in compulsory schooling. University sponsorship of Charter Schools in the US raises issues which this article examines in relation to university sponsorship of academies in England. The article provides a quantitative overview of university sponsorship of academies over the last decade and explores how the policy context has shaped the discursive construction of sponsorship by the institutions concerned. Different patterns of sponsorship linked to institutional position and differentiated discourses of ‘sponsorship’ consistent with ‘academic entrepreneurship’ are identified. The discursive function of sponsorship is argued to extend to a legitimation of the policy itself reflected in increasing government pressure on universities to sponsor academies.