1. Professional Schools for Europe Exporting Solutions or Damaged Goods? Seminar Presentation, School of Education, Stanford University, April 18, 2007 Hans N. Weiler

2. School of Education 4/18/072 Context Growing critique of structural arrangements in German Higher Education

3. 3 Faculty of Philosophy - History - Philologies - Philosophy - Education - etc. Faculty of Natural Sciences - Physics - Chemistry - Biology - Mathematics - etc. Faculty of Social Sciences - Political Science - Sociology - Economics - etc. Etc. Traditional Faculty Structure at German Universities

4. School of Education 4/18/074 Context Growing critique of structural arrangements in German Higher Education The Bologna process: Creating undergraduate and graduate domains

5. 5 Doctorate Pre-BolognaPost-Bologna Bachelor Master PhD Diploma Magister State exams 5 – 7 years 3 (- 4) years 1 (- 2) years 2 (- ?) years Degree Structures at German/European Universities Age 19 (18) 22 (21) Abitur Duration ? years

6. School of Education 4/18/076 Context Growing critique of structural arrangements in German Higher Education The Bologna process: Creating undergraduate and graduate domains The deficits of educational research at German universities The deficits of teacher education at German universities

7. 7 Subject matter program of studies (e.g., math, physics) with teacher training orientation and elements of both general and subject matter pedagogy 5 – 7 years Traditional Structure of Teacher Training in Germany Age 19 (18) Abitur State Exam I State Exam II “Phase II” Training with school practice 2 years Employment as teacher

8. School of Education 4/18/078 Proposals for Change Creation of “Bachelor Colleges” as a structure to support the identity of undergraduate education Formalize graduate (especially doctoral) training in “Graduate Schools”: More formal training, more structured quality control, more support Distinguish between “graduate colleges” and “professional schools”

9. 9 UNIVERSITY Bachelor CollegeMA/PhD Colleges Graduate Colleges (disciplines) Professional Schools (Interdisciplinary) University Research Cluster Agency for Knowledge Transfer and Lifelong Learning Proposed New Structures

10. 10 The Logic of the Professional School Closer correspondence to, and interaction with, major societal institutions and their knowledge needs Interdisciplinary research and teaching More oriented to “applied” knowledge in training and research Independent within the overall university Connected with the traditional structures of the academy through joint appointments

11. School of Education 4/18/0711 Possible Domains for Professional Schools Public Health Public and Private Management Law Environmental Studies Human Settlement and Transportation Educational Research and Teacher Training Etc.

12. Bachelor College Departments Professional School Education Professional School Environment Studies Professional School Public Health Graduate College Social Sciences Graduate College Natural Sciences Graduate College Life Sciences Psych Soc Physics Hum Bio PolSci New Structures and Old Departments

13. School of Education 4/18/0713 Budding Results “Excellence Initiative”: Proposals for Graduate and Professional Schools Restructuring Hamburg higher education Hertie School of Governance: Professional School of Public Policy “Schools of Education”: TU Munich, Paderborn, Bielefeld, Bochum

14. The TUM Educational Structure 2010 TUM Departments The TUM Graduate School TUM International Graduate School of Medicine Munich Graduate School of Management TUM-LMU … Framework Policy Services International Graduate School of Science and Engineering Munich Graduate School of Mathematical Sciences TUM-LMU RTG The TUM Undergraduate School TUM Professional School of Education Research Topics

15. School of Education 4/18/0715 Traditions of German Teacher Education Heavy on subject matter training Light on professional educational training Ambivalent relationship between departments of education and teacher training “Practical” component of teacher training outside of university (“2 nd Phase”)

16. School of Education 4/18/0716 Objectives of Proposed Schools of Education (1) Provide a congenial structural home in the university for both educational research and teacher training Move teacher education out of its stepchild position vis-à-vis subject departments Strengthen empirical research on education with a broad range of discipline competence Provide a respectable research environment for subject matter pedagogy

17. School of Education 4/18/0717 Objectives of Proposed Schools of Education (2) Provide public education (K-12 and HEd) with a recognizable and competent partner institution in the university Make use of the new Bologna 3-tier structure for teacher education Provide more of a connection with the practice component (“2 nd Phase) of teacher education

18. 18 Subject matter program of studies (e.g., math, physics) with teacher training orientation and elements of both general and subject matter pedagogy 5 – 7 years Traditional Structure of Teacher Training in Germany Age 19 (18) Abitur State Exam I State Exam II “Phase II” Training with school practice 2 years Employment as teacher

19. 19 Bachelor: Subject matter major (e.g., Math) Master of Education 3 years 2 years Alternative model of teacher training in Germany Abitur Duration Practice Phase (partly integrated with MEd) 3 years total State-approved University exam University exam State certification Teacher Employment

20. 20 “School of Education” Components Inquiry-oriented cognate disciplines –Sociology, Linguistics, Psychology, Statistics, Neurosciences, Anthropology, Economy, etc. Curricular subject-matter disciplines –Physics, English, History, Biology, etc. Instructional specializations –Instructional Technology, Assessment, Curriculum, Teacher Training, etc. Organizational specializations –Law and Education, Personnel Management, School Leadership, Educational Finance, etc.

21. School of Education 4/18/0721 Questions (1) How much cross-fertilization, mutual inspiration, and indispensable support is there between educational research and teacher education in a good School of Education? How critical a device are joint appointments for a professional school? –With other inquiry-oriented disciplines? –With curricular subject-matter disciplines?

22. School of Education 4/18/0722 Questions (2) How important is the principle of dual legitimation by two different sets of peers? What disciplines are really indispensable for educational inquiry? Where should professional schools recruit their own faculty – from the PhDs of other professional schools or of discipline departments? What is the best mix?

23. School of Education 4/18/0723 Questions (3) For teacher training, does the BA/MA division of labor à la USA work well – especially in terms of subject matter competence? How (if at all) do Schools of Education relate to/influence/monitor the subject matter training and competence of their teacher trainees?

24. School of Education 4/18/0724 Questions (4) What is/should be the division of labor between Schools of Education and subject matter departments on subject matter pedagogy? Where is research on subject matter pedagogy housed?