Sustainable professionalization of in Dutch schools

Slides:

Advertisements

Similar presentations

Vanja Ivosevic Centre for Education Policy Becici, 24 April 2010 Mapping policies and practices for the preparation of teachers for inclusive education.

Advertisements

Oxford Centre for Staff and Learning Development Research study: initial positioning paper Rhona Sharpe.

School Effectiveness Framework Professional Learning Communities Flintshire / Merthyr Pilot Professor Alma Harris Michelle Jones.

1 Improving School Leadership - Guidelines for Country Background Reports - Education and Training Policy Division Directorate of Education.

Specialist leaders of education Briefing session for potential applicants 2013.

Specialist leaders of education Briefing session for potential applicants Application window now open 5 – 23 May 2014.

Session Objectives: For Mentors to know:

Innovations in the Finnish Education Jari Koivisto Counsellor of Education The Finnish National Board of Education.

Learning How to Learn – in classrooms, schools and networks Sue Swaffield University of Cambridge.

Supporting Organisations Through CHANGE. Who are we……..  Over 25 years experience in industry – Management, L&D, OE  Track record of achieving results.

Real World Learning Network To explore and share successful approaches to Real World Learning through the outdoor classroom that leads to action for sustainable.

1 Work Based Learning and RPL RPL Bologna Seminar Dr Barbara Light Institute for Work Based Learning Middlesex University December, 2008.

University of Derby Corporate University of Derby Corporate (UDC) and International Centre for Guidance.

University Course “Education for Sustainable Development – Innovations in Teacher Education” (BINE): Reasons, Concept and First Experiences Franz Rauch.

Philosophers are Employable! – employability attributes and academic disciplines Val Butcher, Higher Education Academy and Claire Rees, University of York.

Assessment for teaching Presented at the Black Sea Conference, Batumi, September 12, Patrick Griffin Assessment Research Centre Melbourne Graduate.

CPD4k Skills Competitions, CIF & PS

Impact & Evidence Primary Sport Premium

NQT-COME: Estonian point of view Eve Eisenschmidt Tallinn University, Estonia Gävle, 26th October 2009.

Designing effective self marketing tools

Outline  Case study  Significance of study  Need of career guidance in under-developed countries  Process  Overview of Career Guidance Model  Innovative.

Attitudes to CPD Isobel Freeman Career Guidance Consultancy (CGC)

Creating Entrepreneurship: entrepreneurship education for the creative industries David Clews Subject Centre Manager Higher Education Academy Art | Design.

Planning for Continuing Professional Development – A Whole School Approach A step by step guide to planning CPD including a framework for Teacher Induction.

Corporate Priorities within the Learning & Development Policy 19 December 2013 HR-L&D P. Goy TEC.

VVOB’s support to ICT in Education in Vietnam Key Players’ Meeting on ICT in Education in Vietnam Hanoi, 16 March 2012.

TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW? Roma Valiukienė Vilnius University Lithuania.

Aims of Workshop Introduce more effective school/University partnerships for the initial training of teachers through developing mentorship training Encourage.

TTnet Denmark Professionalisation of VET teachers for the future A TTnet Thematic Project Prague 21 January 2005.

A SECONDARY PERSPECTIVE Intern Teaching Experience as an integral component of an Education Degree.

A Quick Guide to the Characteristics of Highly Performing Schools Centre for the Use of Research and Evidence in Education (2014) produced for Teach First.

Encouraging teachers to become research-active ATEE 2010 Budapest Marion de Bie Marcel van der Klink.

School Effectiveness Framework Building effective learning communities together October 2009 Michelle Jones Professional Adviser WAG.

A FRAMEWORK FOR SETTING UP A TDU

Session: 9.3_BE Leadership development in the Federal Public Service Finance How to develop leadership skills and create employee involvement in organizational.

LLP Multilateral Comenius Partnership FUTURE EUROPEAN TEACHERS:TRAINING KIT ACCORDING TO THE LISBON STRATEGY ESkillsKit.

Conducting Professional Development Programme LEADING TO LEARN, LEARNING TO LEAD.

Module 1 Peer Coaching on Paper Peer Coach Training.

Unpacking the Australian Professional Standard for Principals and the Leadership Profiles “If you don’t have a powerful point of view about what high quality.

1 Session 2 Professional Development. Learning Outcomes  Consider various modules of professional development and relate to personal experience  Formulate.

Curriculum Planning Modules Department of Education Curriculum Reform in Victorian Schools.

Peer Coaching for Effective Professional Learning.

School Effectiveness Framework Professional Learning Communities Professor Alma Harris Michelle Jones.

How to evaluate the impact of CPD? 28 th April 2016.

Workbased Learners in Further Education - WoLF By Palitha Edirisingha and Sahm Nikoi.

An introduction to TEEP What is TEEP video link A framework for effective teaching and learning developed from research evidence An effective CPD programme.

Growing great schools. What has the most impact?

Ambition School Leadership

Collaborative Learning

Leading and coordinating CPD – training

Training for careers leaders in schools NICE Symposium: Innovation in the training of career advisors Friday 6 October 2017 University of Padova, Italy.

Pre-Core Training An introduction to school to school support.

LEADING FROM THE MIDDLE

University of Groningen - International Classroom project

Supervision and creating culture of reflective practice

pathways for clinical learning

Human Resources Management: Module 2

Communities of practice; an unending source

Training and Development Agency for Schools (TDA)

Professional Standards

Aims of this session To get feedback from you on work that the planning group has done so far To what extent do you feel this structure supports your needs.

Innovative Learning & Development Specialists

Standard for Teachers’ Professional Development July 2016

CPD: The Coaching & Mentoring Model

What do we want to learn…. ….and how do we do it?

Professional Standards

Improving the quality of apprenticeships as learning environment

Dr hab. Jacek Klich, prof. CUE

Employer Engagement at Carlton le Willows Academy

Presentation transcript:

Sustainable professionalization of in Dutch schools A practical approach to the development of teacher professionalism Lia van Alphen Arjan Dieleman Ruud de Moor Centre

Ruud de Moor Centre RdM C Part of the Dutch Open University Centre of support and research for the benefit of teacher professionalization Demand-driven

Transformation processes in Dutch secondary schools Widening school functions Integration of teacher education and (practitioner) research into the school practice Network constructions between schools and teacher training institutes Upgrading teacher profession

Sustainable Professionalzation in Dutch schools A practical approach of the development of teacher professionalism Lia van Alphen, Arjan Dieleman

Case Thorbecke College Public school secondary education All educational levels 2000 pupils; 200 teachers

Educational programme teacher-development (academy) Quality improvement by Clear competence-profiles Link with career planning

360 degree feedback How does the process of 360 degree feedback work? Which learning topics come out?

development interviews Training Module Trainer Video, Case Peer coach Desk Research Literature Log Action plan Create practical assignment Performance development interviews Reflection competence monitor 360 degrees feedback Knowledge, Insight, Development, Skills Feedback reciever Students Team leader Collegagues

Professionalisering rond de Competentiemonitor Impressions Academy within the school Prefer at the own school 360 degree is tough Struggle of competence-based learning Professionalisering rond de Competentiemonitor

A secondary school in a middle-sized town A request for guidance and support to the cause of developing an own academy inside the school RdM C as a critical friend The face-value of a request or the biased character of the situation definition

One side of the story Cultural profile of the school Collaboration with university researchers for evidence-based innovations Reputation of the school as innovative Ambition to implement sustainable professionalization into the school Wish for an own academy, quality circles a.o.

The other (hidden) side of the story Irregular subject-based teacher meetings Traditional way of normal teaching Inspectorate’s record of sprawling, passive and uninterested students in the schoolclasses Attribution of the problems to student behaviours

Gap between active innovation- and research-driven staff (top) and routine-oriented teachers relying on traditional teaching methods (bottom) Weak interfaces between top and bottom for organising support and hearing teachers voices