teacher as a change agent in education - codesin...

Teacher as a change agent in education

Finland: Leader in Education

Dr. Jan-Markus Holm CEO / Managing Director, Ph.D.

The key words in Finnish education are

quality efficiency equality internationalization.

Education is considered as a key factor for future competitiveness, security and

prosperity.

In Finland education is a key factor for human and social success

General Features in Finnish Education System

“Fusion between centralized and

decentralized system.”

Centralized strategy and steering | Decentralized operations

STEERING REFLECTION AUTHORITY

IMPLEMENTATION PLANS

ANNUAL SCHOOL OPERATIONAL PLANS

LOCALISED SCHOOL CURRICULUM

NATIONAL CORE CURRICULUM

LAW, POLICY, STRATEGIC STEERING

Parliament Government Ministry of Education Finnish National Board of Education School providers / municipalities Schools / Principals Teachers

Vocational qualification

Matriculation examination

1. Systemic flexibility throughout education

SYSTEMIC

FLEXIBILITY

“Blending educational opportunities for individual students” “ Building personal career paths from an early age”

Basic education

Pre-primary education

Kindergarten

University Degrees Bachelor, Master, PhD.

Polytechnic Degrees Barchelor, Master

WORK I NG L I F E

2. Competent and committed teaching staff with Master’s Degree

ABLE

AND

COMMITTED

TEACHERS

“Competence and good pedagogical

skills enable teachers to enjoy full autonomy

in the classroom” TEACHER

IN FINLAND

Respected

Career-long learner

Competent

3. Competence-based curriculum - thinking and doing

SHARED UNDERSTANDING OF EDUCATIONAL OBJECTIVES

SCHOOL OPERATIONAL CULTURE

CROSS-CURRICULA THEMES

INDIVIDUALIZED LEARNING

SUBJECT-SPECIFIC CURRICULUM COMPETENCE -

DRIVEN

“More than a syllabus, but an all

encompassing framework for school

operations”

A

S

S

E

S

S

M

E

N

T

Based in socio-constructivist teaching and learning practices

4. Student-centered teaching and learning

SHARED

UNDERSTANDING

“Learning results from active and purposeful

activity”

The aim of evaluation is to produce information that supports students and the school to develop further.

National testing, school ranking and inspection systems do not exist.

Centralized teachers and principal performance appraisals do not exist.

5. Assessment of and for learning

ASSESMENT

OF AND FOR

LEARNING

“Student assessment and evaluation is encouraging and

supportive by nature”

SCHOOL OPERATIONAL CULTURE - platform for policy implementation

OPERATIONAL CULTURE

Learning environments

Cross-curricular themes

Emphasis and characteristics

House rules Values

Cooperation with

stakeholders, partnerships

Conception of learning

Conception of the human

being Conception of

knowledge

Physical environment

Social and psychologigal environment

Internal cooperation

ICT / technology

A school operational culture has a significant impact on education and instruction at

the school, and thus on learning.

Conception of teaching

Home-school cooperation

Principles

Codes of conduct

Interactive relationships

Development through dialogue – interconnection

Labor market – 3rd level customer

- Continuous dialogue between education and the labor markets, and foresight of future scenarios

The surrounding community – 2nd level customer

- Continuous dialogue between other educational institutions and stakeholders

Student/family – 1st level customers

- Collaborative school communities, powerful home-school relationships

“ Education which genuinely shapes future social and

economic aspirations enables effective

guidance and counseling

procedures.”

CONTINUOUS

DEVELOPMENT

THROUGH

COMMUNITY OUTREACH

Six quality features of State-of-the-art School

“Quality is the process of bonding the quality drivers together”

General Features in Finnish School Curriculum

Curriculum implementation process I

LOCAL CURRICULUM

Learning materials and equipment

Continuous education Recruiting

National Core Curriculum

The Government Decree on the General National objectives and distribution of lesson hours (2002) & following amendments

LEGISLATION (1999)

LOCAL FLAVOUR Values, Decisions, Strategies etc.

Quality

To specify both national and local goals set for school level educational actions.

The meaning and aim of the school curriculum

What is the real meaning and aim

of the school curriculum?

The curriculum defines the ethical objectives of education

the level of skills the education aims at

the concrete aims to guide the action in practice

the concept of learning and learning environments the

instruction at school is based on

municipal and school level emphases

The curriculum is seen as the most important administrative AND pedagogical

document in a school

the teachers’ tool

a document of the community

the basis for both student assessment and school

evaluation

IN SUM - The purpose of curriculum

20.11.2012 | © EduCluster Finland Ltd

The school that is continually expanding

its capacity to create its future

LEARNING SCHOOL


OUTCOME RADAR FOR LEARNING SCHOOL

Economic and productivity outcomes • cost effectiveness • profitability • educational costs/certain indexes • results/investment • benefits/costs • rationalization etc. • (economic and • productivity indicators)

Organizational Outcomes • organizational culture • atmosphere • collaboration • effectiveness of feedback •work satisfaction •management style • level of motivation •mental welfare (measurement

scales, questionnaires, process indicators)

Development • innovations • new forms of cooperation

(synergy benefits) •methodology • new services • developmental activeness • open-mindedness towards

change

Effectiveness • positive learning experiences • developmental aspiration • goal-oriented performance

(goal-achievement) • development of cognitive,

social, etc., skills •meeting students’ needs (rate

of satisfaction) (shown by tests, questionnaires interviews and other evidence)

H.K. Lyytinen

LEARNING

Quality • quality of educational

services • expertise • credibility • communicativeness • client-orientation • understanding • methods promoting

effective learning


To create a superior performance

To improve quality

For the students

For competitive advantage

WHY BUILD A LEARNING SCHOOL?


For an energized, committed workforce (teachers) To manage change Because the times demand it Because we organize our interdependence


School skilled at creating, acquiring, and transferring knowledge

A place where people( teachers) continually expand their capacity to create results they truly desire, where new and expansive patterns of thinking are nurtured and where people are continually learning how to learn

Learning in a school means the continuous testing of experience into knowledge

WHAT IS A LEARNING SCHOOL?


Conversation. The single greatest tool in your school. We need to learn to talk through feelings, rights, conflicting principles.

Voluntary followership. Getting voluntary followership rather than control or leading mandate.

Emotional passion. Renewal requires energy driven by emotion (Big Dream)

ATTRIBUTES OF LEARNING SCHOOL


Ability to learn forever

Ability to own your own career

Ability to create ”safe” environments for others

Ability to see what’s coming and what’s leaving so you can make choices faster; faster response time

SKILL SETS NEEDED BY INDIVIDUALS IN A LEARNING SCHOOL


Ability to understand the culture of the school

Ability to let go of old myths

Ability to notice new patterns → language as an indicator

• multitasking

• short memory overload

• low level depression and increasingly changes of speed

SKILL SETS NEEDED BY INDIVIDUALS IN A LEARNING SCHOOL


Systematic problem solving

• insisting on data rather than assumptions

• use of statistical tools

Experimentation with new approaches

• steadily flow of new ideas

• incentives for risk-taking

• demonstration projects

Learning from their own experiences and past history

• recognition of the value of productive failure instead of unproductive success

ACTIVITIES OF A LEARNING SCHOOL


1. Be prepared for challenges and be conscious about the fears connected to change

• Courage

• Tolerance

• Understanding

2. Define the ideal vision; for example the world, in which you wish your grandchildren will live

MANAGEMENT PRACTICE IN A LEARNING SCHOOL


CHANGE MANAGEMENT

What needs to be sustained?

Defining/describing the present state

”Where are we now?”

Managing the transition

”How do we get from here to there?”

EXTERNAL FORCES

INTERNAL DEMANDS

WHY CHANGE? • Determining the need

for change • Determining the

desire of choice whether to change

Defining the desired future state/outcome

”Where do we want to get to?”

What needs to be changed?


3. Define the gap between the present situation and the ideal vision

4. Define the steps to be taken next year, the following year, etc.


5. Define the results that should be achieved 6. Define concretely, what new learning will be required from the work community in order to proceed towards the ideal vision 7. Define the recourses available for the development of learning


• 8. Identify the individual development needs

• 9. Assess the development in learning (cf. various instruments)

• 10. Create a systematic learning mechanism for the work community


are part of the normal annual planning

are made on the levels of school, team and individual

development is best supported when personal needs and situations are taken into account

PLANS FOR THE DEVELOPMENT OF KNOW-HOW


know-how on the team level is evaluated by everybody together

personal development plans are made and evaluated in development discussions


to show the direction for learning (know-how)

to create an ambience which fosters learning

to motivate by setting an example

to nurture the learning process

developing know-how

THE DIRECTOR’S TASKS IN MANAGING KNOW-HOW:


to awaken awareness and knowledge seeking

to foster reflection

to promote authentic dialogue

learning of the work community

in contact with the goals and aims of the school

THE SECOND LEVEL TASKS FOR THE DIRECTOR (BACKGROUND TO PREVIOUS TASKS)


Renders visible, helps to understand and remember:

the vision, strategy and aims of the school the know-how requirements of the future keeps the pupils’ needs, hopes and experiences in the foreground

THE DIRECTOR SHOWING THE DIRECTION:


engages in discussions on the quality of teaching and creates ways to monitor quality

explains the backgrounds, implications and aims of the operations( educational and didactic issues)

generates discussion on the matters above and systematises it


“There is, in fact, no one single explanation for the successful performance of Finnish students in PISA. Rather, the outstanding result seems to be attributable to a web of interrelated factors having to do with comprehensive pedagogy, students’ own interests and leisure activities, the structure of the education system, teacher education, school practices and, in the end, Finnish culture.”

Prof. Jouni Välijärvi

Why are Finnish students doing so well in PISA? What is the secret behind the Finnish success?


1. The Finnish school offers equal educational opportunities for all

irrespective of their age, domicile, financial situation, sex or native language

education is free of charge: learning material, tuition, welfare services, school meals and travels

What is the secret behind the Finnish success in the Finnish learning school?


2. Teaching is an inspiring profession that attracts many young Finns

A master’s degree is the basic requirement for permanent employment as a teacher

3. Finland has a smart policy for accountability

student learning is based on teacher- created tests at school level


4. People trust schools

Trusting schools and teachers is a consequence of a well-functioning civil society and high social capital

5. The Finnish education system has sustainable leadership and political stability

a steady political situation has enabled Finnish schools to concentrate on developing teaching and learning


THE FINNISH TEACHERSHIP


1. The most able and talented individuals go into teaching

2. A research-oriented attitude towards teaching

3. A versatile and popular (high status) professional

GOOD TEACHERS / GREAT SCHOOLS


Fairness Student oriented approach Goal awareness Importance of classroom peace

Stressing action and variation

TEACHER’S IMPORTANT PEDAGOGIC PRINCIPLES


The status of curriculum is significant.

Goal awareness highlights many aim fields of education and upbringing. Text book still has quite a significant role.

TEACHERS’ GOAL AWARENESS

20.11.2012


Students appreciated as individuals

Equity central / significant

Students’ differences and needs important

Student oriented approach has increased

Making use of students’ activity

High work morals, responsible

Strongly committed to work for students

THE FINNISH TEACHER: TAKING STUDENTS INTO ACCOUNT

20.11.2012


The range and variety of teaching methods is highlighted.

Instrumental use of teaching materials is becoming more common.

Information technologies have enriched working methods and materials.

RANGE OF TEACHING METHODS

20.11.2012


No new remedies for bullying.

Few means of managing disruptive students.

Special needs students cannot always be supported.

Possibilities of differentiation limited in practice

DEVELOPMENT NEEDS


WHAT COULD BE TRANSFERABLE?


Separate elements of a complex system rarely function well in isolation from their original system in a new environment The features and principles of a larger complex system are transferable Interactions among elements of the system determine the behaviour of that system as much as it’s individual elements

SOME PERSPECTIVES:


Technical drivers of good educational performance Socio-cultural factors Links to other public-policy sectors

THE FINNISH MODEL: FINNISH LESSONS


1. Development of a personal road map for learning

2. Less-classroom-based teaching 3. Development of interpersonal

skills and problem solving

THE FINNISH SCHOOL IS NOT READY: The Future of the Finnish School


4. Engagement and creativity as pointers of success

5. Special attention to at-risk

pupils and students 6. Anticipation of future threats

and trends

Dr. Jan-Markus Holm CEO / Managing Director, Ph.D.

EduCluster Finland Ltd.

[email protected] +358 40 13 63 900

www.educlusterfinland.fi

Thank you for your attention!

teacher as a change agent in education - codesin...

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