Retain perspectives from Brussels

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

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
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
INCLUSIVE PRACTICE

School 1. The NVIE Inclusion Compass
INCLUSIVE PRACTICE
Title of the tool:
The Inclusion Compass

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
INCLUSIVE PRACTICE

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
INCLUSIVE PRACTICE

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.
INCLUSIVE PRACTICE

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/
INCLUSIVE PRACTICE

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.
INCLUSIVE PRACTICE

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.
INCLUSIVE PRACTICE

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.
INCLUSIVE PRACTICE

Points; revisited
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
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
INCLUSIVE PRACTICE

Thank You for listening
INCLUSIVE PRACTICE

Retain perspectives from Brussels

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