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![Goal Consensus
Robinson, V., Hohepa, M. & Lloyd, C. (2009). School leadership and student
outcomes: Identifying what works and why. Best evidence synthesis iteration [BES].
New Zealand: Ministry of Education.
Kurz, T. B., & Knight, S. L. (2004). An exploration of the relationship among teacher efficacy,
collective teacher efficacy, and goal consensus. Learning Environments Research, 7(2), 111-128.](https://image.slidesharecdn.com/lezingvlaamseoverheidoktober2020-201001091236/85/Over-leraren-35-320.jpg)
Uploaded byPedro De Bruyckere
Over leraren...
Deze lezing gaf ik in de Commissie Onderwijs van het Vlaamse parlement over tackelen lerarentekort en onderwijs meer kwalitetisvol maken. op 1 oktober 2020.
Over leraren...
- 1. Over leraren Pedro DeBruyckere Arteveldehogeschool – Universiteit Leiden Gent – Leiden
- 2. Samengevat 1. Beter deachterdeur dicht ipv de voordeur open 2. Wees realistisch 3. Denk collectief 4. Iets stouts
- 3. Samengevat 1. Beter deachterdeur dicht ipv de voordeur open 2. Wees realistisch 3. Denk collectief 4. Iets stouts
- 4.
- 5.
- 6.
- 7.
- 8.
- 9. We maken niet echtreclame voor het beroep:
- 10.
- 11. Eerste stap: maken datde leraren die we hebben, blijven.
- 12. Grote verschillen tussenscholen! (Semminck, Bolangier, & De Bruyckere, 2020)
- 13. Samengevat 1. Beter deachterdeur dicht ipv de voordeur open 2. Wees realistisch 3. Denk collectief 4. Iets stouts
- 14. Veel is geprobeerdzonder succes:
- 15.
- 16. De meest effectievebeter belonen?
- 17.
- 18. 11 jaar nodigom dit goed in kaart te brengen (per leraar). (Wiliam, 2018)
- 19.
- 20. Tweede stap: maken datde leraren die we hebben goed zijn (en liefst steeds beter worden). (Hattie, 2019; Wiliam, 2019)
- 21. Samengevat 1. Beter deachterdeur dicht ipv de voordeur open 2. Wees realistisch 3. Denk collectief 4. Iets stouts
- 22. Er is eennieuwe nummer 1… (alhoewel: nieuw?)
- 23. A group's confidencein its abilities seems to be associated with greater success! Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
- 24. Grootste leereffect bij Hattie(2019): 1.39.
- 25.
- 27. CTE in Vlaanderen? Sterkelink met SES van de populatie in school. Belfi, B., Gielen, S., De Fraine, B., Verschueren, K., & Meredith, C. (2015). School- based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy. Teaching and Teacher education, 45, 33-44.
- 28. Hoe collective teacherefficacy vergroten?
- 29. In relatie totde schoolorganisatie:
- 30. Advanced Teacher Influence Donohoo,J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA:
- 31. Teachers’ Knowledge AboutOne Another’s Work Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA:
- 32. Cohesive Staff Donohoo, J.(2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA:
- 33. Responsiveness of Leadership Donohoo,J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA:
- 34. Effective Systems ofIntervention Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA:
- 35. Goal Consensus Robinson, V.,Hohepa, M. & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best evidence synthesis iteration [BES]. New Zealand: Ministry of Education. Kurz, T. B., & Knight, S. L. (2004). An exploration of the relationship among teacher efficacy, collective teacher efficacy, and goal consensus. Learning Environments Research, 7(2), 111-128.
- 36. Derde stap: versterk hetcollectieve o.a. door sterke, responsieve schoolleiders.
- 37. Samengevat 1. Beter deachterdeur dicht ipv de voordeur open 2. Wees realistisch 3. Denk collectief 4. Iets stouts
- 38. Toen ik gevraagdwerd om te denken: “Jij wordt geen leerkracht!”
- 39. Dank! Pedro De Bruyckere Arteveldehogeschool– Universiteit Leiden Gent – Leiden
Editor's Notes
- #28 her staffs' trust in students and parents can be advanced through interactions, both formal and informal, between parents and teachers. However, for these interactions to be trustful, Hoy and Tschannen-Moran (1999) indicate that teachers need to have contacts with parents on a regular basis and that both teachers and parents need to be willing to be vulnerable in the presence of the other party, based on confidence that the other party is benevolent, reliable, competent, honest and open. In addition, schools and policy makers may seek to increase the knowledge of good educational practices held by low-SES parents by boosting the educational opportunities and information resources available to parents. Sharing the same norms regarding the upbringing and education of children will enhance the relationships between parents and teachers (Coleman, 1990) and as the present study pointed out, will subsequently strengthen the CTE of a teacher staff. A
- #31 Advanced teacher influence is defined by the degree to which teachers are provided opportunities to participate in important school-wide decisions.
- #32 Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge about each other’s practice.
- #33 Cohesion is defined as the degree to which teachers agree with each other on fundamental educational issues.
- #34 Responsive leaders show concern and respect for their staff and protect teachers from issues that detract from their teaching time and focus.
- #35 Effective systems of intervention help in ensuring that all students are successful.
- #36 Reaching consensus on goals not only increases collective efficacy, it also has a direct and measurable impact on student achievement (Robinson, Hohepa, & Lloyd, 2009)