Η Σφαιρική Αναζήτηση για Εκπαίδευση: Σε αναζήτηση των Επαγγελματίες – Μέρος 1

Καταχωρήθηκε από C. M. Rubin Μαΐου 8, 2012

Here’s a powerful challenge to the world of education: Improve the profession of teaching. If you believe that the future of learning depends on the future of teaching, Andy Hargreaves’ and Michael Fullan’s latest collaboration, Επαγγελματική Κεφαλαίου, προτείνει ένα σχέδιο δράσης για τους εκπαιδευτικούς, διαχειριστές, schools and districts, και πολιτειακοί και ομοσπονδιακοί ηγέτες για το πώς να δημιουργήσετε μια γενιά επαγγελματικών εκπαιδευτικών του 21ου αιώνα. Over the next few days in The Global Search for Education series, I discuss with Michael Fullan, Andy Hargreaves and Randi Weingarten, Πρόεδρος της Αμερικανικής Ομοσπονδίας Καθηγητών, some of the issues as well as some of the strategies necessary to make this a reality. First up, I asked Randi to summarize what she believes the Επαγγελματική Κεφαλαίου model would mean in terms of changes in policy and practice? Randi explained:

Σε Επαγγελματική Κεφαλαίου, Hargreaves and Fullan are saying you have to invest in the whole system as opposed to believing that individual strategies will get you where you need to go. They are totally right. This push on individual effort, meaning if individuals just work really hard they will see huge returns, is wrong. In the long term it will backfire if you are trying to help all kids instead of some kids. They make that point brilliantly. And now of course you have examples of this all around the world. Look at Finland and Singapore and Japan and Canada. These countries are taking a page out of Hargreaves’ and Fullan’s book.

To find out more about the thinking and action plan laid out in their book, I asked Hargreaves and Fullan for their answers to these questions:

How do you envision the next generation of teaching in your book, Επαγγελματική Κεφαλαίου?

The new generation of teachers must be an entire community of professionals who are deeply committed to their work and highly capable of carrying it out. This requires teachers to be highly motivated, thoroughly prepared, continuously developed, properly paid, well networked with each other to maximize their own improvement, and able to make effective judgments using all their capabilities and experience. This generation will require three kinds of capital that make up what we call professional capital. First is the individual human capital of rigorous training and qualifications, as well as high emotional intelligence and proven success in working with young people. Second is the social capital of schools as communities where teachers collaborate together, are committed to their students and each other as people, are able to have challenging conversations about their own and their students’ εκτέλεση, and have the benefit of working in the high-trust environments that are associated with superior performance and results. Last is the decisional capital that comes from accumulating and reflecting on sufficient years of practice — τουλάχιστον 8 in most cases — to reach peak levels of performance in making the effective judgments that are central to all professional practice.

Many believe that education policy at the moment focuses on the extremes of teaching, δηλαδή. those teachers that are good and those that are bad. How has teaching to the test handicapped the art of teaching?

One of the most misunderstood and misapplied research findings is that if two students start equally and one experiences very good teachers for three years in a row, and the other has poor teachers for the same time period, the former student will move 50 percentile points above the less fortunate student. Μέχρι τώρα, this is only a statistical proof, but even if it were literally true, the leap in logic to reward the top teachers and punish the weak ones would still be misguided. Teaching to the test and allocating merit based on test results compounds the problem. The truth is that in high performing countries, policies and development focus on the entire profession getting better all the time. This means that most students will predictably encounter three good teachers in a row—not by fortune but by design. This is why those countries with the best teaching profession continually get the best results. Επί πλέον, when almost every teacher is good and is constantly learning rather then getting drive-by training in top-down priorities, they rub off on each other. They create a positive culture in which they push and also pull each other into energizing improvements where all teachers and therefore all students are bound to learn.

Στη Φινλανδία, teaching is not just a job, it is a profession. How does your model propose to turn teachers into pros in terms of their skills, η γνώση, capacities, and emotional intelligence?

Πρώτα, all levels of leadership, from the very top must, όπως η Φινλανδία, portray teaching as one of the most socially valuable and intellectually challenging jobs in society. This is why applicants to elementary teaching in Finland have a less than 10% chance of being accepted. Teachers are valued and respected in the society, not just because they make sacrifices, but also because they are smart. Teacher education should be rigorous, university based, and also profoundly rooted in school practice, and there should be fewer institutions providing it — creating more quality and coherence as a result. More resources should be moved to support the quality of teaching and learning in all schools and classrooms and less should be squandered on things like transportation because of proliferating school choice, on the legal and other costs associated with escalating levels of special needs identification because an excessively standardized curriculum cannot accommodate differences, and on the exorbitant cost of educational testing services in a country that tests more students on more things more of the time than any other developed nation. Teachers need more freedom, not less, to respond to and collaborate around their students’ diverse needs and circumstances as is true in the highest performing nations such as Finland, Σιγκαπούρη και τον Καναδά. Accountability occurs because teachers work transparently with each other and are committed to ongoing improvement and openness about progress and results. When schools fall short, there should be incentives and resources so higher performing schools can assist them — peers helping peers and schools helping schools — rather than parachuting in temporary turnaround teams from the top.

Andy Hargreaves is the Thomas More Brennan Chair in the Lynch School of Education at Boston College (www.andyhargreaves.com).

Michael Fullan is Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto (www.michaelfullan.ca).

More information about Επαγγελματική Κεφαλαίου

Later this week in the Global Search for Education: Σε αναζήτηση των Επαγγελματίες – Μέρος 2 — an interview with Randi Weingarten, Πρόεδρος της Αμερικανικής Ομοσπονδίας Καθηγητών.

Για περισσότερες Σε αναζήτηση Επαγγελματιών άρθρα: Η Σφαιρική Αναζήτηση για Εκπαίδευση: Σε αναζήτηση της Επαγγελματίες - Σιγκαπούρη

Στο παγκόσμιο Αναζήτηση για Εκπαίδευση, μαζί μου και παγκοσμίως γνωστή ηγέτες σκέψης συμπεριλαμβανομένου του Sir Michael Κομμωτήριο (Ηνωμένο Βασίλειο), Ο Δρ. Michael Block (ΗΠΑ), Ο Δρ. Leon Botstein (ΗΠΑ), Ο Δρ. Linda Ντάρλινγκ-Hammond (ΗΠΑ), Ο Δρ. Madhav Chavan (Ινδία), Ο καθηγητής Michael Fullan (Καναδάς), Ο καθηγητής Howard Gardner (ΗΠΑ), Ο καθηγητής Yvonne Hellman (Η Ολλανδία), Ο καθηγητής Kristin Helstad (Νορβηγία), Jean Hendrickson (ΗΠΑ), Καθηγητής Rose Hipkins (Νέα Ζηλανδία), Καθηγητής Cornelia Hoogland (Καναδάς), Η κ. Chantal Kaufmann (Βέλγιο), Ο Δρ. Eija Kauppinen (Φινλανδία), Υφυπουργός Tapio Kosunen (Φινλανδία), Ο καθηγητής Dominique Λαφοντέν (Βέλγιο), Ο καθηγητής Hugh Lauder (Ηνωμένο Βασίλειο), Καθηγητής Ben Levin (Καναδάς), Καθηγητής Barry McGaw (Αυστραλία), Shiv Nadar (Ινδία), Καθηγητής R. Natarajan (Ινδία), Ο Δρ. Denise Πάπα (ΗΠΑ), Sridhar Rajagopalan (Ινδία), Ο Δρ. Diane Ravitch (ΗΠΑ), Sir Ken Robinson (Ηνωμένο Βασίλειο), Καθηγητής Pasi Sahlberg (Φινλανδία), Andreas Schleicher (PISA, ΟΟΣΑ), Ο Δρ. Anthony Seldon (Ηνωμένο Βασίλειο), Ο Δρ. David Shaffer (ΗΠΑ), Ο Δρ. Kirsten Μοναδική Are (Νορβηγία), Στήβεν Spahn (ΗΠΑ), Yves Theze (Γαλλικό λύκειο των ΗΠΑ), Ο καθηγητής Charles Ungerleider (Καναδάς), Ο καθηγητής Tony Wagner (ΗΠΑ), Sir David Watson (Ηνωμένο Βασίλειο), Καθηγητής Dylan Γουίλιαμ (Ηνωμένο Βασίλειο), Ο Δρ. Mark Wormald (Ηνωμένο Βασίλειο), Ο καθηγητής Theo Wubbels (Η Ολλανδία), Ο καθηγητής Michael Young (Ηνωμένο Βασίλειο), και ο καθηγητής Minxuan Zhang (Κίνα) καθώς εξερευνούν τα μεγάλα ζητήματα της εκπαίδευσης εικόνα που όλα τα έθνη αντιμετωπίζουν σήμερα. Η Παγκόσμια αναζήτηση για την Εκπαίδευση της Κοινότητας Σελίδα

C. M. Rubin είναι ο συγγραφέας των δύο πολυδιαβασμένα online σειρά για την οποία έλαβε ένα 2011 Βραβείο Upton Sinclair, “Η Σφαιρική Αναζήτηση για Εκπαίδευση” και “Πώς θα μας Διαβάστε?” Είναι επίσης ο συγγραφέας του μπεστ σέλερ τρία βιβλία, Συμπεριλαμβανομένων Η Ρεάλ Αλίκη στη Χώρα των Θαυμάτων.

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Η Σφαιρική Αναζήτηση για Εκπαίδευση: Σε αναζήτηση των Επαγγελματίες – Μέρος 2 Η Σφαιρική Αναζήτηση για Εκπαίδευση: Σε αναζήτηση των επαγγελματιών σε όλο τον κόσμο Η Σφαιρική Αναζήτηση για Εκπαίδευση: Σε αναζήτηση των Επαγγελματίες – Σιγκαπούρη Η Σφαιρική Αναζήτηση για Εκπαίδευση: Η Παγκόσμια Δοκιμή?