het vakmanschap van de docent vo-raad regio noord, heerenveen

Professional capitalin vogelvlucht

Bezien vanuit vogelvluchtA bird’s eye view

Perspectief:Van veraf: overzichtVan dichtbij: inzoomen op details


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Professional capitalperspectief


CIPALS | GLOBAL |

44P

ISA

OE

CD

Pro

gram

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2

What 15-year-olds can do

55P

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2Average performanceof 15-year-olds in reading – extrapolate and apply

High reading performance

Low reading performance … 17 countries perform below this line

0tan14aar140tan24aar240tan3aar30tan13aar130tan23aar23440.000

460.000

480.000

500.000

520.000

540.000

560.000Shanghai-China

KoreaFinlandHong Kong-China

Singapore CanadaNew ZealandJapanAustralia

NetherlandsBelgium Norway, EstoniaSwitzerlandPoland, IcelandUnited States LiechtensteinSwedenGermany,IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,

PortugalMacao-China ItalyLatviaSlovenia GreeceSpainCzech RepublicSlovak Republic, Croatia

IsraelLuxembourg,Austria Lithuania

TurkeyDubai (UAE) Russian Federation

Chile

Serbia

66P

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2Durchschnittliche Schülerleistungen im Bereich Mathematik

Low average performanceLarge socio-economic disparities

High average performanceLarge socio-economic disparities

Low average performanceHigh social equity

High average performanceHigh social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities


Low reading performance

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2009

1525354555

2009

77P

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201

2Durchschnittliche Schülerleistungen im Bereich Mathematik

Low average performanceLarge socio-economic disparities

High average performanceLarge socio-economic disparities

Low average performanceHigh social equity

High average performanceHigh social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities


Low reading performance

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2009

88P

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2Changes in performance by type of task

between 2000 and 2009Increase percentage correct

Multiple-choice - reproducing knowledge

Open-ended - constructing knowledge

0

1

2

3

4

5

6

7

8

9

10

010202

07

OECD Japan

OECD OECDJapan

Japan

99P

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Does it all matter?

1010P

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Age 19

Age 21

Age 21

0tan30aar300tan3aar30tan7aar7

0tan11aar110tan15aar150tan19aar19

Level 2Level 3

Level 4Level 5

Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15

(Canada)after accounting for school engagement, gender, mother

tongue, place of residence, parental, education and family income (reference group PISA Level 1)Odds ratio

higher education entry

School marks at age 15

PISA performance at age

15

1111P

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2

Systems with more accountability Systems with less

accountability

0tan24aar24

0tan4aar4

0tan14aar14

Schools with less autonomy

Schools with more autonomy

495

School autonomy in re-source allocation

System’s accountability arrangements

PISA score in reading

School autonomy, accountability and student performance

Impact of school autonomy on performance in systems with and without accountability arrangements

1212P

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2Local responsibility

and system-level prescription

System-level prescription‘Tayloristic’ work organisation

Schools leading reformTeachers as ‘knowledge workers’

Schools todayThe industrial

model, detailed prescription of

what schools do

Schools tomorrow?

Building capacity

Finland todayEvery school an effective school

Trend in OECD countries

1313P

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Some students learn at high levels

All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning

Learning to learn, complex ways of

thinking, ways of workingCurriculum, instruction and assessment

Few years more than secondary

High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical

Flat, collegial

Work organisation

Primarily to authorities

Primarily to peers and stakeholders

Accountability

Education reform trajectoriesThe old bureaucratic system The modern enabling system

Professional capitaleffectiviteit

Dus:

Iedere school effectief op elk gebied

No child left behind


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Professional capitalde docent

Kenmerken professionele docent?Teaching like a pro?


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Professional capitalde docent

Eigen lesgeven continu:OnderzoekenBevragenVerbeteren

Individu lid van teamGemeenschap van beroepsbeoefenaren als docentGroei door vrijelijke circulatie van professioneel kapitaal

in de hele beroepsgroep


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Hargreaves and Fullan, 2012, p. 22

Professional capitalde schrijvers

Making Shift Happen:Congres Amsterdam4 oktober 2012

Andy Hargreaves en Michael Fullan:Introduction0:26 – eind


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http://www.youtube.com/watch?v=ca-AL7hURBg&feature=player_embedded

Professional capitalopmerkelijk

Nederland:“De basis op orde……en de lat omhoog!”

Canada (Fullan):“Raise the bar…… and close the gap!”


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Professional capitallesgeven……is technisch zeer complex en

moeilijk…vraagt om hoog opleidings-

niveau, langdurige oefening…komt tot volle ontwikkeling door

een continu proces van verbeteren…essentieel is: met wijsheid

beoordelen o.b.v. bewijs en ervaring

…is collectieve prestatie en gezamenlijke verantwoordelijk-heid

…is makelaar zijn tussen leerling en digitaal lesmateriaal


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…is technically sophisticated and difficult

…requires high levels of educa-tion and long periods of training

…is perfected through continuous improvement

…involves wise judgment informed by evidence and experience

…is collective accomplishment and responsibility

…maximizes, mediates, and moderates online instruction

Professional capitalhoofdgedachte

A capital idea!

Capital:

toegevoegd voordeel hebbend voor de wezenlijke waarde op de lange termijn


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Professional capitalelementenElement 1:

Human capital

Element 2:Social capital

Element 3:Decisional capital


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individu

samenwerken

school

Professional capital professionaliteit: element 3Essentieel element:

Decisional capitalHet vermogen beslissingen te nemen in complexe

situatiesVoorbeelden:

Visible learningMeta-analysesDe spiegel:

Leren van de docentLeren van de leerling


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Hattie. Marzano. Van de Grift.

Professional capitalde formule

pc = f (hc, sc, dc)samenwerking = essentieelVoorbeeld: Franca Lentz, Singelland, Drachten


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Professional capitalkwaliteit van samenwerkenHoe docenten samenwerkenTransparantie:

Naar elkaarNaar systeem

Verantwoordelijkheid nemenRekenschap afleggenConstante ontwikkeling


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Hargreaves and Fullan, 2012, p. 86-87

http://www.youtube.com/watch?v=mi0c6mH4eEs

Professional capital kwaliteit van samenwerkingDoelgerichtheid

Vertrouwen:High trustLow trust

Evidence-informed……not data-driven.


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Hargreaves and Fullan, 2012, p. 111-136. Schildkamp et al, 2013.

Professional capital evidence-informed

Betere leerprestaties leerlingen

“Learning is the work, social capital is the fuel.”


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Professional capital evidence-informed

decisional capital in social capital

“Judges have to judge even when the evidence isn’t conclusive.”


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Professional capitalprofessionaliteitGeneeskundig onderwijs


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Frenk et al, 2010

USA

China

Pakistan

UK

BangladeshPeru

Zuid-Afrika

Canada

IndiaOeganda

Libanon

Professional capitalprofessionaliteitOpleiding voor hoog-opgeleide professionals

wereldwijd in bewegingComplexe uitdagingenNieuwe mogelijkheden

Lokale problemen……internationale kennisbronnen/-gemeenschappen

aanspreken.

Internationalisering


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Frenk et al, 2010

Professional capitalprofessionaliteit

# veranderen en veranderingen tot stand brengen


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* Frenk et al, 2010. ** Hargreaves and Fullan, 2012.

* Doel * Resultaat * Professional capital**

Informatief Kennis en vaardigheden

Transformatief

Formatief

Change agents#

Professionals

Experts

Verinnerlijking en leiderschaps-kwaliteiten

Socialisatie en waarden

Decisionalcapital

Socialcapital

Humancapital

Professional capitalschoolleidersHoe gaat u dit bereiken?

Leiding geven aan professionals:NIET DOEN

“Changing is voluntary, but inevitable.”


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Fullan, 4 oktober 2012

Professional capitalschoolleiders

“The next steps.”


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Jeroen van der Veer, voormalig CEO Shell

Professional capitalschoolleidersWat levert ‘t meeste op in termen

van cultuuromslag bewerkstelligen?

A. Docenten verplichten tot wederzijdse lesbezoeken.

B. Tijd vrijmaken voor docentenoverleg.


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Professional capitalparadoxen van leiderschap

PUSH


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PULL NUDGE

Professional capitalschoolleidersProf.Cap. bevorderen: moed en volhardingMedewerkers: kennen en begrijpenLeiderschap: stabiel en duurzaamPas op voor schijnbaar professionele

samenwerkingWees evidence-informed, not data-drivenKijk over uw grenzen

BE THE CHANGE THAT YOU WANT


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Professional capitalschoolleiders

Andy Hargreaves on leadership:

“When does virtuous persistence turn into stubborn obstinacy?”

Wanneer verandert deugdzame volharding in onbuigzame koppigheid?


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Hargreaves, 4 oktober 2012

Global: conclusioninnovatie of transformatie?

innovatie≠

transformatie


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Global: conclusiontransformatie!

“Transforming teaching on a system wide basis.”


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Global: conclusiontransformatie van het lesgeven

transforming teaching in EVERY school≠

transforming teaching in ANY school


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Referentiesreacties, vragen: [email protected]

1. Hargreaves A, Fullan M. Professional capital: transforming teaching in every school. London and New York: Routledge, 2012.

2. Schleiger, A. powerpoint (OECD), cbeacademica.nl “Making Shift happen,” Amsterdam 4 okt. 2012

3. Hattie J. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London and New York: Routledge, 2009.

4. Marzano R. Wat werkt in de klas. ..: Bazalt, .. (2008)5. Marzano R. Wat werkt op school. ..: Bazalt, 2007 (2003)6. Grift W van de. Ontwikkeling in de beroepsvaardigheid van leraren. Groningen:

Rijksuniversiteit Groningen, 2010.7. Frenk J, Chen L, Bhutta ZA et al. Health professionals for a new century:

transforming education to strengthen health systems in an interdependent world. Lancet. 2010; 376 (9756): 1923-58.

8. Schildkamp K, Lai M, Earl L. Data-based decision making in education: challenges and opportunities. Dordrecht, Heidelberg, London and New York: Springer, 2013.

9. Met dank aan Annet Hofland, voor de lay-out van de presentatie en de tekeningen.


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Professional capitaltransforming teaching in every school


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Stoppelenburg, docente muziek, 2012

http://www.youtube.com/watch?v=02k2KQw2lGA&feature=youtu.be

Professional capitaltransforming teaching in every school

Hartelijk dank voor uw aandacht!

Veel succes en inspiratie in uw mooie werk!


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Hannie Hofland . Heerenveen, 22 november 2012

het vakmanschap van de docent vo-raad regio noord, heerenveen

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