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Teacher Professional Development with a wow-factor

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Presentation of a new European Commission, JRC-study on emerging and innovative models of teacher professional development and other forms of professional learning

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Teacher Professional Development with a wow-factor

  1. 1. Teacher professional development with a wow-factor Seeing beyond tomorrow: Innovative and emerging features Riina Vuorikari, European Commission, Joint Research Centre (JRC) Human Capital & Employment January 29 2019 ITK Webinar SLIDES at: https://www.slideshare.net/vuorikari/
  2. 2. Context Teachers are busy folks. There are many professional and personal demands for their time. How can PD fit in? Our research question: What kind of PD practices have emerged as a "workaround" to overcome/remove the known barriers and to meet the needs? Needs for PD: • 57% ICT skills for teaching • 48% Teaching for diversity • 41% Student counselling and behavioural issues • 40% Teaching transversal, soft and future skills Barriers: • 51% conflicts with the work schedule • 48% lack of incentives • 48% lack of support from employer • 44% of teachers consider PD activities expensive
  3. 3. Context: Provision of professional development in EU
  4. 4. The European Commission’s science and knowledge service Joint Research Centre (JRC)
  5. 5. The Joint Research Centre (DG JRC) Focus on the priorities of the European Commission: creating research evidence to support policy-making Policy neutral and Independent: no private, commercial or national interests
  6. 6. Outline A. Context, aim of the study and the research question B. Presentation of models and practices with some examples C. Take away message
  7. 7. Method: An exploratory, descriptive study • Summer 2017- December 2018: • A shallow-but-wide look on emerging practices of teacher professional learning and PD experiences in Europe and beyond • Based on desk research and interviews • Results cannot be generalised to all PD models and practices, but pertinent insights! • Frameworks underpinning the analysis: • Darling-Hammond et al., 2017 • Analysis of aspects of innovation, e.g. type by the Oslo Manual of Innovation © Cambridge University Press
  8. 8. Outline A. Context, aim of the study and the research question B. Presentation of models and practices with some examples C. Take away message
  9. 9. Tool 1: Darling-Hammond et al., 2017 © Cambridge University Press Table in Vuorikari, 2018, p.24
  10. 10. Tool 2: Type of innovation by the Oslo manual Table in upcoming report Vuorikari, 2019
  11. 11. Type of innovation (Oslo Manual, 2018) Trend: Combinations of types, e.g. both a product and a process innovation; process and an organisational innovation 2. Process • pedagogic practices (e.g. pedagogies), • also new processes for delivering services, e.g. use of ICT in e-learning services, professional collaboration • Organisational practices, e.g. new professional practices of teachers • Marketing innovation/external relations 1. Product and services • textbooks or educational resources, new syllabi, • a new educational software • a new professional development course or professional learning activity
  12. 12. Example: Matematiklyftet (SE) 3. 1. 2. 4.
  13. 13. Focus of innovation, i.e. the workaround 1. School as a learning organisation 2. Empowering learner through competence-oriented approach 3. Innovating online delivery 4. Re-inventing blended learning 5. Engaging in first-hand experiences 6. Innovating degree programmes 7. Innovating partnerships and new actors
  14. 14. Features • Shift from training an individual to training a group of teachers (targeting multiple actors in the school) • PD takes place onsite in school • Time set aside to collaborate, team-teach, peer-observe • Coaching support (by external or internal one), peer mentoring • Focus on learning how to collaborate with colleagues of the school using existing resources (curriculum, resources) • Proven models that work elsewhere (e.g. Lean-manufacturing, Sinus for math) Workarounds • Fitted into the work schedule (demands time allocation by school head) • Supported by employer • No costs and no need to commute • No prerequisits 1. School as a learning organisation
  15. 15. Features • Moves teachers towards competence- oriented approaches in education • teachers co-create a condusive environment for students to practice key competences, soft skills and transfersal themes (e.g. taking initiative, creativity) • For teachers to learn how to enable learner agency • Students to become teachers to others, to mentor fellow students, to plan activities • Blurres boundaries between teacher, student, parent, local Workarounds • PD topics are those that teachers say they need: future skills, teaching for diversity, multi- cultural setting 2. Empowering through competence-oriented approach
  16. 16. Features • Digital delivery still a novelty but can be efficient in reaching large numbers in short time • New implementations emerge, e.g. MOOCs open to everyone, video to replace classroom visits and to model good practices, micro-learning & nano courses • Variations in length and depth of the content, but also in taking advantage of self-paced vs. synchronous sessions Workarounds • Digital delivery helps avoid conflicts with work schedule • Digital delivery can open content to larger audience (e.g. no prerequisites to attend) • Micro-learning can help to make time for PD within otherwise busy work schedule 3. Innovating online delivery of PD
  17. 17. Workarounds • Hands-on sessions onsite in the classroom add a component of active learning - help transfer knowledge into practice and root PD in one's own context • Reflective sessions with experts and colleagues allow teachers to solicit feedback • Recognistion and support for teacher networks start emerging by school heads and ed authorities – making the best out of top-down and bottom-up 4. Re-inventing blended learning Features • Blended learning re-invented: • Traditional online courses now mixed with onsite in school practical hands-on periods with authentic tasks • A reflective session to review the experience and what was learnt • No more traditional "online only" networks but ones that start blending digital and physical activities in the professional context – "the best of both worlds" • start to be supported/organised by education authorities
  18. 18. Features Workarounds • Active learning engages teachers directly in trying out classroom and teaching strategies allowing experiencing them first-hand • Authentic activities and artefacts allow for deeply embedded and contextualised professional learning 5. Engaging in first-hand experiences Features • Professional learning situated in the real- world context, "learning by doing it first- hand" • moves PD away from traditional settings • Disruptive models of conducting PD • Shadow a student-challenge; • Pedagogical hackathons; • Escape rooms;
  19. 19. Features • Degree programmes in tertiary education start reinventing themselves to better answer to teachers' PD needs • Programmes mix non-traditional topics and include those that are not part of traditional teaching degrees • Programmes also mix more traditional academic work with online and active hands-on experiences • Not all qualification programmes are accredited through traditional methods Workarounds • Traditionally rigid degree programmes add appealing topics to their offerings by offering "non- traditional" or "private degrees" • Foundations start offering stipends for their degree programmes to help financing 6. Innovating qualification programmes
  20. 20. Features • Social partners, e.g. philanthropy, foundations • As (accredited) providers of PD • Creating content of PD • Partnering-up • Industry involved, but in "our own" terms • For teachers by teachers: teacher entrepreneurial activities generating (social) value for the community Workarounds • Social partners can offer privileged PD topics and bring in new perspectives • Teacher micro-entrepreneurs reinvent career paths within teaching profession 7. Innovating partnerships and new actors
  21. 21. Outline A. Context, aim of the study and the research question B. Presentation of models and practices with some examples C. Take away message
  22. 22. Yes, we are starting to see some changes • new models and novel features that can go around/can remove the known barriers of teacher PD and thus better address the needs of teachers in today's society. • Interesting 3rd party providers (e.g. not- for-profit associations to philanthropy, corporate responsibility programmes and small entrepreneurs in the field of education, but also volunteering individuals). • Mixing more than one type of activity and mode of delivery, about a half uses digital technologies in addition to other modes But… • These new models and emerging features are not necessarily very known yet by traditional providers of teacher PD, they are not streamlined in current offerings, and not at scale yet. • Many examples are offered outside of "official" PD provision with no accreditation or other support mechanisms • The impact of these features on changing teachers' classroom practices and enhancing student learning outcomes need more research. So, how are teachers' needs addressed in terms of better organised PD offerings?
  23. 23. Publications on Teacher PD in the JRC • Part 1: Teachnical report with 1-page descriptions of all 30 examples and first analysis of the main features (https://europa.eu/!fm67Mn ) • 6 case studies with more in-depth analysis • Part 2: Final analysis and policy-pointers (out mid-February) • The reports will feed into discussion among educational policymakers and education authorities to inspire change for more excellent teaching and learning in the future!
  24. 24. Have you come across PD with a wow factor? Contact, comments, questions: Riina.Vuorikari@ec.europa.eu
  25. 25. Other things that JRC does for education … Entre Comp DigCompEdu Competence frameworks → For citizens, learners, teachers and trainers → For educational organisations
  26. 26. …and why Entre Comp DigCompEdu Council Recommendation on Key Competences for Lifelong Learning (2018) Digital Education Action Plan 17 January 2018 1) Literacy competence 2) Multilingual competence 3) Mathematical competence and competence in science, technology and engineering 4) Digital competence 5) Personal, social and learning to learn competence 6) Citizenship competence 7) Entrepreneurship competence 8) Cultural awareness and expression competence • Making better use of digital technology for teaching and learning • Developing relevant digital competences and skills for the digital transformation • Improving education through better data analysis and foresight
  27. 27. JRC Frameworks for Digital Competence Digital Competence Of citizens for Life in a Digical Age Professional Digital Competence of Educators To modernise education in a digital age Digital Capacity of Schools DigCompEdu DigComp
  28. 28. SELFIE https://www.youtube.com/watch?v=n_Ma0-2f_1w More information: https://ec.europa.eu/education/schools-go-digital

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