Teacher Professional Development with a wow-factor: Innovative and emerging practices
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Presentation on emerging and innovative models of teacher professional development and other forms of professional learning. The study is conducted by the JRC, the European Commission.
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Teacher Professional Development with a wow-factor: Innovative and emerging practices
- 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 March 21 2019 ITK Conference SLIDES at: https://www.slideshare.net/vuorikari/
- 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. Context: Provision of professional development in EU
- 4. Context: Innovation in Teacher PD (OECD, 2019) Secondary aim: to provide education authorities and policy makers with evidence and exemples of models that support teacher peer learning => henceforth professional learning
- 5. The European Commission’s science and knowledge service Joint Research Centre (JRC)
- 6. 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
- 7. Outline A. Context and aim of the study within the EU B. Methodology and the tools C. Presentation of models and practices with some examples D. Take-home messages
- 8. Method: An exploratory, descriptive study (1) © Cambridge University Press in Vuorikari, 2019, p.24 More details: Technical Report in Vuorikari, 2018.
- 9. Method: An exploratory, descriptive study (2) • 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 • Pertinent insights, although results cannot be generalised to all PD practices! • Frameworks underpinning the analysis: • Darling-Hammond et al., 2017, Teacher Development Trust (2015) • Analysis of aspects of innovation by the Oslo Manual of Innovation (OECD, 2018)
- 11. Tool 1: Darling-Hammond et al., 2017 © Cambridge University Press Table in Vuorikari, 2018, p.24
- 12. Tool 2: 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 • pedagogical 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
- 13. Tool 2: Type of innovation by the Oslo manual Table in report Vuorikari, 2019
- 16. Outline A. Context and aim of the study within the EU B. Methodology and the tools C. Some examples of models and practices D. Take-home messages
- 17. 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
- 18. 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
- 19. 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
- 20. 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
- 21. 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
- 22. 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;
- 23. 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
- 24. 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
- 25. Outline A. Context and aim of the study within the EU B. Methodology and the tools C. Some examples of models and practices D. Take-home messages
- 26. Yes, we are starting to see some changes • new models and novel features that can go around, or even remove, the known barriers emerge thanks to both process and product innovation • PD offers mix more than one type of activity and mode of delivery, about a half uses digital technologies in addition to other modes, giving more structure to professional (peer) learning. • 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). 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, are teachers' needs better addressed in terms of PD offerings?
- 27. So what? Policy implications Policy implication: • Education authorities should embrace, recognise and incentivise various forms of professional (peer) learning and work towards offering them to all teachers as part of accredited offering. • Widening the pool of accredited PD activities to include more 3rd party providers who have the content expertise and interest towards teachers. Policy pointers for practitions and those designing the provision: • At all levels, include teachers as players who determine professional development needs; topics, delivery, time and processes, the details from the field could guarantee good buy-in from teachers. • Innovate the design and delivery of professional development and learning activities, e.g. the 7 key elements • Take the best of both worlds: mixed-mode delivery can remove barriers • Experiment with the duration and depth of the course content, micro-learning • Local resources can be leveraged for mentoring and coaching
- 28. JRC Publications on the Science Hub • Final analysis and policy-pointers to inspire change for more excellent teaching and learning in the future https://europa.eu/!JQ76gk • Teachnical report with 1-page descriptions of all 30 examples with 6 case studies https://europa.eu/!fm67Mn
- 29. Have you come across PD with a wow factor? Contact, comments, questions: Riina.Vuorikari@ec.europa.eu
- 30. Other work in the JRC on education … Entre Comp DigCompEdu Competence frameworks → For citizens, learners, teachers and trainers → For educational organisations
- 31. …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
- 32. 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
Editor's Notes
- The barriers and Needs are from TALIS study (OECD, 2014) 85% of teachers in EU participated in PD activities in the 12 months prior to the survey (according to the last TALIS study, looking at the data for those EU countries that participated =17 countries + two regions).
- Median days per year in Europe is 4 and average 10, so there are huge differences between countries depending how the education system is set up. Eurodice says: “The time teachers spend on their CPD is partly related to its status in central regulations. In countries in which it is not considered a professional duty or a necessity for promotion, the trend (measured in days) is below the EU average, with involvement also in a lower-than-EU-average number of topics. By contrast, where CPD is regarded both as a professional duty and a requirement for promotion there is a tendency to exceed these EU averages. The way in which the central education authorities express involvement in CPD as a duty varies enormously. For some, it is just a nominal commitment, whereas others specify the completion of a minimum number of days or hours, and in certain cases one or more compulsory topics.” European Commission/EACEA/Eurydice, 2015. The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union.
- 85% of teachers in EU participated in PD activities in the 12 months prior to the survey (according to the last TALIS study, looking at the data for those EU countries that participated =17 countries + two regions).
- JRC-IPTS: One of the key knowledge providers for DG EAC
- Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Darling-Hammond, L., Hyler, M. E., Gardner, M.: Effective Teacher Professional Development. Learning Policy Institute, Palo Alto, CA (2017). The authors define effective professional development "as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes." After a review of 35 methodologically rigorous studies, the authors outlined seven features most of which effective professional learning seem to incorporate. In the final study, we analyse our cases using this framework.
- Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Darling-Hammond, L., Hyler, M. E., Gardner, M.: Effective Teacher Professional Development. Learning Policy Institute, Palo Alto, CA (2017). The authors define effective professional development "as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes." After a review of 35 methodologically rigorous studies, the authors outlined seven features most of which effective professional learning seem to incorporate. In the final study, we analyse our cases using this framework.
- This module focuses on the importance of reflection on how you in the teacher group can develop a professional approach to teaching algebra in grades 4-6. The module is divided into eight parts which deal with a number of didactic perspectives in mathematics teaching. The headings on the sections give a brief summary of the didactic perspective which is the main focus in each part. The module has been supplemented with two texts that deal with programming, these are found in part 5 and part 7. These texts and activities can be read and performed independently from the other contents of the part.
- Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Darling-Hammond, L., Hyler, M. E., Gardner, M.: Effective Teacher Professional Development. Learning Policy Institute, Palo Alto, CA (2017). The authors define effective professional development "as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes." After a review of 35 methodologically rigorous studies, the authors outlined seven features most of which effective professional learning seem to incorporate. In the final study, we analyse our cases using this framework.
- 85% of teachers in EU participated in PD activities in the 12 months prior to the survey (according to the last TALIS study, looking at the data for those EU countries that participated =17 countries + two regions).
- This study is inspired by the five trajectories of innovation for education used by Bocconi et al., 2012 which are the following. Nature of innovation (incremental, radical, disruptive): this captures the progressive levels of change from the introduction of some new elements (incremental), to a relevant number of innovative elements (radical), to a profound and comprehensive change (disruptive) (Leadbeater & Wong, 2010; OECD, 2010). Implementation phase (pilot, scale, mainstreaming): this describes the stages of development, ranging from limited application (pilot), to more consolidated up-take (scale), to established use (mainstreaming) (e.g. OECD, 2010). Access level (local, regional/national, cross-border): this captures the geographical coverage of the innovation, from a restricted area (local), to a broad realm (regional/national), up to an international/world-wide level (cross-border) (OECD, 2010). Type of innovation (process, service, organisation, marketing innovation): this illustrates the extent of innovation following the Oslo Manual (OECD & Eurostat, 2018). Target (single actors = individual teacher, multiple actors=whole school, a wide range of actors=stakeholders): this describes the actors targeted by the innovation, from a specific group (single actors), to a diverse set of actors (multiple actors), up to a variety of stakeholders (wide range of actors).
- The examples are presented in Table 2 (1) how the delivery is conducted (online; onsite in school, out of school); (2) the type of PD using an enriched TALIS vocabulary (e.g. courses/workshops, conferences or seminars, observation visits to other schools, qualification programme, participation in a network of teachers; individual or collaborative research, mentoring and/or peer observation and coaching, and school based collaborative PD), (3) education and training provider ranging from national/regional educational authorities to non-profits, corporate providers or even individuals and new educational entrepreneurs in the field, (4) whether the focus is on individual teacher or school, for example. Last, the wide range of content areas becomes evident from the titles (5) addressing the issue of teachers’ PD needs (Table 1, rightmost row).
- Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Darling-Hammond, L., Hyler, M. E., Gardner, M.: Effective Teacher Professional Development. Learning Policy Institute, Palo Alto, CA (2017). The authors define effective professional development "as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes." After a review of 35 methodologically rigorous studies, the authors outlined seven features most of which effective professional learning seem to incorporate. In the final study, we analyse our cases using this framework.
- The labelling used to describe the focus of innovation in PD examples is not hierarchal or categorical (i.e. there is one correct way to classify each item only in one place) as many of the examples have similar traits and they could, therefore, exist under many of the labels. So in a way, these can also be called features, as they are important parts of many of the examples. The examples are presented in Table 2 which also indicates (1) how the delivery is conducted (online; onsite in school, out of school); (2) the type of PD using an enriched TALIS vocabulary (e.g. courses/workshops, conferences or seminars, observation visits to other schools, qualification programme, participation in a network of teachers; individual or collaborative research, mentoring and/or peer observation and coaching, and school based collaborative PD), (3) education and training provider ranging from national/regional educational authorities to non-profits, corporate providers or even individuals and new educational entrepreneurs in the field, (4) whether the focus is on individual teacher or school, for example. Last, the wide range of content areas becomes evident from the titles (5) addressing the issue of teachers’ PD needs (Table 1, rightmost row).
- A swedish example of PD for Math teachers with a participation rate of some 75% at the nation wide (Subject-specific PD through content modules, collegial learning and peer tutoring): https://larportalen.skolverket.se/#/moduler/1-matematik/alla/L%C3%A4rare%20i%20matematik NL: LeerKRACHT in NL (750 schools participating ): https://stichting-leerkracht.nl/ Belgium (Fr): Prof’Essor http://enseignement.catholique.be/segec/index.php?id=2239
- Cyprus: Teacher PD course to train students to train others https://youngcoaches.pi.ac.cy/ Oxfam: Students peer-mentoring fellow students of migrant background http://edu.oxfam.it/erasmusplus/portfolio-view/intercultural-mentoring Finland: Innokas network - a schook-based maker-space as a way to robotics http://innokas.fi Finland: PopUp School https://www.popupkoulu.fi/
- Croatia, New content and new delivery of teacher professional development: http://www.azoo.hr/index.php?option=com_content&view=article&id=1999&Itemid=343 Portugal, in-serve training course for mentoring student https://www.psi.uminho.pt/pt/_layouts/15/uminho.portaisuoei.ui/pages/eventsdetail.aspx?id=50313 Spain, Intef: http://aprende.intef.es/ Teaching Channel https://www.teachingchannel.org/ Small chunks and online content for busy teachers: 15. Spain: Online learning opportunities from nano-units to MOOCs http://aprende.intef.es/ 16. US: Video as a tool to peer-observation (Teaching Channel) https://www.teachingchannel.org/teachers
- Slovenia, https://www.ouslovenia.net/project/slovenian-educational-network-teachers-training/ Belgium, Mediacoach: https://mediacoach.mediawijs.be/ EU initiative: eTwinning http://etwinning.net Iceland, Education Plaza: http://menntamidja.is/education-plaza/ Lithuania: iKlase - a grass-root teacher network fostering micro-entrepreneurial opportunities http:// iKlase.lt
- (Teacher-entrepreneurs) Estonia-Finland: Cross-border PD course for system-level innovation in education: https://www.euneoscourses.eu/?p=147 Shadow a Student- challenge http://shadowastudent.org/ France, “Creathon” and “Hackathon in eTwinning” https://www.reseau-canope.fr/notice/le-hackathon-pedagogique.html France, Escape rooms: http://eduscol.education.fr/jeu-numerique/article/2238
- Examples of degree programmes in tertiary education (a cohesive whole of course components, aimed at achieving clearly defined exit qualifications). Finland: post-graduate programmes for “Digi”-teacher http://www.uef.fi/web/ erikoistumiskoulutus-digiope/ Spain: Laboratory for new education http://master.fundacionginer.org/modulo.html Czech Republic: Live teacher - a training course for future teachers https://www.ucitelnazivo.cz/en/ DK: “Practical Entrepreneurship” course for VET teachers http://www.ffe-ye.dk/undervisning/efteruddannelser/indsats-for-efteruddannelse/projekt-fagligt-entreprenoerskab-eud
- Examples about social partners: Slovakia (with British Council): EnglishOne, a wide-range of resources and support for teaching https://anglictina.iedu.sk/ Italy, Golinelli fundation (accredited CPD courses in STEM by a philanthropist) http://www.fondazionegolinelli.com/the-six-project-areas/ Belgium (Fl): FYXXLAB - an educational out of school, onsite in school makerspace open to all schools https://www.fyxxi.be/ Finland: Schools as local PD providers https://www.oph.fi/kehittamishankkeet/kehittamiskouluverkosto/aineistoa Thinking outside the box: Finland: swapping schools to experiment with phenomenon-based learning https://www.sitra.fi/blogit/opettajat-koulutuksessa-nappikaupasta-rohkeisiin-ratkaisuihin/
- The more traditional CPD, as provided by education authorities, also sees some innovation: MOOCs, micro-learning, and social media and network exists – but they are only rarely accredited for in-service training. Provision by the 3rd party actors expands to topics that teachers say they have a need of - but is rarely accredited
- o Use the key elements of effective professional development – they are known to work for teachers: incorporate active learning, keep content focus, support collaboration in job-embedded context, model effective practices, provide coaching and expert support, offer opportunities for feedback and reflection, sustain duration over a long period (see Table 4 and 5).
- https://ec.europa.eu/jrc/en/digcomp/ https://ec.europa.eu/jrc/en/digcompedu/supporting-materials https://ec.europa.eu/jrc/en/entrecomp https://ec.europa.eu/education/schools-go-digital