Denmark (and Rudersdal) a quick view

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1 Denmark (and Rudersdal) a quick view

2 Population: 5.2 mio Public schools: 1750 (from less than a hundred students up to app. 1000) Teachers: A decentralized school system (98 local communities responsible for running and developing the schools) Strong tradition of autonomy Weak tradition of accountability

3 Stakeholders/levels in the process of school development in Denmark International - surveys, global competition National - Government/ministry of education - Legislation act - The Danish Evaluation Institute (EVA) - Local Government Association - Teachers Union local - Politicians - Administration - Media - Parents - Schools - Teachers - Students

4 National strategies and events Law of 1993 revised 2006 Nordic studies and Pisa results unsatisfying Folkeskolen 2000 National indicators on knowledge and skills on final stage Founding of The Danish Evaluation Institute

5 Recent initiatives from the government (2006) National indicators for knowledge on key stages Teaching/learning plan for each student Adaptive computer based test system in four subjects at two levels Final exams made compulsory Increase in number of subjects covered by final exams An annual report of quality for each school and municipality

6 General strategies in Rudersdal and DK The role of the teacher The professional environment School leadership Team leadership School structure Departments and faculties The role of the municipality From management to development Quality, evaluation and accountability Professional curiosity in open dialogue with stakeholders

7 Major issues inside the classroom Differentiated teaching Special needs education Class room leadership Danish as a second language Formative / ongoing assessment

8 School structures School departments (10) Class teams Department teams Subject teams Advanced skilled teachers (Not yet implementet) Leadership teams Principal Pedagogical department heads Head of administration

9 Rudersdal school development strategies

10 Rudersdal facts A new municipality from citizens 14 Schools - One SN 7000 Pupils 600 teachers School department Administrative Development

11 Fundamental views of the school departement Good teaching is a multi-facetted and diffuse task, that arises in the concrete meeting between the teacher, the pupil, the content and the teaching methods. To be able to act as a professional you need a professional space From free choice of methods to professional responsibility. A new concept of professionalism? professional is a relationship not a title Professional curiosity / The reflective practitioner /teachers as learners /teachers as researchers in their own practice Some teaching strategies work better than others and can be used by others Good practice use is not copying -> NEW PRACTICE Leading through attention and dialogue rather than trust

12 Political vision The municipality of Rudersdal will have a school area known for: International class and going new ways Clear leadership on all levels and areas Professional teaching environment Quality assurance, accountability and ongoing assessment Supporting the individual pupil in gaining his/her full potential Developing the individuals subject-, personal and social skills An integrated and trustful collaboration with the parents Giving each pupil a daily experience of new knowledge and the joy of learning

13 Professional environment Focus on the pupils learning and development Focus on development and innovation Professional development Innovative spirit Ready to fail and learn from it Looking for inspiration Gathers and disseminates good practice General sense of responsibility for the entire school Seeks collaboration on all levels Reflective and challenging dialogue Supervision and coaching Commitment in school and work

14 basic for schooldevelopment Learning materials Physical ressorces School structur pupils learning outcomes Collaboration Sharing of knowledge and development Values

15 the professionel teacher

16 Knowledge tunnel External knowledge - science Support group Advanced skilled teacher Teachers Pupils L o c. G o v. S c h o o l N I A + N T. T.

17 Subject Development Further education Developing Subject Teams Education and training of Specialist teachers Networks on subject pedagogy and didactics Subject networks across schools

18 Quality in Teaching?

19 Working with long term goals Good School General Goals 4-year Development Plan - Municipal Municipal 1 year initiativs plan 4-year Development plan -school School 1-year initiativs Quality report School statement

20 Connection between generel goals, development plans and initiativs New City Council New City Council Year 1 Year 2 Year 3 Year 4 Year 5 Good School Long term desciption of what constitutes school quality General Goals Political decision of general goals Goals are active Gaols are active New goals Development plan Development plan is written Development plan is active Dev. plan Active New dev. plan Initiativs Decision on initiativs Decision on initiativs Decision on initiativs Decision on initiativs Decision on initiativs Quality report One year status One year status One year status One year status One year status

21 Good School Qualitative descriptions Pupils learning and development outcomes Leadership Values School - parent collaboration Resources Teaching Inclusion or SN The professional environment

22 Quality report Government defined Belongs to City Council Focus on input processes results Input = key figures Processes = four areas Results = Exams, National tests, enrollment in youth education

23 Ongoing assessment Bound by law Formative Individual Closely related to school home coop Wide range of instruments: Tests often home made Assignments Dialogue Student portfolio Student self-assessment Student learning diary Teachers Student plan National tests (?)

24 Knowledge tunnel External knowledge - science Support group Advanced skilled teacher Teachers Pupils C o m m. S c h o o l N I A + N T. T.

25 Organizing a learning culture Department for School Development 10 consultants Teaching Counselors Resource teachers Reading Behavioral/social support Special needs Learning materials (pedagogical center) Team Leadership Networks Development festival (every third year) Professional Development Teachers Teaching Counselors School leadership teams

26 Evaluation data on municipal development Evaluation data on learning Evaluation data on school development Evaluation data on teaching

27 General trends in Denmark School structure: New leadership teams Departments Advanced skills teachers Faculty or subject teams Teaching assistants From school library to competence center Flexible work plan for teachers

28 Generel trends Areas of school development: The professional environment Faculty collaboration Ongoing assessment Differentiated teaching The physical learning environment Negative social background Inclusion of SN pupils Highly skilled children Social skills Reading middle age groups

29 Strategy in Rudersdal Fundamental training in ongoing assessment Connection between ongoing assessment, praxis learning and school leaders dialogue with teachers. Connection between leaderships insight into teaching practice and political-strategic framework

30 Department for school development Two generalists One Competence development Two on ITC One on readingkonsulent for læsning Konsulent for undervisning i dansk som 2. sprog Konsulent for SFO, kultur og fritid Konsulent for de humanistiske fag Konsulent for de praktisk/musiske fag Konsulent for naturfag og matematik (Konsulent for specialundervisning bosat i PPR)

31 De pædagogiske udviklingskonsulenter Tværfaglige generalister Udvikling af struktur for faglige miljøer lokalt og kommunalt Løbende følge den faglige status på kommunens skoler Samarbejdet i de faglige miljøer Lærernes faglige kompetencer Elevernes udbytte af undervisningen Løbende samarbejde om uddannelse og indførelse af undervisningsvejledere Løbende vidensindsamling og formidling på internationalt, nationalt, kommunalt og lokalt niveau Igangsætte eller rådgive i forhold til lokale eller kommunale udviklingsprojekter Rådgive Skoleområdets ledelse og det politiske udvalg Kontakt med andre relevante områder eller institutioner i kommunen Leder af faglige netværk og arbejdsgrupper Rådgiver for skoleledelser og undervisningsvejledere

32 Undervisningsvejlederen Opbygning af det faglige miljø på den enkelte skole Igangsætte og lede den løbende dialog om pædagogik og didaktik i faggruppen Rådgive og coache kolleger om faglige problemstillinger Iværksætte og/eller rådgive i forbindelse med lokale udviklingsprojekter Formidle eller understøtte formidlingen af erfaringer fra lokale udviklingsprojekter Forestå drøftelser om anskaffelse og ikke mindst anvendelse af læremidler i bred forstand Deltage i kommunale netværk Formidle erfaringer og viden til og fra kolleger Undervisningsvejlederne grunduddannes på diplomniveau efter særlig model udviklet i samarbejde med Professionshøjskolen København

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