Effective school system = autonomous teachers? Dr. Heidi Krzywacki Heidi.Krzywacki@helsinki.fi Department of Teacher Education UH, Finland Mälardalen University, Sweden

Outline of the presentation Teachers’ role in Finnish schools: power over classroom activities Perspectives to organising education Flexibility of school organisation Working with students Different kinds of learners Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Teachers’ role in Finnish schools: power over classroom activities Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Finnish assessment system Decentralization of decision power and responsibility at the local level No school inspections, national exams or pre- evaluation of learning materials Teachers as autonomous academic professionals Assessment data is used within the classroom Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013 22.11.2018

Some key facts and figures Compulsory instruction time is the lowest among OECD A primary teacher: 667 hours per year A subject teacher: 592 hours per year ( ~ a half of US lower secondary teachers’ duties) NOTE: the number of teaching hours does not reflect explicitly the teachers’ total workload Schools are various size and rather small About 44% of all schools <100 pupils (12% of all pupils) About 22% of all schools >300 pupils (54% of all pupils) Average class size: primary 19.8 (OECD 21.4) and secondary 20.1 (OECD 23.7) Koulutilasto Alle 50 Kouluja: 27,2 Oppilaita 4,7 50-99 Kouluja: 17,3 Oppilaita 6,8 100-299 Kouluja: 33,2 Oppilaita: 34,8 300-499 Kouluja17 Oppilaita: 35,9 Yli 500 Kouluja 5,3% Oppilaita17,8 (FNBE Kyrö, 2012 ) Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Implementation of Finnish school education No meaningful differences between schools or school districts but between teachers A teacher matters, i.e. curriculum knowledge, power over choosing materials and methods to be used in the classroom Mathematics education seems to be effective in terms of invested resources  increase of learning (cognitive progress) … but decrease of positive attitudes (FNBE Metsämuuronen (Ed.), 2013 ) Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013 22.11.2018

Perspectives to organising education 1) Flexibility of school organisation 2) Working with students 3) Different kinds of learners Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Flexibility of school organisation Practicalities: breaks during the school day, a school lunch (not only feeding children but also educating them good manners) The size of classes and schools is rather small extra weekly lesson hours used for lessons with a half group Teachers’ working hours (time for planning) Flexibility, trust and overall responsibility (especially at primary level) ’Looping’ ~ students loop with the same teacher Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013 22.11.2018

Perspectives to organising education 1) Flexibility of school organisation 2) Working with students 3) Different kinds of learners Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Assessment as part of everyday school work Teachers are seen as academic professionals, who are able to plan, implement, and assess teaching and learning Teacher-conducted assessment is used in the classroom for improving teaching and learning NOTE: no national level examination of the whole age group takes place before the end of upper secondary school (grade 12) Remember: only sample-based monitoring in the core subjects Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Equal learning opportunities for all Finnish school system guarantees equal learning opportunities regardless of social background mainly public schools provide education The focus is on supporting and guiding all students instead of comparing students’ performance Very few children need to be made to repeat a year No rnaking of kids! Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Students in the core of education Teachers are not only responsible for student learning but also showing their progress Expectation is that all students will achieve the minimum requirements Students’ ownership: self-reflection, critical thinking and homework NOTE: the class size does not have strong impact on learning outcomes in general (Finland, 2013) (FNBE Metsämuuronen (Ed.), 2013 ) Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013 22.11.2018

Perspectives to organising education 1) Flexibility of school organisation 2) Working with students 3) Different kinds of learners Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013

Different kinds of learners Special attention to students having learning difficulties Focusing on cognitive issues but also socio-emotional aspects related to learning Gender issues: girls are under-represented in high- performing students (mathematics) gender also seems to matter when discussing the teachers (FNBE Metsämuuronen (Ed.), 2013 ) Dr. Heidi Krzywacki University of Helsinki / Mälardalen University Fulbright Seminar, September 21, 2013 22.11.2018

Some further information Finnish National Board of Education www.oph.fi/english http://www.oph.fi/download/124278_education_in_finland.pdf http://www.oph.fi/english/publications/2012/international_comparisons_ of_some_features_of_finnish_education_and_training_2011 Ministry of Education and Culture http://www.minedu.fi/OPM/?lang=en Department of Teacher Education, University of Helsinki http://www.helsinki.fi/teachereducation/ Finnish National Board of Education (FNBE) (2013) Perusopetuksen matematiikan oppimistulosten pitkittäisarviointi vuosina 2005-2012 [Longitudinal assessment of learning outcomes in the end of basic education in 2005-2012]. FNBE: Helsinki. Niemi, H., Toom, A. & Kallioniemi, A. (Eds.) (2012). The Miracle of Education: The Principles and Practices of Teaching and learning in Finnish Schools. Rotterdam: Sense Publishers. Sahlberg, P. (2010). Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College, Columbia University.

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