Best practice at Vestfold University College Inge Vinje and Tone Sunde SIU-project BU and VUC

Tone Sunde and Inge Vinje November 2006 Nature of Education: Education in Norway is mainly public. Based on the principle: Education in Norway is mainly public. Based on the principle: ONE SCHOOL FOR ALL Regardless of : Regardless of : Social backgrounds Social backgrounds Gender, religion or ethnic backgrounds Gender, religion or ethnic backgrounds Mental or physical abilities Mental or physical abilities

Tone Sunde and Inge Vinje November 2006 Compulsory education is made of 10 years: Compulsory education is made of 10 years: 7 years primary and lower secondary school (age 6-13 years)7 years primary and lower secondary school (age 6-13 years) 3 years upper secondary school3 years upper secondary school (age 4-16 years) (age 4-16 years)

Tone Sunde and Inge Vinje November 2006 Three overall principals in the new act of 2006 Equality Equality Inclusion Inclusion Adapted Adapted

Tone Sunde and Inge Vinje November 2006 Quality Result Result Process Process Structure Structure

Tone Sunde and Inge Vinje November 2006 Competence Basic competences Basic competences Subject competences Subject competences

Tone Sunde and Inge Vinje November 2006 The Ministry lays down the curriculum regulations for teacher education; the last one in 2003 The Ministry lays down the curriculum regulations for teacher education; the last one in 2003 On the basis of these regulations, institutions develop curricula for compulsory and elective course modules On the basis of these regulations, institutions develop curricula for compulsory and elective course modules

Tone Sunde and Inge Vinje November 2006 Teacher Education in Norway Types of Teacher Education General Teacher Education General Teacher Education (4 years) (4 years) Subject Teacher Education (3-4 years) Subject Teacher Education (3-4 years) Vocational Teacher Education (3 years) Vocational Teacher Education (3 years) Integrated Masters Degree Integrated Masters Degree (5 years) (5 years)

Tone Sunde and Inge Vinje November 2006 General Teacher Education Aims at developing: Aims at developing: Subject CompetenceSubject Competence Didactic CompetenceDidactic Competence Social CompetenceSocial Competence Adaptive and Developmental CompetenceAdaptive and Developmental Competence Professional Ethics CompetenceProfessional Ethics Competence

Tone Sunde and Inge Vinje November 2006 Practical training program should constitute of weeks of Practical training. 1. year 8 weeks (4+4 weeks) 1. year 8 weeks (4+4 weeks) 2. year 8 weeks (4+4 weeks) 2. year 8 weeks (4+4 weeks) 3. year 4 weeks (4 weeks) 3. year 4 weeks (4 weeks)

Tone Sunde and Inge Vinje November 2006 Best practice Main objective The main objective of the project Best practice is to establish a closer relationship between partner schools, practice teachers and Vestfold College. We hope the training of future teachers will have a profile of cooperation, exchange of skills and knowledge and increasing understanding between the two diverse institutions. Furthermore teachers at our college and at the partner schools will acknowledge each others different roles in educating teachers. The main objective of the project Best practice is to establish a closer relationship between partner schools, practice teachers and Vestfold College. We hope the training of future teachers will have a profile of cooperation, exchange of skills and knowledge and increasing understanding between the two diverse institutions. Furthermore teachers at our college and at the partner schools will acknowledge each others different roles in educating teachers.

Tone Sunde and Inge Vinje November 2006 A shared understanding and cooperation is necessary to educate the good teacher. A shared understanding and cooperation is necessary to educate the good teacher. The project Best practice should be an important step to ensure the right knowledge and skills needed to educate teachers for a school of tomorrows in our information society or in our global village The project Best practice should be an important step to ensure the right knowledge and skills needed to educate teachers for a school of tomorrows in our information society or in our global village

Tone Sunde and Inge Vinje November 2006 Consequence for the education Develop the practicum part of the teacher education Two focus areas were chosen Two focus areas were chosen Organization of the co-operation between all participantsOrganization of the co-operation between all participants The content of the practicumThe content of the practicum

Tone Sunde and Inge Vinje November 2006 Organization of the co-operation between all parts Create an arena for the development of a unified understanding where knowledge and competence are “created”. Create an arena for the development of a unified understanding where knowledge and competence are “created”. The teams at VUC are responsible for implementing the basic ideas into practice The teams at VUC are responsible for implementing the basic ideas into practice

Tone Sunde and Inge Vinje November 2006 Roles and responsibilities as stated in agreement Local government (partner school owner) Local government (partner school owner) relevant number of classes and schools for students' practice (regulated by law) relevant number of classes and schools for students' practice (regulated by law) responsible for the learning environment at the partner school, ie. ICT, Classfronter, room for students. responsible for the learning environment at the partner school, ie. ICT, Classfronter, room for students. possibilities for research possibilities for research monthly compensation for teachers' salary monthly compensation for teachers' salary compensation for teachers' pension compensation for teachers' pension send one collective bill for salary compensation every semester send one collective bill for salary compensation every semester

Tone Sunde and Inge Vinje November 2006 Vestfold College responsibility for the professional and organisational parts of practice in teacher's training responsibility for the professional and organisational parts of practice in teacher's training ensure that the teachers of the college are active in the planning, coaching and evaluation of practice ensure that the teachers of the college are active in the planning, coaching and evaluation of practice present plans for practice and schedules for meetings every semester present plans for practice and schedules for meetings every semester update the website for Practice at Vestfold College update the website for Practice at Vestfold College

Tone Sunde and Inge Vinje November 2006 find out which subjects and number of students needing practice and order relevant practice as early as possible every Spring find out which subjects and number of students needing practice and order relevant practice as early as possible every Spring check all bills and requirements for compensation from the partner schools or local governments (school owners) check all bills and requirements for compensation from the partner schools or local governments (school owners) ensure new practice teachers of the partner schools basic education and coaching in important areas, such as coaching and ICT ensure new practice teachers of the partner schools basic education and coaching in important areas, such as coaching and ICT

Tone Sunde and Inge Vinje November 2006 Headmaster main contact person for Vestfold College main contact person for Vestfold College must attend at least two meetings at the college per semester must attend at least two meetings at the college per semester main responsibility for the implementation practice for the student at the partner school - make a practice outline for group of students main responsibility for the implementation practice for the student at the partner school - make a practice outline for group of students responsible for giving the student the relevant subject with pupils at a relevant age responsible for giving the student the relevant subject with pupils at a relevant age

Tone Sunde and Inge Vinje November 2006 responsible for the partner school teacher - employment and social wellbeing responsible for the partner school teacher - employment and social wellbeing responsible for giving the local government (school owner) correct background information for compensation demands from VUC responsible for giving the local government (school owner) correct background information for compensation demands from VUC

Tone Sunde and Inge Vinje November 2006 responsible for the quality of the practice the student experiences responsible for the quality of the practice the student experiences responsible for the student having the whole school (not only a single class/group) as learning environment responsible for the student having the whole school (not only a single class/group) as learning environment responsible for giving the students the opportunity of participating in the schools social life responsible for giving the students the opportunity of participating in the schools social life

Tone Sunde and Inge Vinje November 2006 The content of the practicum Counselling Counselling Management Management Adapted teaching Adapted teaching

Tone Sunde and Inge Vinje November 2006 New model for practice (school plasement) Year Profession al topic School stage Number of weeks 1. year Counselling 1 week stage years 7 weeks Set subjects pedagogy, Norwegian, maths, KRL, practice 2. yearManagement 1 week stage 6-9 years 7 weeks 3. yearAdapted teaching 1 week stage years 3 weeks Elective subjects 60 sp pr year one or two 4. year School related subject

Tone Sunde and Inge Vinje November 2006 TrinnProfesjonsfaglig Tema dag 1 man. 2. økt dag 2 tor. 2. økt dag 3 fre. 1. økt dag 4 man. 2. økt dag 5 man. 2. økt 1 Veiledning Counselling 12. sep. 15. sep.16. sep. 7. nov.3. apr. 2 Ledelse Management 31. okt.3. nov.4. nov.28. nov.27. feb. 3 Tilpasset opplæring TPO grupper Adapted teaching her 19. sep. 22. sep.23. sep.24. okt.20. mar.

Tone Sunde and Inge Vinje November 2006 Evaluation Success Success Challenges Challenges Adjustments Adjustments

Tone Sunde and Inge Vinje November 2006 Successful i Best practice The professional topics have been relevant and interesting. No suggestions to change topics or to drop any of the topics. The order of the topics has not been commented upon in our evaluation. The professional topics have been relevant and interesting. No suggestions to change topics or to drop any of the topics. The order of the topics has not been commented upon in our evaluation. The days of the professional topics have had good representation of all groups - students, teachers from Vest fold college and teachers from partner schools. The days of the professional topics have had good representation of all groups - students, teachers from Vest fold college and teachers from partner schools.

Tone Sunde and Inge Vinje November 2006 The motivation for the professional topics has been good. The motivation for the professional topics has been good. In cases where teachers from the partner schools were actively involved, especially in the management topic, the students have experienced an interesting learning environment. In cases where teachers from the partner schools were actively involved, especially in the management topic, the students have experienced an interesting learning environment. The headmasters of our partner schools have largely been very supportive. The headmasters of our partner schools have largely been very supportive.

Tone Sunde and Inge Vinje November 2006 Challenges Many of our partner school teachers were new. Too much to adjust to in a short time. Difficult to invite them in as lecturers. Many of our partner school teachers were new. Too much to adjust to in a short time. Difficult to invite them in as lecturers. Teachers at Vestfold College have felt a demand of lectures and information on adapted teaching. Teachers at Vestfold College have felt a demand of lectures and information on adapted teaching. Lack of clarity in roles in the project. Lack of clarity in roles in the project.

Tone Sunde and Inge Vinje November 2006 Adjustments Integrate professional topics where Vestfold College has outstanding skills. Integrate professional topics where Vestfold College has outstanding skills. Stronger integration of partner school teachers and headmasters. Stronger integration of partner school teachers and headmasters. Stronger integration in the college's school subjects. Stronger integration in the college's school subjects. Integrate Best practice in the ordinary practice. Integrate Best practice in the ordinary practice.

Tone Sunde and Inge Vinje November 2006 Next step Development of criteria for assessment in: Counselling Counselling Management Management Adapted teaching Adapted teaching