Stimulating environments for Professional Development and innovation in Schools By Professor Åsa Morberg, Dean of faculty, University of Gävle
What is Climate? Who participated? Knowledge production for whom? Theoretical background The result What did we do? Why Climate? Voices from participants and leaders To sum up
Climate is the acronym for Contextual Learning in Management and Teaching. Climate is a Comenius multilateral project Under lifelong Learning Programme of the European Commission Carried out in RDC 9 (13) of ATEE Partcipants from Belgum, Germany, the Netherlands, Slovenia, Sweden and Tallin,
Colleges from RDC 9 In service learning and teachers in working team from schools in the countries Belgum, Germany, Slovenia, Sweden, The Netherlands.
Teacher traineers School managers Head of department Teachers School advisors Consultants Colleges in other countries
Historical overview Knowledge productivity Corporate curriculum – organizational plan for learning, a set of work conditions they will experiences Turn a work environment in to a learning environment – work place learning
Experiences of different kind Concepts Instruments Strategies to make schools and work unit more effective and productive learning environments for teachers
The main instrument of the Project was a validated questionnaire, that investigated: Professional learning processes, Element in the work environment (the corporate curriculum) Performance in the area of coping with diversity which can be applied by work-units in schools, for examples teachers in one subject, of one class or of a certain level
The questionnaire is an instrument for teachers to analyze their own work environment in order to explore if and to what extent it is a learning environment to teachers in schools. A detailed feedback report was given to the work units stimulates the development of action plans for further improvment.
” it is an eye-opener to fill in this questionnaire. It shows how we could cooperate ….Better!” ” The feedback report was revealing.” We have decided to invest more time in collective problem solving.”
Some examples om experiences from the Project leaders Slovenia The Netherlands Sweden
Comparative projects are very useful To compare your country, with another country, or even compare within your own country is productive. Many new aspects on professional development came up New aspects on School Development The questionnaire can be used
Visit the Climate webbsite ”Plato Climate” If you like to use the questionnaire you may contact PLATO at Leiden University