The Bachelor of Learning Management In 2001 Central Queensland University introduced a new Teacher Education degree, the Bachelor of Learning Management (BLM). The BLM was promoted as the first innovation in teacher education in 25 years and brought with it a shift from the traditional university experience, supported by student teachers undertaking various practicum experiences, to a much stronger partnership with the teaching profession.

The Australian Council for Educational Research (ACER) published a report evaluating the BLM in 2005 (Ingvason, Beavis, Danielson, Ellis & Elliott; 2005). This report confirmed the views of BLM developers that the graduates from the BLM were different from graduates from the more traditional teacher education programs. In fact BLM graduates out performed their counterparts on most elements examined in the study.

The report suggested two of the reasons for these differences were a strong links between theory and practice and an authentic partnership between schools, employing authorities and the university.

The Maleny Project This year a small project is underway at CQU-Noosa where the gap between theory and practice is being further closed, and the partnership with schools is being further developed. The university program for a group of twenty-five students has been delivered at Maleny State High School, in the Hinterland of the Sunshine Coast. While the content of courses and assessment requirements are identical to student on other CQU campuses, the program is enhanced by its access to the expertise of teaching staff at the school, and the use of school facilities. University academics work with the students to deliver the professional knowledge that underpin the coursework, and current practicing teachers assist BLM student in learning how to apply this knowledge in actual school settings. In this way the program actively works to close the theory – practice divide. In addition to teaching by university and school staff, all courses are supported by online learning resources and activities and online forums. Two examples illustrate how the program operates. One of the courses completed early in the program introduces BLM students to the Key Learning Area of Health and Physical Education. A lecturer from the university delivered the course and practical sessions were then conducted by one of the school’s HPE teachers. Equipment and facilities, for example basketball courts and the school’s indoor activities centre, provided the learning environment. Another course developed BLM students’ competency in using the English language. This course was largely delivered by the school’s Head of Department – English and another teacher of English.

The Teaching School Another element of the BLM is the concept of the Teaching School (Turner, 2006). The Teaching School is an evolution from the “prac school” in which students are placed in a school for extended periods of time, in essence becoming members of the school’s staff. The time attending the Teaching School is made up of weekly visits throughout the year, and the usual periods of continuous attachment. BLM courses require university students to demonstrate they can traverse the theory practice divide and some course assessment tasks, known as Portal Tasks, must be completed in the real setting of the Teaching School. For students in the Primary and Early Childhood BLM programs taking part in the Maleny project, their Teaching School is the Maleny State Primary School, just a short walk from the High School where the university teaching is delivered. The close working relationship between the two schools further enhances the connectedness between university learning and the application of this learning in school settings.

One of the portal tasks Maleny students had to complete was the organization and conducting of a “community event.” In a course called Networks and Partnerships students studied communication, team dynamics, conflict resolution and the importance of networking. The underlying premise of the course is that the work of teachers has shifted from the once isolated classroom performance, to a much more demanding role of working with other professionals and paraprofessionals, parents, members of the community, to name a few. The Maleny cohort of BLM students, under the supervision of school staff, conducted two community events on behalf of the school. One was the school’s annual Under Eights Day. The second was a Dance Spectacular in which school students showcased their dancing skills learned through special lessons the school had provided over the term. Advantages for the Schools In the above example the benefits the partnership between university and school brings to the school are illustrated. While the students get the opportunity to demonstrate their new knowledge in a real life activity, the school enjoys a boost to their human resources to facilitate the community event. Schools involved in the Maleny Project enjoy a number of additional benefits.

The bulk of the university teaching takes part on a day when the majority of Year 11 and 12 students are undertaking Vocational Education and Training opportunities. As many of the students are off the school site, primarily working in industry settings, the school has the capacity for an additional group of university learners to access rooms and school facilities. This fact also allows some access to school staff to assist in the teaching of university students.

Under a standard “use of facilities” agreement the university pays the school for access to a teaching room, a computer room and access to the school’s network for an agreed period through the day, and access to other facilities after the school day is completed. These other facilities include visual art and drama rooms, sporting facilities and equipment. This agreement generates income for the school when facilities would otherwise be unused.

The university also pays the school an equivalent needed to “back fill” teachers utilised in the program. While no school classes are interrupted, and therefore no relief staff employed, this resources may be accessed by staff for future professional activities. There is also evidence that the Teaching School model, and the Maleny Project, have other professional benefits for teachers. The opportunity to enrich the role of the teacher by having them work with university students is professionally rewarding. Teachers who have a wealth of professional experience report they enjoy the chance of sharing their knowledge and contributing to the future teaching workforce. In addition, the new knowledge BLM students bring into the school from their university study facilitates professional conversations within the school. This is a current research area for those involved in CQU Teaching School.

Early Program Evaluation Feedback from the students and university academics involved in the program indicates there are two areas worthy of further investigation and research. The first is the observation that the smaller, self contained, cohort of students has developed into a professional learning community. The small group means a significantly more interactive learning environment has replaced the normal lecture style of transmission of knowledge. As students can access course content, including readings and electronic presentations online, more time can be spent in workshop discussions explaining the content and looking at how the knowledge can be applied in learning environments. The interaction with current practicing professionals further enhances learning.

Another advantage for learning is the integration of university courses (subjects). To illustrate, in the first university term students studied two KLA areas and a course introducing students to research-based pedagogical practices. The two KLA courses examined assessment and evaluation practices, as did the professional knowledge course. In the usual university setting this may cause duplication of content, or potentially create confusion as connections between course content are not made explicit. That links could be made across the courses in the Maleny cohort reinforced learning. Discussions about effective assessment strategies, and the role of assessment in assisting learning, were enriched as student conversations linked content between courses. Further formal evaluation is planned including examining the outcomes for university students. While at this stage no decision has been made about implementing the program in additional school settings in 2007, it is expected the knowledge gained from the project will be use in the further development of the BLM and the Teaching School partnership the university has with the teaching profession.

References Ingvarson, L., Beavis, A., Danielson, C., (2005) An Evaluation of the Bachelor of Learning Management at Central Queensland University, Australian Council for Education Research, Melbourne. Turner, D.R. (2006) The Teaching School. In Smith, R. & Lynch, D. The Rise of the Learning Manager: Changing Teacher Education. Frenchs Forest. Pearson. David Turner is Head CQU-Noosa and Sub Dean of the Faculty of Arts Humanities and Education. He is the leader of the Maleny Project and took leave from Education Queensland in 2005, where he is a school principal, to take up the his current position with the university. He can be contacted on 07- 54722999 or at d.r.turner@cqu.edu.au