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The Usual Suspects? Teachers, Their Challenges and Development (By Ferran Ruiz Tarragó)

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UNESCO Chair in e-Learning UOC
  VIII International Seminar "Teacher
Training: Reconsidering Teachers' Roles"
      Barcelona, 6-7 October 2011


   The Usual Suspects?
Teachers, Their Challenges
     and Development

         Ferran Ruiz Tarragó
  President of the Education Council
             of Catalonia
Teachers, usual suspects of:
• School failure, low employability and
  youth poor cultural level
• Countries’ poor results in comparative
  studies
• Incivic and violent behaviour of some
  youth
• The feeble success of reform and
  innovation policies
• Not working hard enough while looking to
  meet their convenience
Some hard facts about
     education
Henry Mintzberg

http://ugsm-monarch.com/2010/08/aom-annual-conference-and-msr-retreat-success/
Professional Bureaucracy
Rules and           Professional
regulations         autonomy

Knowledge-based     Almost flat
division of labor   authority structure

Standardization     Formal access
of the activity     to the profession
PB and Innovation
“The PB is an inflexible structure,
well suited to producing its standard
outputs but ill suited to adapting to
the production of new ones”

“Change comes slowly and painfully ”

                          Henry Mintzberg

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The Usual Suspects? Teachers, Their Challenges and Development (By Ferran Ruiz Tarragó)

  • 1. UNESCO Chair in e-Learning UOC VIII International Seminar "Teacher Training: Reconsidering Teachers' Roles" Barcelona, 6-7 October 2011 The Usual Suspects? Teachers, Their Challenges and Development Ferran Ruiz Tarragó President of the Education Council of Catalonia
  • 2. Teachers, usual suspects of: • School failure, low employability and youth poor cultural level • Countries’ poor results in comparative studies • Incivic and violent behaviour of some youth • The feeble success of reform and innovation policies • Not working hard enough while looking to meet their convenience
  • 3. Some hard facts about education
  • 5. Professional Bureaucracy Rules and Professional regulations autonomy Knowledge-based Almost flat division of labor authority structure Standardization Formal access of the activity to the profession
  • 6. PB and Innovation “The PB is an inflexible structure, well suited to producing its standard outputs but ill suited to adapting to the production of new ones” “Change comes slowly and painfully ” Henry Mintzberg
  • 7. U.S. secondary school curriculum subjects (1893): – Latin – Greek – English – Other Modern Languages – Mathematics – Physics, Astronomy, and Chemistry – Natural History – History – Geography Charles Eliot http://en.wikipedia.org/wiki/Charles_William_Eliot ZSX0011
  • 8. “It is a tragedy that, for most of us, school is not a place for deepening our sense of who we are and what we are committed to.” “Fragmented academic subjects transform us in master reductionists” Peter Senge Schools That Learn (2000) http://www.emprendedoresnews.com/liderazgo/peter-senge-pensar-en-sistemas.html
  • 9. “Education is far from being a knowledge industry in the sense that it does not allow itself to be transformed by knowledge concerning its own practices.” Lisbon Council Policy Brief (2006) Andreas Schleicher http://saladehistoria.com/wp/2009/11/28/andreas-schleicher-en-el-pais-espana/
  • 11. “All across America test scores are rising; students are learning; the achievement gap is closing; teachers and principals are beaming with pride!” Aug 2004 Speech Rod Paige http://www.boston.com/news/politics/conventions/articles/2004/08/31/ text_of_education_secretary_rod_paiges_speech/ Foto: org.elon.edu
  • 12. "The legitimacy of testing is being taken for granted. It's a farce." The Loneliness of the Long-Distance Test Scorer (2010) Dan DiMaggio http://www.citypages.com/content/printVersion/1782234/
  • 14. "The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor." Donald T. Campbell Campbell's Law (1976) http://en.wikipedia.org/wiki/Campbell%27s_Law
  • 15. Some hard facts (Summary) • Teachers often work in a climate of suspicion • Inflexible professional bureaucracy, ill-suited to innovation • Curriculum grounded in the 19th Century • Schools : – often show feeble committment to individuals – are not real knowledge organizations • Large-scale assessment and accountability are seriously flawed Are those issues within the scope of teacher training?
  • 17. “A business reflects its manager” The Mind of the Strategist (1982) Kenichi Ohmae Foto: http://www.3cstrategy.net/page5.htm
  • 18. “The business models based on twentieth century ‘managerial capitalism’ have reached the limits of their adaptive range.” “The old logic of wealth creation worked from the perspective of the organization and its requirements ... now we need a logic based on the Shoshana Zuboff individual.” Creating value in the age of distributed capitalism (2010)
  • 19. • “The real focus is on performance indicators chosen for ease of measurement and control rather, than because they measure accurately what the quality of performance is. • "Intelligent accountability requires more attention to good governance and fewer Onora O’Neill fantasies about total control." A Question of Trust (2002) http://www.bbc.co.uk/radio4/reith2002/
  • 20. • “We need to stop patching and mending institutions and services designed for another era.” • “... what matters is not just ideas, but real change on the ground, Hilary Cottam in our communities.” Participle (UK) foto: http://www.experientia.com/blog/interview-with-hilary-cottam/
  • 21. “We could think on new forms of relationship between economy and society. Those are our most serious shortages. There is a lack of imagination, knowledge and audacity ... Let's experiment. Anyway, there's nothing to lose.” Manuel Castells La Vanguardia, 29 May 2010
  • 23. Challenge #1 Teachers should be aware that they are requested to be excellent in an outdated system • Must be highly committed in spite of conditions that preclude excellence • Managers & decision-makers should make deep change possible • Confront the myth of the extraordinary teacher
  • 24. Challenge #2 Teachers should widen the scope of their professional mission regarding students • Center on youth development, community and sense of purpose, not just subject- matter instruction • Prepare students for the future, not for the past • Engage in deep and massive R&D
  • 25. Challenge #3 Teachers should fight for intelligent accountability • Confront publicly the illusion that numbers never lie • Engage collectively on improving competency-based assessment of student learning • Put forward proposals for comprehensive and equilibrated accountability of their own work
  • 26. “Dreaming, after all, is a form of planning.” Gloria Steinem http://news.boisestate.edu/newsrelease/archive/2004/092004/hi_steinem.jpg
  • 27. Thank you very much Ferran Ruiz Tarragó frtarrago@gmail.com