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Montenegre teachers y2 k6


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Professionalizing teachers: the wider policy context. Budva, 2006.

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Montenegre teachers y2 k6

  1. 1. Professionalizing teachers: the wider policy context Péter Radó Director Center for Educational Policy Analysis, Hungary OPEK
  2. 2. Questions to be addressed • Who determines expectations towards teachers? • What are the expectations towards teachers? • What makes a teacher a learner? • What makes a school a learning organization? • How can policy promote individual and organizational learning?
  3. 3. Who determines expectations? • Expectations of the employers (teachers as employees on the labor market) – does not work: • Teachers are public employees, narrow HR management competencies of directors • Insufficient information on the quality of the work of teachers •Anticipation of changes within and outside education systems • Education systems are isolated, mechanisms of building on anticipated changes in the economic, technological and social emvironment of schools are weak • Weak flexibility for adjusting to the changes in the environment (school autonomy, empowerment) •International references • Access to information produced by research and evaluation elsewhere • Vision substitutes (country models or the international mainstream) Consequence: educational policy is captured by academic experts and the interest of the (initial and INSET) training providers
  4. 4. Expectations towards teachers: a sample list • Ability to interpret national and organizational goals • Ability to use the whole repertoire of differentiated teaching (formative assessment, multiple ways of organizing learning in the classroom, etc.) • Awareness of own biases and stereotyped expectations, inclusive behavior and teaching • Ability to construct the content of learning in a multicultural manner • Ability to compensate for personal and socio-cultural disadvantages • Ability to use ICT and to incorporate them into teaching strategies • Ability to cross subject and educational level borders • Ability to co-operate with others within and outside of the school
  5. 5. Making the teachers learners The conditions of successful learning: • Motivation to learn • Are teachers convinced about the validity and relevance of expectations? • Is success made visible? • Is learning an additional burden? • Individual return of learning • Salary differentiation – what might be the basis for differentiation? • Access to information • Information on performance • Information on learning opportunities • Information that support formal, informal and non-formal learning • Access to learning opportunities • Supply driven and demand driven training systems • Capacity building policies of schools • The culture of learning – the learning friendly environment Conclusion: bigger emphasis on the organizational environment, i.e. on schools
  6. 6. Making the schools learning organizations Learning organization: „an organization and individuals within it with the capacity to create results that matter” (P.M. Senge) = schools that are able to improve students’ learning • Leadership and management – „Schools are not manageable professional bureaucracies” (H. Mintzberg) • Self-evaluation and internal school development cycles with strong focus on students’ learning („PDCA”) • Connecting organizational processes with internal development (co-operation instead of rituals, quality management) • Connecting individual capacity building with organizational goals • Teachers treated as accountable professional and not as „missioners” – human resource management
  7. 7. What can educational policy do? The external conditions of school level change: • Setting easily interpreted goals (curriculum targets, measurable achievement standards, promoting the chain of interpretation) • Regulation that incite and enforce the self-development effort of schools • Empowerment, professional, organizational and financial autonomy of schools • Deregulation, resistance to „problem solving” by regulation • Appropriate professional support services • Targeting schools and not individual teachers, adjusting supply to demand • Targeting students’ learning, not only teaching • Accountability system: external measurement and evaluation of the extent to which goals are met, information feed-back • Targeted developmental intervention in underachieving schools