Best practice at Vestfold University College Inge Vinje and Tone Sunde SIU-project BU and VUC 2006 2006.

Best practice at Vestfold Best practice at Vestfold University CollegeUniversity College

Inge Inge VinjeVinje and Tone Sunde and Tone Sunde

SIU-project BU and VUCSIU-project BU and VUC 20062006

Tone Sunde and Inge Vinje NovTone Sunde and Inge Vinje November 2006ember 2006

Nature of Education:Nature of Education:

Education in Norway is mainly public. Education in Norway is mainly public. Based on the principle: Based on the principle:

ONE SCHOOL FOR ALL ONE SCHOOL FOR ALL

Regardless of :Regardless of : Social backgroundsSocial backgrounds Gender, religion or ethnic backgroundsGender, religion or ethnic backgrounds Mental or physical abilitiesMental or physical abilities


Compulsory education is made of Compulsory education is made of 10 years:10 years:

• 7 years primary and lower 7 years primary and lower secondary school (age 6-13 years)secondary school (age 6-13 years)

• 3 years upper secondary school 3 years upper secondary school

(age 4-16 years)(age 4-16 years)


Three overall principals in the new Three overall principals in the new act of 2006act of 2006

EqualityEquality

InclusionInclusion

AdaptedAdapted


Quality Quality

Result Result

Process Process

Structure Structure


CompetenceCompetence

Basic competences Basic competences

Subject competences Subject competences


The Ministry lays down the The Ministry lays down the curriculum regulations for teacher curriculum regulations for teacher education; the last one in 2003education; the last one in 2003

On the basis of these regulations, On the basis of these regulations, institutions develop curricula for institutions develop curricula for compulsory and elective course compulsory and elective course modulesmodules


Teacher Education in NorwayTeacher Education in NorwayTypes of Teacher EducationTypes of Teacher Education General Teacher EducationGeneral Teacher Education

(4 years)(4 years) Subject Teacher EducationSubject Teacher Education (3-4 years) (3-4 years) Vocational Teacher EducationVocational Teacher Education (3 (3

years)years) Integrated Masters DegreeIntegrated Masters Degree

(5 years)(5 years)


General Teacher EducationGeneral Teacher Education

Aims at developing:Aims at developing:

• Subject CompetenceSubject Competence• Didactic CompetenceDidactic Competence• Social CompetenceSocial Competence• Adaptive and Developmental Adaptive and Developmental

CompetenceCompetence• Professional Ethics CompetenceProfessional Ethics Competence


Practical training program should Practical training program should constitute of 20-22 weeks of constitute of 20-22 weeks of Practical training. 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)


Best Best practicepractice Main objectiveMain objective

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


A shared understanding and A shared understanding and cooperation is necessary to educate cooperation is necessary to educate the good teacher. the good teacher.

The project The project Best practiceBest practice should be should be an important step to ensure the right an important step to ensure the right knowledge and skills needed to knowledge and skills needed to educate teachers for a school of educate teachers for a school of tomorrows in our information society tomorrows in our information society or in our global villageor in our global village


Consequence for the educationConsequence for the education

Develop the practicum part of the teacher Develop the practicum part of the teacher educationeducation

Two focus areas were chosenTwo focus areas were chosen

• Organization of the co-operation between all Organization of the co-operation between all participants participants

• The content of the practicumThe content of the practicum


Organization of the co-operation Organization of the co-operation between all parts between all parts

Create an arena for the development of a Create an arena for the development of a unified understanding where knowledge unified understanding where knowledge and competence are “created”. and competence are “created”.

The teams at VUC are responsible for The teams at VUC are responsible for implementing the basic ideas into practice implementing the basic ideas into practice


Roles and responsibilities as stated in Roles and responsibilities as stated in agreementagreement

Local government (partner school owner)Local government (partner school owner) relevant number of classes and schools for relevant number of classes and schools for

students' practice (regulated by law) students' practice (regulated by law) responsible for the learning environment responsible for the learning environment

at the partner school, ie. ICT, Classfronter, at the partner school, ie. ICT, Classfronter, room for students. 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 send one collective bill for salary

compensation every semestercompensation every semester


Vestfold College Vestfold College

responsibility for the professional and responsibility for the professional and organisational parts of organisational parts of practicepractice in in teacher's training teacher's training

ensure that the teachers of the college ensure that the teachers of the college are active in the planning, coaching are active in the planning, coaching and evaluation of practice and evaluation of practice

present plans for practice and present plans for practice and schedules for meetings every semester schedules for meetings every semester

update the website for Practice at update the website for Practice at Vestfold College Vestfold College


find out which subjects and number find out which subjects and number of students needing of students needing practicepractice and and order relevant practice as early as order relevant practice as early as possible every Spring possible every Spring

check all bills and requirements for check all bills and requirements for compensation from the partner compensation from the partner schools or local governments (school schools or local governments (school owners) owners)

ensure new practice teachers of the ensure new practice teachers of the partner schools basic education and partner schools basic education and coaching in important areas, such as coaching in important areas, such as coaching and ICT coaching and ICT


HeadmasterHeadmaster main contact person for Vestfold main contact person for Vestfold

College College must attend at least two meetings at must attend at least two meetings at

the college per semester the college per semester main responsibility for the main responsibility for the

implementation practice for the implementation practice for the student at the partner school - make student at the partner school - make a practice outline for group of a practice outline for group of students students

responsible for giving the student the responsible for giving the student the relevant subject with pupils at a relevant subject with pupils at a relevant age relevant age


responsible for the partner responsible for the partner school teacher - employment school teacher - employment and social wellbeing and social wellbeing

responsible for giving the local responsible for giving the local government (school owner) government (school owner) correct background information correct background information for compensation demands for compensation demands from VUCfrom VUC


responsible for the quality of responsible for the quality of the practice the student the practice the student experiences experiences

responsible for the student responsible for the student having the whole school (not having the whole school (not only a single class/group) as only a single class/group) as learning environment learning environment

responsible for giving the responsible for giving the students the opportunity of students the opportunity of participating in the schools participating in the schools social life social life


The content of the The content of the practicumpracticum

Counselling Counselling ManagementManagement

Adapted teaching Adapted teaching


New model for practice (school plasement)

YearProfessional topic

School stage

Number of weeks

1. yearCounselling1 week

5.-7. stage10-13 years

7 weeks

Set subjects pedagogy, Norwegian, maths, KRL, practice

2. year Management1 week

1.-4. stage6-9 years

7 weeks

3. year Adapted teaching 1 week

8.-10 stage14-16 years

3 weeks Elective subjects

60 sp pr yearone or two

4. yearSchool related subject


Trinn ProfesjonsfagligTema

dag 1man. 2. økt

dag 2tor. 2.

økt

dag 3fre. 1.

økt

dag 4man. 2.

økt

dag 5man. 2.

økt

1 VeiledningCounselling

12. sep. 15. sep. 16. sep. 7. nov. 3. apr.

2 LedelseManagement

31. okt. 3. nov. 4. nov. 28. nov. 27. feb.

3Tilpasset opplæringTPO grupper Adapted teaching her

19. sep. 22. sep. 23. sep. 24. okt. 20. mar.


EvaluationEvaluation

Success Success

ChallengesChallenges

Adjustments Adjustments


Successful i Best practice 2005-06Successful i Best practice 2005-06 The professional topics have been The professional topics have been

relevant and interesting. No relevant and interesting. No suggestions to change topics or to suggestions to change topics or to drop any of the topics. The order of drop any of the topics. The order of the topics has not been commented the topics has not been commented upon in our evaluation. upon in our evaluation.

The days of the professional topics The days of the professional topics have had good representation of all have had good representation of all groups - students, teachers from groups - students, teachers from Vest fold college and teachers from Vest fold college and teachers from partner schools. partner schools.


The motivation for the professional The motivation for the professional topics has been good. topics has been good.

In cases where teachers from the In cases where teachers from the partner schools were actively partner schools were actively involved, especially in the involved, especially in the management topic, the students management topic, the students have experienced an interesting have experienced an interesting learning environment. learning environment.

The headmasters of our partner The headmasters of our partner schools have largely been very schools have largely been very supportive. supportive.


ChallengesChallenges

Many of our partner school teachers Many of our partner school teachers were new. Too much to adjust to in a were new. Too much to adjust to in a short time. Difficult to invite them in short time. Difficult to invite them in as lecturers. as lecturers.

Teachers at Vestfold College have Teachers at Vestfold College have felt a demand of lectures and felt a demand of lectures and information on adapted teaching. information on adapted teaching.

Lack of clarity in roles in the project. Lack of clarity in roles in the project.


AdjustmentsAdjustments

Integrate professional topics where Integrate professional topics where Vestfold College has outstanding Vestfold College has outstanding skills. skills.

Stronger integration of partner Stronger integration of partner school teachers and headmasters. school teachers and headmasters.

Stronger integration in the college's Stronger integration in the college's school subjects. school subjects.

Integrate Best practice in the Integrate Best practice in the ordinary practice. ordinary practice.


Next stepNext step

Development of criteria for Development of criteria for assessment in:assessment in:

Counselling Counselling ManagementManagement

Adapted teachingAdapted teaching

Best practice at Vestfold University College Inge Vinje and Tone Sunde SIU-project BU and VUC 2006 2006.

Documents

years age

compulsory education

nature of education

years7 years primary

adapted slide

weeks of practical training

tone sunde siuproject

lower secondary school