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Retain perspectives from Brussels

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Presentation from the Retain final seminar

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Retain perspectives from Brussels

  1. 1. University College Syddanmark, fredag 29. april 2016 RETAIN PERSPECTIVES FROM BRUSSELS The Danish RETAIN focus; examples: School 1: The Inclusion Compass with focus on collaboration internal and external: •Team and employees at school such as pedagogues and social workers •Parents and the collaboration between home and school The Danish RETAIN focus; examples: School 2: •Co-construction, Co-design and Collaboration: Collaborative Dialogue NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE 13:15 – 14:45 Good practice examples from the pilot local authorities Denmark, Belgium, and Spain *Christian Quvang, European Educational Research Association and UC South Denmark
  2. 2. University College Syddanmark, fredag 29. april 2016 Points; for new teachers … Example no. 1; Point # 1 Retainment is challenged by complex relations and obligations in relation to ‘outside’ actors -and supported by organizing space and time for a systematic organization and handling processes of team cooperation Example no. 2; Point # 2 Retainment is challenged by being left on your own with just a minimum of feed back -and supported by close cooperation in teams of teachers comprised of trained and novice teachers NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  3. 3. University College Syddanmark, fredag 29. april 2016 School 1. The NVIE Inclusion Compass NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE Title of the tool: The Inclusion Compass
  4. 4. University College Syddanmark, fredag 29. april 2016 Example no. 1 Empirical notes In the project period the team experimented with different ways of organizing processes of internal and external collaboration related to team cooperation and parent collaboration. Ideas and procedures were tested, discussed and implemented in the relevant connections. The specific focus in the team processes was to test, experiment and develop quality with focus on connections and the operationalizing between values, pathways and evaluation NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  5. 5. University College Syddanmark, fredag 29. april 2016 Promoting factors Promoting supporting factors for pupils with specific challenges, e.g. SEN related, to the parent – school cooperation: • In the initial process of visitation to any kind of support to start with consultations and dialogue between the contact teacher, the team and the parents in order to share knowledge and responsibility • In the following phase to involve SEN teachers and other resource persons on e.g. meetings with participation from various professions according to the actual challenges in order to empower decisions and the feeling of security for the novice teacher • In the following phases, according to the level of demand, to involve school management or other professions in the sparring of the teacher team or/and individual teacher so responsibility is shared and collective and not personal and individual NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  6. 6. University College Syddanmark, fredag 29. april 2016 Barriers Barriers and challenges for the newly educated teacher working in the field of pupils with specific challenges, e.g. SEN related, to the parent – school cooperation: •Much of this work will have a character of invisibility due to a widespread tendency that this will take place in between formal meetings etc. and hence not related to the general evaluation, planning and targeting in the team. •The process of establishing, maintaining and developing cooperation and confidence between school and parents is one of the biggest challenges and much relies on establishing a certain level of confidence from the outset. For newly educated teachers this is crucial and learning processes that calls for support and critique from experienced teachers. •To communicate in sustainable dialogues for all involved while maintaining ones authority is a substantial part of becoming a teacher. To know when to follow ones intuition and when to seek sparring is decisive for retainment. NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  7. 7. University College Syddanmark, fredag 29. april 2016 School 2 Title of the tool: Co-construction, Co-design and Collaboration: Collaborative Dialogue In the project period a set of tools … “designed to enable novice teachers to learn from more experienced colleagues. These were initially developed to support student teachers but are very appropriate for the sharing of good practice amongst qualified teachers. Key features of the approach are the demonstration and modelling of good practice, a focus on specific aspects of teaching and learning that are felt to be in need of development and a system of self and joint reflection on theory and practice”. http://socialsciences.exeter.ac.uk/education/partnership/theexetermodelofite/ NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  8. 8. University College Syddanmark, fredag 29. april 2016 Example no. 2 Empirical Notes: The school chose to work with the theme ‘Co-construction, Co-design and Collaboration and more specific with “Collaborative Dialogue”. Observation and sparring took place at team meetings and it was established as a routine at the meetings for the teachers at each meeting to present a case related to what had happened in class during the week. The newly employed teachers presented the case as ’the experience of the week’ face to face to one of the experienced teachers, who was able to address clarifying questions in a process with two observing colleagues The observing teachers were not allowed to make any comments during the process. After this they were having a dialogue about what they have heard and in this process the teacher in focus and the interviewer were not allowed to intervene. The last step in this process was for the interviewing team to have a dialogue related to what they have heard the observing team reflect upon. Solutions and actions was then discussed and talked over in a joint dialogue with everyone participating. NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  9. 9. University College Syddanmark, fredag 29. april 2016 Promoting Factors • A number of positive effects became visible during the process of cooperation between the teachers and some actions were established afterwards. The teachers became aware of the existence of a number of unwritten ‘laws’ which can be difficult for a newly employed teacher to handle reasonably. • This lead to a higher degree of verbalizing framework and routines at the school, done in cooperation with school management. • For the team this meant formation of sub teams each comprised of a newly employed and an experienced teacher working together on plans for teaching, how to share challenges in the job being a teacher and sharing materials etc. for teaching. • Furthermore the newly employed teacher was able to choose a personal mentor for one year ahead in connection with other tasks at school. • Last but not last one teacher from the team was allocated the task to act as supervisor for the whole team for a specific grade. NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  10. 10. University College Syddanmark, fredag 29. april 2016 Barriers •Different kind of barriers occurred in the process of team cooperation and the sparring between newly employed and experienced teachers. The project ‘Team Sparring’ had a preventive character, but at certain moments more urging tasks took over and changed the agenda. •The challenge was to allocate sufficient time and space for this work, as team there were other tasks to be taken care of on these weekly meetings such as the preparation of teaching, projects, parent cooperation etc. NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  11. 11. University College Syddanmark, fredag 29. april 2016 Points; revisited Example no. 1; Point # 1 Retainment is challenged by complex relations and obligations in relation to ‘outside’ actors -and supported by organizing space and time for a systematic organization and handling processes of team cooperation Example no. 2; Point # 2 Retainment is challenged by being left on your own with just a minimum of feed back -and supported by close cooperation in teams of teachers comprised of trained and novice teachers NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE
  12. 12. University College Syddanmark, fredag 29. april 2016 Thank You for listening NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE

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