Het vakmanschap van de docent VO-raad regio noord, Heerenveen Professional Capital in vogelvlucht Hannie Hofland 22 november 2012 | GLOBAL | TEACHERS | PRINCIPALS | GLOBAL | Hargreaves and Fullan, 2012
Jun 18, 2015
Het vakmanschap van de docentVO-raad regio noord, Heerenveen
Professional Capitalin vogelvlucht
Hannie Hofland
22 november 2012
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012
Professional capitalin vogelvlucht
Bezien vanuit vogelvluchtA bird’s eye view
Perspectief:Van veraf: overzichtVan dichtbij: inzoomen op details
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Professional capitalperspectief
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
44P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
2
What 15-year-olds can do
55P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
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
560.000
Shanghai-China
KoreaFinlandHong Kong-China
Singapore CanadaNew Zealand
JapanAustralia
NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,
IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal
Macao-China ItalyLatvia
Slovenia GreeceSpain
Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,
Austria LithuaniaTurkey
Dubai (UAE) Russian Federation
Chile
Serbia
66P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
2Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
1525354555
2009
77P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
2Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
88P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
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
01
0202
07
OECD Japan
OECDOECDJapan
Japan
99P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
2
Does it all matter?
1010P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
2
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 ratiohigher education entry
School marks at age 15
PISA performance at age
15
1111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
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
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
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
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Se
ein
g D
utc
h E
du
catio
n in
an
In
tern
atio
na
l Pe
rsp
ect
ive
Am
ste
rda
m,
4 O
cto
be
r 2
01
2
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 trajectories
The old bureaucratic system The modern enabling system
Professional capitaleffectiviteit
Dus:
Iedere school effectief op elk gebied
No child left behind
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Professional capitalde docent
Kenmerken professionele docent?Teaching like a pro?
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
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
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 22
Professional capitalde schrijvers
Making Shift Happen:Congres Amsterdam4 oktober 2012
Andy Hargreaves en Michael Fullan:Introduction0:26 – eind
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Professional capitalopmerkelijk
Nederland:“De basis op orde……en de lat omhoog!”
Canada (Fullan):“Raise the bar…… and close the gap!”
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
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
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 14
…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
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 1
Professional capitalelementen
Element 1:Human capital
Element 2:Social capital
Element 3:Decisional capital
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 14
individu
samenwerken
school
Professional capital professionaliteit: element 3
Essentieel element:Decisional capitalHet vermogen beslissingen te nemen in complexe
situatiesVoorbeelden:
Visible learningMeta-analysesDe spiegel:
Leren van de docentLeren van de leerling
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hattie. Marzano. Van de Grift.
Professional capitalde formule
pc = f (hc, sc, dc)samenwerking = essentieelVoorbeeld: Franca Lentz, Singelland, Drachten
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 88
Professional capitalkwaliteit van samenwerken
Hoe docenten samenwerkenTransparantie:
Naar elkaarNaar systeem
Verantwoordelijkheid nemenRekenschap afleggenConstante ontwikkeling
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 86-87
Professional capital kwaliteit van samenwerking
Doelgerichtheid
Vertrouwen:High trustLow trust
Evidence-informed……not data-driven.
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
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.”
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 92
Professional capital evidence-informed
decisional capital in social capital
“Judges have to judge even when the evidence isn’t conclusive.”
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 93
Professional capitalprofessionaliteit
Geneeskundig onderwijs
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
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
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Frenk et al, 2010
Professional capitalprofessionaliteit
# veranderen en veranderingen tot stand brengen
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
* 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 capitalschoolleiders
Hoe gaat u dit bereiken?
Leiding geven aan professionals:NIET DOEN
“Changing is voluntary, but inevitable.”
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Fullan, 4 oktober 2012
Professional capitalschoolleiders
“The next steps.”
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
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.
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Professional capitalparadoxen van leiderschap
PUSH
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 135-136
PULL NUDGE
Professional capitalschoolleiders
Prof.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
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves and Fullan, 2012, p. 163-173
Professional capitalschoolleiders
Andy Hargreaves on leadership:
“When does virtuous persistence turn into stubborn obstinacy?”
Wanneer verandert deugdzame volharding in onbuigzame koppigheid?
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hargreaves, 4 oktober 2012
Global: conclusioninnovatie of transformatie?
innovatie≠
transformatie
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Global: conclusiontransformatie!
“Transforming teaching on a system wide basis.”
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Fullan, 4 oktober 2012
Global: conclusiontransformatie van het lesgeven
transforming teaching in EVERY school≠
transforming teaching in ANY school
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Fullan, 4 oktober 2012
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.
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Professional capitaltransforming teaching in every school
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Stoppelenburg, docente muziek, 2012
Professional capitaltransforming teaching in every school
Hartelijk dank voor uw aandacht!
Veel succes en inspiratie in uw mooie werk!
| GLO
BAL | TEACHERS | PRIN
CIPALS | GLO
BAL |
Hannie Hofland . Heerenveen, 22 november 2012