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

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

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

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

4 What 15-year-olds can do With that introduction, let us turn to the results. The first thing you can do is to see how countries line up with regard to the competencies of their 15-year-olds.

5 Average performance of 15-year-olds in reading – extrapolate and apply
High reading performance Average performance of 15-year-olds in reading – extrapolate and apply This chart illustrates the reading literacy scale, from below the OECD average, marked in red, to around the OECD average, marked in yellow, to high performance, marked in green. You see that Shanghai, Korea, Hong-Kong, Singapore, New Zealand and Japan in Asia, Finland in Europe and Canada in North America do particularly well. Some will attribute the high performance of the East Asian countries to the Confucian culture, but be careful, for example, Chinese Taipei or Macao come from that same culture and don’t do particularly well. They tend to excel in rote learning, but don’t do well on the kind of creative skills that PISA values. … 17 countries perform below this line Low reading performance

6 Durchschnittliche Schülerleistungen im Bereich Mathematik
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 When you look at how countries come out on this picture, you will see that there are a number of countries that feature in the upper right quadrant, which signals that these countries have advanced from providing excellence for some to providing excellence for all. Japan comes out strongly in terms of performance, and about average in terms of social equity. Some of the countries you see here have taken part in PISA over the last decade and I will mark each of those countries with a colored bubble now. Low average performance Large socio-economic disparities Low average performance High social equity Low reading performance

7 Durchschnittliche Schülerleistungen im Bereich Mathematik
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 And I am changing the size of the bubble now to reflect the amount of money these countries spend per student. If money would tell you everything about the quality of an education system, you would find all the large bubbles at the top of the chart, but that is not what you see, money only explains about 10% of the performance variation among countries. Indeed, Japan is a case in point, its performance is considerably stronger than what investment per student alone would suggest. Overall, our data show that two countries with similar levels of spending can produce very different educational results. Furthermore, they show that an image of a world divided neatly into rich and well-educated countries and poor and badly-educated countries is now out of date. Low average performance Large socio-economic disparities Low average performance High social equity Low reading performance

8 Changes in performance by type of task between 2000 and 2009
Increase percentage correct Japan In my view, one of the most important improvements in Japan has been the significant rise in the performance of Japanese students on open-ended tasks, the kind of tasks that require students to create an answer, rather than to just reproduce an answer from a multiple-choice task. In other words, Japan is advancing fastest on the kind of ‘new skills’ that I spoke about at the beginning. Japan OECD OECD

9 Does it all matter? You have seen very large performance differences among schools and countries, but how predictive are these for the success of students and nations?

10 Increased likelihood of postsec. particip
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 To what extent is performance in school predictive of success in later life? The best way to find out whether what students have learned at school matters for their life is to actually watch what happens to them after they leave school. This is exactly what we have done that with around 30,000 students in Canada. We tested them in the year 2000 when they were 15 years old in reading, math and science, and since then we are following up with them each year on what choices they make and how successful they are in their transition from school to higher education and work. The horizontal axis shows you the PISA level which 15-year-old Canadians had scored in Level 2 is the baseline level on the PISA reading test and Level 5 the top level in reading. The red bar shows you how many times more successful someone who scored Level 2 at age 15 was at age 19 to have made a successful transition to university, as compared to someone who did not make it to the baseline PISA level 1. And to ensure that what you see here is not simply a reflection of social background, gender, immigration or school engagement, we have already statistically accounted for all of these factors. The orange bar. … How would you expect the picture to be like at age 21? We are talking about test scores here, but for a moment, lets go back to the judgements schools make on young people, for example through school marks. You can do the same thing here, you can see how well school marks at age 15 predict the subsequent success of youths. You see that there is some relationship as well, but that it is much less pronounced than when we use the direct measure of skills. What this tells you how important reliable measures of student performance are, an area where the UK is leading the field since some years. School marks at age 15 PISA performance at age 15

11 School autonomy, accountability and student performance Impact of school autonomy on performance in systems with and without accountability arrangements PISA score in reading What is important is that autonomy and accountability need to be seen in conjunction. Data from PISA show that in school systems where most schools post achievement data publicly, schools with greater discretion in managing their resources tend to show higher levels of performance. In school systems where schools do not post achievement data publicly, a student who attends a school with greater autonomy in resource management than the average OECD school tends to perform 3.2 score points lower in reading than a student attending a school with an average level of autonomy. In contrast, in school systems where schools do post achievement data publicly, a student who attends a school with above-average autonomy scores 2.6 points higher in reading than a student attending a school with an average level of autonomy (Table IV.2.5).

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 Education reform trajectories
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 Teacher quality Few years more than secondary High-level professional knowledge workers I want to conclude with what we have learned about successful reform trajectories In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a large sum in a small elite to lead the country. But the social and economic cost of low educational performance has risen substantially and all young people now need to leave school with strong foundation skills. When you could still assume that what you learn in school will last for a lifetime, teaching content and routine cognitive skills was at the centre of education. Today, where you can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing rapidly, the focus is on enabling people to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily. In the past, teachers had sometimes only a few years more education than the students they taught. When teacher quality is so low, governments tend to tell their teachers exactly what to do and exactly how they want it done and they tend to use Tayloristic methods of administrative control and accountability to get the results they want. Today the challenge is to make teaching a profession of high-level knowledge workers. But such people will not work in schools organised as Tayloristic workplaces using administrative forms of accountability and bureaucratic command and control systems to direct their work. To attract the people they need, successful education systems have transformed the form of work organisation in their schools to a professional form of work organisation in which professional norms of control complement bureaucratic and administrative forms of control. Work organisation ‘Tayloristic’, hierarchical Flat, collegial Accountability Primarily to authorities Primarily to peers and stakeholders

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

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

16 Professional capital de docent
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | 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 continu het eigen lesgeven onderzoeken, bevragen en verbeteren; niet als individu alleen, maar als lid van een goed presterend team; zich met volle overtuiging lid voelen van de gemeenschap van beroepsbeoefenaren als docent; om te groeien, moet professioneel kapitaal vrijelijk circuleren in de hele beroepsgroep. DIT BIJ ELKAAR GENOMEN IS WAAR ALLES OM DRAAIT! Hargreaves and Fullan, 2012, p. 22

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

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

19 Professional capital lesgeven…
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | 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 …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 goed lesgeven : is technically sophisticated and difficult (is technisch zeer complex en moeilijk) requires high levels of education and long periods of training (vraagt om een hoog opleidingsniveau en langdurige training en oefening) is perfected through continuous improvement (komt tot volle ontwikkeling door een continu proces van verbeteren) involves wise judgment informed by evidence and experience (essentieel element is: met wijsheid beoordelen op basis van bewijs en ervaringen) is a collective accomplishment and responsibility (is een collectieve prestatie en een gezamenlijke verantwoordelijkheid) maximizes, mediates and moderates online instruction (vervult de functie van makelaar tussen leerling en digitaal lesmateriaal om te komen tot voor die leerling maximaal rendement) Hargreaves and Fullan, 2012, p. 14

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

21 Professional capital elementen
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Professional capital elementen Element 1: Human capital Element 2: Social capital Element 3: Decisional capital individu samenwerken school Individuele, goede docenten: onvoldoende voor verbetering hele organisatie. Samenwerkende cultuur: samenwerkend leren en zich ontwikkelen. Het is dus iets persoonlijks én iets van de school als geheel. Hargreaves and Fullan, 2012, p. 14

22 Professional capital professionaliteit: element 3
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | 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 Docent is de bepalende factor! Hattie. Marzano. Van de Grift.

23 Professional capital de formule
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Professional capital de formule pc = f (hc, sc, dc) samenwerking = essentieel Voorbeeld: Franca Lentz, Singelland, Drachten Kwaliteit samenwerking: scholen die steeds beter worden hebben als kenmerk dat samenwerking met collega-docenten de bepalende factor is. Hargreaves and Fullan, 2012, p. 88

24 Professional capital kwaliteit van samenwerken
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Professional capital kwaliteit van samenwerken Hoe docenten samenwerken Transparantie: Naar elkaar Naar systeem Verantwoordelijkheid nemen Rekenschap afleggen Constante ontwikkeling Hoe docenten samenwerken Transparant naar elkaar en naar het hele systeem Zowel collectieve verantwoordelijkheid als externe verantwoording Constant in ontwikkeling zijn Hargreaves and Fullan, 2012, p

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

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

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

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

29 Professional capital professionaliteit
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Professional capital professionaliteit Opleiding voor hoog-opgeleide professionals wereldwijd in beweging Complexe uitdagingen Nieuwe mogelijkheden Lokale problemen… …internationale kennisbronnen/-gemeenschappen aanspreken. Internationalisering Opleidingen voor hoog-opgeleide professionals over de hele wereld zijn bezig. Complexe uitdagingen en nieuwe mogelijkheden. Om lokale problemen op te lossen: steeds meer gebruik van internationale kennisbronnen en kennisgemeenschappen. ‘Internationalisering’ van studenten en leerlingen; professionals. Frenk et al, 2010

30 Professional capital professionaliteit
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Professional capital professionaliteit # veranderen en veranderingen tot stand brengen * Doel * Resultaat * Professional capital** Informatief Kennis en vaardigheden Experts Human capital Formatief Socialisatie en waarden Professionals Social capital Transformatief Verinnerlijking en leiderschaps-kwaliteiten Change agents# Decisional capital * Frenk et al, ** Hargreaves and Fullan, 2012.

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

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

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

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

35 Professional capital schoolleiders
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | 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 -bevorder professional capital met moed en volharding - ken uw mensen en begrijp (en heb begrip voor) hun historisch ontstane cultuur -zorg voor stabiel en duurzaam leiderschap - pas op voor SCHIJNBAAR professionele samenwerking - wees: evidence-informed, not data-driven (datateamproject Utwente) - kijk – letterlijk én figuurlijk – over uw grenzen BE THE CHANGE THAT YOU WANT!!!!! Hargreaves and Fullan, 2012, p

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

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

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

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

40 Referenties reacties, vragen: jem.hofland@dingstede.nl
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Referenties reacties, vragen: 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): 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.

41 Professional capital transforming teaching in every school
| GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Professional capital transforming teaching in every school Schoolleiders zijn uitgerekend mensen waarvan verwacht wordt dat ze overzien wat in hun instituut gebeurt. Daarbij moeten ze ook kennis hebben van de relatie van hun instituut met de buitenwereld. Dat is al met al een heel complex gebeuren, waarin alle lijnen openstaan. Complexer nog tegenwoordig door de invloed van de zogenaamde nieuwe media met hun direct en ook fragmentarisch karakter. Het leek me aardig dat aan het slot van mijn presentatie te illustreren met een evenzo complexe vorm in de muziek. Zowel de leider (de dirigent) als de spelers en zeker de luisteraars kunnen uit de totaliteit van het muziekstuk dat ik u wil laten horen, met enige oefening de diverse geledingen onderscheiden. Deze complexe vorm, de zogenaamde fuga is polyfoon, d.w.z. dat er verschillende stemmen door elkaar heen klinken en het thema, dus zegmaar het onderwerp wordt ook ongelijktijdig op verschillende plekken gehoord. Fuga betekent letterlijk vlucht: het thema vlucht als het ware voor het andere uit. Denkt u maar aan de oude vertrouwde canon, die we in onze schooljaren nog moesten zingen – bijvoorbeeld “Vader Jacob”. Het is een uitdaging om uw oren zo toe te spitsen dat u – voor een deel weliswaar – díe plekken uit het geheel kunt ontdekken. Ik heb een der bekendste fuga's gekozen en wel het Kyrie eleison uit het beroemde Requiem van Mozart, diens laatste werk, onvoltooid. Het zal slechts 3 minuten van uw tijd vergen, maar het herbergt een heel leven. Deze fugavorm geeft een gedifferentieerd totaalbeeld van iets belangrijks en is zeker in het kader van dit Requiem een kosmos op zichzelf die ons automatisch brengt tot hoofdvragen zoals die in mijn presentatie aan de orde kwamen. Zoals vormen van samenwerking met een hoger doel en een opdracht. En dat is zeker in relatie tot de opvoeding en zingeving met betrekking tot jonge mensen van groot belang. (Met dank aan Paula Stoppelenburg, docente muziek, CSG Dingstede, Meppel.) Stoppelenburg, docente muziek, 2012

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