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| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |. Het vakmanschap van de docent VO-raad regio noord, Heerenveen. Professional Capital in vogelvlucht Hannie Hofland 22 november 2012. Hargreaves and Fullan , 2012. | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |.

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Het vakmanschap van de docent VO-raad regio noord, Heerenveen

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|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Het vakmanschap van de docentVO-raad regio noord, Heerenveen

Professional Capital

in vogelvlucht

Hannie Hofland

22 november 2012

  • Hargreaves and Fullan, 2012


| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalin vogelvlucht

Bezien vanuit vogelvlucht

A bird’seye view

Perspectief:

Van veraf: overzicht

Van dichtbij: inzoomen op details


| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalperspectief


What 15-year-olds can do


High reading performance

Average performanceof 15-year-olds in reading – extrapolate and apply

… 17 countries perform below this line

Low reading performance


High reading performance

2009

Durchschnittliche Schülerleistungen im Bereich Mathematik

High average performance

Large socio-economic disparities

High average performance

High social equity

Strong socio-economic impact on student performance

Socially equitable distribution of learning opportunities

Low average performance

Large socio-economic disparities

Low average performance

High social equity

Low reading performance


High reading performance

2009

Durchschnittliche Schülerleistungen im Bereich Mathematik

High average performance

Large socio-economic disparities

High average performance

High social equity

Strong socio-economic impact on student performance

Socially equitable distribution of learning opportunities

Low average performance

Large socio-economic disparities

Low average performance

High social equity

Low reading performance


Changes in performance by type of task between 2000 and 2009

Increase percentage correct

Japan

Japan

OECD

OECD


Does it all matter?


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 ratiohigher education entry

School marks at age 15

PISA performance at age 15


School autonomy, accountability and student performanceImpact of school autonomy on performance in systems with and without accountability arrangements

PISA score in reading


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’


The old bureaucratic system

The modern enabling system

Student inclusion

Some students learn at high levels

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

Education reform trajectories

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


| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitaleffectiviteit

Dus:

Iedere school effectief op elk gebied

No childleftbehind


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalde docent

Kenmerken professionele docent?

Teaching like a pro?


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalde 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


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalde schrijvers

Making Shift Happen:

Congres Amsterdam

4 oktober 2012

Andy Hargreaves en Michael Fullan:

Introduction

0:26 – eind


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalopmerkelijk

Nederland:

“De basis op orde…

…en de lat omhoog!”

Canada (Fullan):

“Raise the bar…

… and close the gap!”


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

  • …is technically sophisticated and difficult

  • …requires high levels of educa-tion and long periods of training

  • …is perfectedthroughcontinuousimprovement

  • …involveswisejudgmentinformedbyevidence and experience

  • …is collectiveaccomplishment and responsibility

  • …maximizes, mediates, and moderates online instruction

Professional capitallesgeven…

…is technisch zeer complex en moeilijk

…vraagt om hoog opleidings-niveau, 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 verantwoordelijk-heid

…is makelaar zijn tussen leerling en digitaal lesmateriaal

  • Hargreaves and Fullan, 2012, p. 14


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalhoofdgedachte

A capitalidea!

Capital:

toegevoegd voordeel hebbend voor de wezenlijke waarde op de lange termijn

  • Hargreaves and Fullan, 2012, p. 1


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

individu

Professional capitalelementen

samenwerken

school

Element 1:

Humancapital

Element 2:

Socialcapital

Element 3:

Decisionalcapital

  • Hargreaves and Fullan, 2012, p. 14


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capital professionaliteit: element 3

Essentieel element:

Decisionalcapital

Het vermogen beslissingen te nemen in complexe situaties

Voorbeelden:

Visiblelearning

Meta-analyses

De spiegel:

Leren van de docent

Leren van de leerling

  • Hattie. Marzano. Van de Grift.


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalde formule

pc = f (hc, sc, dc)

samenwerking = essentieel

Voorbeeld: Franca Lentz, Singelland, Drachten

  • Hargreaves and Fullan, 2012, p. 88


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalkwaliteit van samenwerken

Hoe docenten samenwerken

Transparantie:

Naar elkaar

Naar systeem

Verantwoordelijkheid nemen

Rekenschap afleggen

Constante ontwikkeling

  • Hargreaves and Fullan, 2012, p. 86-87


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capital kwaliteit van samenwerking

Doelgerichtheid

Vertrouwen:

High trust

Low trust

Evidence-informed…

…notdata-driven.

  • Hargreaves and Fullan, 2012, p. 111-136. Schildkamp et al, 2013.


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalevidence-informed

Betere leerprestaties leerlingen

“Learning is the work, socialcapital is the fuel.”

  • Hargreaves and Fullan, 2012, p. 92


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalevidence-informed

decisionalcapital in socialcapital

“Judges have to judge even when the evidenceisn’tconclusive.”

  • Hargreaves and Fullan, 2012, p. 93


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Zuid-Afrika

Oeganda

Pakistan

USA

Professional capitalprofessionaliteit

India

Peru

China

Canada

Libanon

Bangladesh

Geneeskundig onderwijs

UK

  • Frenk et al, 2010


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitalprofessionaliteit

Opleiding voor hoog-opgeleide professionals wereldwijd in beweging

Complexe uitdagingen

Nieuwe mogelijkheden

Lokale problemen…

…internationale kennisbronnen/-gemeenschappen aanspreken.

Internationalisering

  • Frenk et al, 2010


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

*

Doel *

Resultaat *

Professional capital**

Professional capitalprofessionaliteit

Informatief

Kennisenvaardigheden

Experts

Human

capital

Formatief

Socialisatie enwaarden

Professionals

Social

capital

# veranderen en veranderingen tot stand brengen

Transformatief

Verinnerlijking enleiderschaps-kwaliteiten

Changeagents#

Decisional

capital

  • * Frenk et al, 2010. ** Hargreaves and Fullan, 2012.


|GLOBAL | TEACHERS |PRINCIPALS | GLOBAL |

Professional capitalschoolleiders

Hoe gaat u dit bereiken?

Leiding geven aan professionals:

NIET DOEN

“Changing is voluntary, butinevitable.”

  • Fullan, 4 oktober 2012


|GLOBAL | TEACHERS |PRINCIPALS | GLOBAL |

Professional capitalschoolleiders

“The next steps.”

  • Jeroen van der Veer, voormalig CEO Shell


|GLOBAL | TEACHERS |PRINCIPALS | GLOBAL |

Professional capitalschoolleiders

Wat levert ‘t meeste op in termen van cultuuromslag bewerkstelligen?

Docenten verplichten tot wederzijdse lesbezoeken.

Tijd vrijmaken voor docentenoverleg.


|GLOBAL | TEACHERS |PRINCIPALS | GLOBAL |

Professional capitalparadoxen van leiderschap

PULL

NUDGE

PUSH

  • Hargreaves and Fullan, 2012, p. 135-136


|GLOBAL | TEACHERS |PRINCIPALS | GLOBAL |

Professional capitalschoolleiders

Prof.Cap. bevorderen: moed en volharding

Medewerkers: kennen en begrijpen

Leiderschap: stabiel en duurzaam

Pas op voor schijnbaar professionele samenwerking

Wees evidence-informed, notdata-driven

Kijk over uw grenzen

BE THE CHANGE THAT YOU WANT

  • Hargreaves and Fullan, 2012, p. 163-173


|GLOBAL | TEACHERS |PRINCIPALS | GLOBAL |

Professional capitalschoolleiders

Andy Hargreavesonleadership:

“When does virtuouspersistence turn intostubbornobstinacy?”

Wanneer verandert deugdzame volharding in onbuigzame koppigheid?

  • Hargreaves, 4 oktober 2012


|GLOBAL | TEACHERS | PRINCIPALS |GLOBAL |

Global: conclusioninnovatie of transformatie?

innovatie

transformatie


|GLOBAL | TEACHERS | PRINCIPALS |GLOBAL |

Global: conclusiontransformatie!

“Transforming teaching on a system wide basis.”

  • Fullan, 4 oktober 2012


|GLOBAL | TEACHERS | PRINCIPALS |GLOBAL |

Global: conclusiontransformatie van het lesgeven

transforming teaching in EVERY school

transforming teaching in ANY school

  • Fullan, 4 oktober 2012


| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Referentiesreacties, vragen: [email protected]

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. Visiblelearning: 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-baseddecisionmaking 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.


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitaltransforming teaching in every school

  • Stoppelenburg, docente muziek, 2012


|GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

Professional capitaltransforming teaching in every school

Hartelijk dank voor uw aandacht!

Veel succes en inspiratie in uw mooie werk!

  • Hannie Hofland . Heerenveen, 22 november 2012


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