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

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Presentatie over: "Het vakmanschap van de docent VO-raad regio noord, Heerenveen Professional Capital in vogelvlucht Hannie Hofland 22 november 2012 | GLOBAL | TEACHERS |"— Transcript van de presentatie:

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

2 Professional capital in vogelvlucht Bezien vanuit vogelvlucht A bird’s eye view Perspectief: Van veraf: overzicht Van dichtbij: inzoomen op details | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

3 Professional capital perspectief | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

4 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 What 15-year-olds can do

5 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Average performance of 15-year-olds in reading – extrapolate and apply High reading performance Low reading performance … 17 countries perform below this line

6 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Durchschnittliche Schülerleistungen im Bereich Mathematik Low average performance Large socio-economic disparities High average performance Large socio-economic disparities Low average performance High social equity High average performance High social equity Strong socio- economic impact on student performance Socially equitable distribution of learning opportunities High reading performance Low reading performance 2009

7 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Durchschnittliche Schülerleistungen im Bereich Mathematik Low average performance Large socio-economic disparities High average performance Large socio-economic disparities Low average performance High social equity High average performance High social equity Strong socio- economic impact on student performance Socially equitable distribution of learning opportunities High reading performance Low reading performance 2009

8 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Changes in performance by type of task between 2000 and 2009 Increase percentage correct OECD Japan

9 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Does it all matter?

10 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 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 entry School marks at age 15 PISA performance at age 15

11 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 PISA score in reading School autonomy, accountability and student performance Impact of s chool autonomy on performance in systems with and without accountability arrangements

12 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Local responsibility and system-level prescription System-level prescription ‘Tayloristic’ work organisation Schools leading reform Teachers as ‘knowledge workers’ Schools today The industrial model, detailed prescription of what schools do Schools tomorrow? Building capacity Finland today Every school an effective school Trend in OECD countries

13 PISA OECD Programme for International Student Assessment Seeing Dutch Education in an International Perspective Amsterdam, 4 October 2012 Some students learn at high levels All students need to learn at high levels Student inclusion Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working Curriculum, instruction and assessment Few years more than secondary High-level professional knowledge workers Teacher quality ‘Tayloristic’, hierarchical Flat, collegial Work organisation Primarily to authorities Primarily to peers and stakeholders Accountability Education reform trajectories The old bureaucratic systemThe modern enabling system

14 Professional capital effectiviteit Dus: Iedere school effectief op elk gebied No child left behind | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

15 Professional capital de docent Kenmerken professionele docent? Teaching like a pro? | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

16 Professional capital 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 | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 22

17 Professional capital de schrijvers Making Shift Happen: Congres Amsterdam 4 oktober 2012 Andy Hargreaves en Michael Fullan: Introduction 0:26 – eind | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

18 Professional capital opmerkelijk Nederland: “De basis op orde… …en de lat omhoog!” Canada (Fullan): “Raise the bar… … and close the gap!” | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

19 Professional capital lesgeven… …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 | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 14 …is technically sophisticated and difficult …requires high levels of educa- tion 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

20 Professional capital hoofdgedachte A capital idea! Capital: toegevoegd voordeel hebbend voor de wezenlijke waarde op de lange termijn | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 1

21 Professional capital elementen Element 1: Human capital Element 2: Social capital Element 3: Decisional capital | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 14 individu samenwerken school

22 Professional capital 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 | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hattie. Marzano. Van de Grift.

23 Professional capital de formule pc = f (hc, sc, dc) samenwerking = essentieel Voorbeeld: Franca Lentz, Singelland, Drachten | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 88

24 Professional capital kwaliteit van samenwerken Hoe docenten samenwerken Transparantie: Naar elkaar Naar systeem Verantwoordelijkheid nemen Rekenschap afleggen Constante ontwikkeling | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p

25 Professional capital kwaliteit van samenwerking Doelgerichtheid Vertrouwen: High trust Low trust Evidence-informed… …not data-driven. | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p Schildkamp et al, 2013.

26 Professional capital evidence-informed Betere leerprestaties leerlingen “Learning is the work, social capital is the fuel.” | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 92

27 Professional capital evidence-informed decisional capital in social capital “Judges have to judge even when the evidence isn’t conclusive.” | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p. 93

28 Professional capital professionaliteit Geneeskundig onderwijs | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Frenk et al, 2010 USA China Pakistan UK Bangladesh Peru Zuid-Afrika Canada India Oeganda Libanon

29 Professional capital professionaliteit Opleiding voor hoog-opgeleide professionals wereldwijd in beweging Complexe uitdagingen Nieuwe mogelijkheden Lokale problemen… …internationale kennisbronnen/-gemeenschappen aanspreken. Internationalisering | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Frenk et al, 2010

30 Professional capital professionaliteit # veranderen en veranderingen tot stand brengen | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | * Frenk et al, ** Hargreaves and Fullan, *Doel *Resultaat * Professional capital** Informatief Kennis en vaardigheden Transformatief Formatief Change agents # Professionals Experts Verinnerlijking en leiderschaps- kwaliteiten Socialisatie en waarden Decisional capital Social capital Human capital

31 Professional capital schoolleiders Hoe gaat u dit bereiken? Leiding geven aan professionals: NIET DOEN “Changing is voluntary, but inevitable.” | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Fullan, 4 oktober 2012

32 Professional capital schoolleiders “The next steps.” | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Jeroen van der Veer, voormalig CEO Shell

33 Professional capital schoolleiders Wat levert ‘t meeste op in termen van cultuuromslag bewerkstelligen? A.Docenten verplichten tot wederzijdse lesbezoeken. B.Tijd vrijmaken voor docentenoverleg. | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

34 Professional capital paradoxen van leiderschap PUSH | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p PULL NUDGE

35 Professional capital 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 | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012, p

36 Professional capital schoolleiders Andy Hargreaves on leadership: “When does virtuous persistence turn into stubborn obstinacy?” Wanneer verandert deugdzame volharding in onbuigzame koppigheid? | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves, 4 oktober 2012

37 Global: conclusion innovatie of transformatie? innovatie ≠ transformatie | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

38 Global: conclusion transformatie! “Transforming teaching on a system wide basis.” | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Fullan, 4 oktober 2012

39 Global: conclusion transformatie van het lesgeven transforming teaching in EVERY school ≠ transforming teaching in ANY school | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Fullan, 4 oktober 2012

40 Referenties reacties, vragen: 1.Hargreaves A, Fullan M. Professional capital: transforming teaching in every school. London and New York: Routledge, Schleiger, A. powerpoint (OECD), cbeacademica.nl “Making Shift happen,” Amsterdam 4 okt Hattie J. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London and New York: Routledge, Marzano R. Wat werkt in de klas...: Bazalt,.. (2008) 5.Marzano R. Wat werkt op school...: Bazalt, 2007 (2003) 6.Grift W van de. Ontwikkeling in de beroepsvaardigheid van leraren. Groningen: Rijksuniversiteit Groningen, 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): Schildkamp K, Lai M, Earl L. Data-based decision making in education: challenges and opportunities. Dordrecht, Heidelberg, London and New York: Springer, Met dank aan Annet Hofland, voor de lay-out van de presentatie en de tekeningen. | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL |

41 Professional capital transforming teaching in every school | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Stoppelenburg, docente muziek, 2012

42 Professional capital transforming teaching in every school Hartelijk dank voor uw aandacht! Veel succes en inspiratie in uw mooie werk! | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hannie Hofland. Heerenveen, 22 november 2012


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