Transcript Dia 1 - VO-raad

Het vakmanschap van de docent
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
VO-raad regio noord, Heerenveen
Professional Capital
in vogelvlucht
Hannie Hofland
22 november 2012
Hargreaves and Fullan, 2012
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
in vogelvlucht
Bezien vanuit vogelvlucht
A bird’s eye view
Perspectief:
Van veraf: overzicht
Van dichtbij: inzoomen op details
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
perspectief
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
44
What 15-year-olds can do
Shanghai-China
High reading performance
55
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
Singapore
New Zealand
Japan
Australia
Belgium
Poland, Switzerland
United States
Germany, Sweden
France, Ireland
Hungary, United Kingdom
Macao-China
Slovenia
Slovak Republic, Czech Republic
Luxembourg, Israel
Austria
Dubai (UAE)
Average performance
of 15-year-olds in
540,000
Korea
reading – extrapolate
Finland
Hong Kong-China
and apply
Canada
520,000
Netherlands
Norway , Estonia
Iceland
500,000
Liechtenstein
Chinese Taipei
Denmark
Portugal
Italy
Latvia
Greece
480,000
Spain
Croatia
Lithuania
Turkey
460,000
Russian Federation
Chile
Serbia
440,000
0tan24aar24
0tan14aar14
0tan4aar4
0tan25aar25
… 17 countries perform below this line
Low reading performance
0tan
High reading performance
Australia
2009
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
55
45
35
25
US
Low reading performance
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
66
2009
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
High reading performance
Australia
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
US
Low reading performance
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
77
2009
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
88
Changes in performance by type of task
between 2000 and 2009
10
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
Increase
percentage correct
9
OECD
8
Japan
7
07
6
5
4
Japan
3
2
1
0
01
OECD
02
02
Japan
OECD
Multiple-choice - reproducing
knowledge
Open-ended - constructing
knowledge
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
99
Does it all matter?
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
10
10
Increased likelihood of postsec. particip. at age 19/21
associated with PISA reading proficiency at age 15 (Canada)
after accounting for school engagement, gender, mother tongue,
place of residence, parental, education and family income
(reference group PISA Level 1)
Odds ratio
higher
education
0tan20aar20
entry
0tan18aar18
0tan16aar16
0tan14aar14
0tan12aar12
0tan10aar10
0tan8aar8
0tan6aar6
0tan4aar4
0tan2aar2
0tan0aar0
Age 19
Age 21
Age 21
Level 2
Level 3
Level 4
Level 5
School autonomy, accountability
and student performance
11
11
Impact of school autonomy on performance in systems with and without
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
PISA score in reading
accountability arrangements
0tan14aar14
495
0tan4aar4
School autonomy in resource
allocation
Schools with more autonomy
0tan24aar24
Schools with less autonomy
Systems with
more
accountability
Systems with
less
accountability
System’s accountability arrangements
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
12
12
Local responsibility
and system-level prescription
Trend in OECD countries
System-level prescription
‘Tayloristic’ work organisation
Schools today
The industrial
model, detailed
prescription of
what schools do
Schools
tomorrow?
Building capacity
Finland today
Every school an
effective school
Schools leading reform
Teachers as ‘knowledge workers’
13
13
Education reform trajectories
OECD Programme for
International Student Assessment
PISA
Seeing Dutch Education in an
International Perspective
Amsterdam, 4 October 2012
The old bureaucratic system
Some students learn at high levels
Student inclusion
The modern enabling system
All students need to learn at high levels
Curriculum, instruction and assessment
Routine cognitive skills, rote learning
Learning to learn, complex ways of
thinking, ways of working
Teacher quality
Few years more than secondary
High-level professional knowledge workers
Work organisation
‘Tayloristic’, hierarchical
Flat, collegial
Accountability
Primarily to authorities
Primarily to peers and stakeholders
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
effectiviteit
Dus:
Iedere school effectief op elk gebied
No child left behind
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
de docent
Kenmerken professionele docent?
Teaching like a pro?
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
de docent
Eigen lesgeven continu:
Onderzoeken
Bevragen
Verbeteren
Individu  lid van team
Gemeenschap van beroepsbeoefenaren als docent
Groei door vrijelijke circulatie van professioneel
kapitaal in de hele beroepsgroep
Hargreaves and Fullan, 2012, p. 22
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
de schrijvers
Making Shift Happen:
 Congres Amsterdam
 4 oktober 2012
Andy Hargreaves en Michael Fullan:
 Introduction
 0:26 – eind
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
opmerkelijk
Nederland:
 “De basis op orde…
 …en de lat omhoog!”
Canada (Fullan):
 “Raise the bar…
 … and close the gap!”
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
lesgeven…
 …is technisch zeer complex en
moeilijk
 …vraagt om hoog opleidingsniveau, langdurige oefening
 …komt tot volle ontwikkeling
door een continu proces van
verbeteren
 …essentieel is: met wijsheid
beoordelen o.b.v. bewijs en
ervaring
 …is collectieve prestatie en
gezamenlijke verantwoordelijkheid
 …is makelaar zijn tussen leerling
en digitaal lesmateriaal
 …is technically sophisticated and
difficult
 …requires high levels of education and long periods of training
 …is perfected through continuous
improvement
 …involves wise judgment
informed by evidence and
experience
 …is collective accomplishment
and responsibility
 …maximizes, mediates, and
moderates online instruction
Hargreaves and Fullan, 2012, p. 14
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
hoofdgedachte
A capital idea!
Capital:
toegevoegd voordeel hebbend voor de wezenlijke
waarde op de lange termijn
Hargreaves and Fullan, 2012, p. 1
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
elementen
Element 1:
Human capital
Element 2:
Social capital
individu
samenwerken
school
Element 3:
Decisional capital
Hargreaves and Fullan, 2012, p. 14
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
professionaliteit: element 3
Essentieel element:
Decisional capital
Het vermogen beslissingen te nemen in complexe
situaties
Voorbeelden:
Visible learning
Meta-analyses
De spiegel:
 Leren van de docent
 Leren van de leerling
Hattie. Marzano. Van de Grift.
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
de formule
pc = f (hc, sc, dc)
samenwerking = essentieel
Voorbeeld: Franca Lentz, Singelland, Drachten
Hargreaves and Fullan, 2012, p. 88
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
kwaliteit van samenwerken
Hoe docenten samenwerken
Transparantie:
Naar elkaar
Naar systeem
Verantwoordelijkheid nemen
Rekenschap afleggen
Constante ontwikkeling
Hargreaves and Fullan, 2012, p. 86-87
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
kwaliteit van samenwerking
Doelgerichtheid
Vertrouwen:
High trust
Low trust
Evidence-informed…
…not data-driven.
Hargreaves and Fullan, 2012, p. 111-136. Schildkamp et al, 2013.
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
evidence-informed
Betere leerprestaties leerlingen
“Learning is the work, social capital is the fuel.”
Hargreaves and Fullan, 2012, p. 92
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
evidence-informed
 decisional capital in social capital
“Judges have to judge even when the evidence
isn’t conclusive.”
Hargreaves and Fullan, 2012, p. 93
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
professionaliteit
Geneeskundig onderwijs
USA
Peru
Libanon
UK
Frenk et al, 2010
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
professionaliteit
Opleiding voor hoog-opgeleide professionals
wereldwijd in beweging
Complexe uitdagingen
Nieuwe mogelijkheden
Lokale problemen…
…internationale kennisbronnen/-gemeenschappen
aanspreken.
Internationalisering
Frenk et al, 2010
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
professionaliteit
*
Doel *
Resultaat *
Professional
capital**
Informatief
Kennis en
vaardigheden
Experts
Human
capital
Formatief
Socialisatie en
waarden
Professionals
Social
capital
Transformatief
Verinnerlijking en
leiderschapskwaliteiten
Change agents#
Decisional
capital
# veranderen en veranderingen tot stand brengen
* Frenk et al, 2010. ** Hargreaves and Fullan, 2012.
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
schoolleiders
Hoe gaat u dit bereiken?
Leiding geven aan professionals:
NIET DOEN
“Changing is voluntary, but inevitable.”
Fullan, 4 oktober 2012
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
schoolleiders
“The next steps.”
Jeroen van der Veer, voormalig CEO Shell
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
schoolleiders
Wat levert ‘t meeste op in termen
van cultuuromslag bewerkstelligen?
A. Docenten verplichten tot
wederzijdse lesbezoeken.
B. Tijd vrijmaken voor
docentenoverleg.
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
paradoxen van leiderschap
PUSH PULL NUDGE
Hargreaves and Fullan, 2012, p. 135-136
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
schoolleiders
Prof.Cap. bevorderen: moed en volharding
Medewerkers: kennen en begrijpen
Leiderschap: stabiel en duurzaam
Pas op voor schijnbaar professionele
samenwerking
Wees evidence-informed, not data-driven
Kijk over uw grenzen
BE THE CHANGE THAT YOU WANT
Hargreaves and Fullan, 2012, p. 163-173
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
schoolleiders
Andy Hargreaves on leadership:
“When does virtuous persistence turn into
stubborn obstinacy?”
Wanneer verandert deugdzame volharding in
onbuigzame koppigheid?
Hargreaves, 4 oktober 2012
Global: conclusion
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
innovatie of transformatie?
innovatie
≠
transformatie
Global: conclusion
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
transformatie!
“Transforming teaching on a system wide basis.”
Fullan, 4 oktober 2012
Global: conclusion
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
transformatie van het lesgeven
transforming teaching in EVERY school
≠
transforming teaching in ANY school
Fullan, 4 oktober 2012
Referenties
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
reacties, vragen: [email protected]
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hargreaves A, Fullan M. Professional capital: transforming teaching in every
school. London and New York: Routledge, 2012.
Schleiger, A. powerpoint (OECD), cbeacademica.nl “Making Shift happen,”
Amsterdam 4 okt. 2012
Hattie J. Visible learning: a synthesis of over 800 meta-analyses relating to
achievement. London and New York: Routledge, 2009.
Marzano R. Wat werkt in de klas. ..: Bazalt, .. (2008)
Marzano R. Wat werkt op school. ..: Bazalt, 2007 (2003)
Grift W van de. Ontwikkeling in de beroepsvaardigheid van leraren. Groningen:
Rijksuniversiteit Groningen, 2010.
Frenk J, Chen L, Bhutta ZA et al. Health professionals for a new century:
transforming education to strengthen health systems in an interdependent world.
Lancet. 2010; 376 (9756): 1923-58.
Schildkamp K, Lai M, Earl L. Data-based decision making in education: challenges
and opportunities. Dordrecht, Heidelberg, London and New York: Springer, 2013.
Met dank aan Annet Hofland, voor de lay-out van de presentatie en de tekeningen.
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
transforming teaching in every school
Stoppelenburg, docente muziek, 2012
Professional capital
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |
transforming teaching in every school
Hartelijk dank voor uw aandacht!
Veel succes en inspiratie in uw mooie
werk!
Hannie Hofland . Heerenveen, 22 november 2012