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Teacher as a change agent in education
Finland: Leader in Education
Dr. Jan-Markus Holm CEO / Managing Director, Ph.D.
The key words in Finnish education are
quality efficiency equality internationalization.
Education is considered as a key factor for future competitiveness, security and
prosperity.
In Finland education is a key factor for human and social success
General Features in Finnish Education System
“Fusion between centralized and
decentralized system.”
Centralized strategy and steering | Decentralized operations
STEERING REFLECTION AUTHORITY
IMPLEMENTATION PLANS
ANNUAL SCHOOL OPERATIONAL PLANS
LOCALISED SCHOOL CURRICULUM
NATIONAL CORE CURRICULUM
LAW, POLICY, STRATEGIC STEERING
Parliament Government Ministry of Education Finnish National Board of Education School providers / municipalities Schools / Principals Teachers
Vocational qualification
Matriculation examination
1. Systemic flexibility throughout education
SYSTEMIC
FLEXIBILITY
“Blending educational opportunities for individual students” “ Building personal career paths from an early age”
Basic education
Pre-primary education
Kindergarten
University Degrees Bachelor, Master, PhD.
Polytechnic Degrees Barchelor, Master
WORK I NG L I F E
2. Competent and committed teaching staff with Master’s Degree
ABLE
AND
COMMITTED
TEACHERS
“Competence and good pedagogical
skills enable teachers to enjoy full autonomy
in the classroom” TEACHER
IN FINLAND
Respected
Career-long learner
Competent
3. Competence-based curriculum - thinking and doing
SHARED UNDERSTANDING OF EDUCATIONAL OBJECTIVES
SCHOOL OPERATIONAL CULTURE
CROSS-CURRICULA THEMES
INDIVIDUALIZED LEARNING
SUBJECT-SPECIFIC CURRICULUM COMPETENCE -
DRIVEN
“More than a syllabus, but an all
encompassing framework for school
operations”
A
S
S
E
S
S
M
E
N
T
Based in socio-constructivist teaching and learning practices
4. Student-centered teaching and learning
SHARED
UNDERSTANDING
“Learning results from active and purposeful
activity”
The aim of evaluation is to produce information that supports students and the school to develop further.
National testing, school ranking and inspection systems do not exist.
Centralized teachers and principal performance appraisals do not exist.
5. Assessment of and for learning
ASSESMENT
OF AND FOR
LEARNING
“Student assessment and evaluation is encouraging and
supportive by nature”
SCHOOL OPERATIONAL CULTURE - platform for policy implementation
OPERATIONAL CULTURE
Learning environments
Cross-curricular themes
Emphasis and characteristics
House rules Values
Cooperation with
stakeholders, partnerships
Conception of learning
Conception of the human
being Conception of
knowledge
Physical environment
Social and psychologigal environment
Internal cooperation
ICT / technology
A school operational culture has a significant impact on education and instruction at
the school, and thus on learning.
Conception of teaching
Home-school cooperation
Principles
Codes of conduct
Interactive relationships
Development through dialogue – interconnection
Labor market – 3rd level customer
- Continuous dialogue between education and the labor markets, and foresight of future scenarios
The surrounding community – 2nd level customer
- Continuous dialogue between other educational institutions and stakeholders
Student/family – 1st level customers
- Collaborative school communities, powerful home-school relationships
“ Education which genuinely shapes future social and
economic aspirations enables effective
guidance and counseling
procedures.”
CONTINUOUS
DEVELOPMENT
THROUGH
COMMUNITY OUTREACH
Six quality features of State-of-the-art School
“Quality is the process of bonding the quality drivers together”
General Features in Finnish School Curriculum
Curriculum implementation process I
LOCAL CURRICULUM
Learning materials and equipment
Continuous education Recruiting
National Core Curriculum
The Government Decree on the General National objectives and distribution of lesson hours (2002) & following amendments
LEGISLATION (1999)
LOCAL FLAVOUR Values, Decisions, Strategies etc.
Quality
To specify both national and local goals set for school level educational actions.
The meaning and aim of the school curriculum
What is the real meaning and aim
of the school curriculum?
The curriculum defines the ethical objectives of education
the level of skills the education aims at
the concrete aims to guide the action in practice
the concept of learning and learning environments the
instruction at school is based on
municipal and school level emphases
The curriculum is seen as the most important administrative AND pedagogical
document in a school
the teachers’ tool
a document of the community
the basis for both student assessment and school
evaluation
IN SUM - The purpose of curriculum
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The school that is continually expanding
its capacity to create its future
LEARNING SCHOOL
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OUTCOME RADAR FOR LEARNING SCHOOL
Economic and productivity outcomes • cost effectiveness • profitability • educational costs/certain indexes • results/investment • benefits/costs • rationalization etc. • (economic and • productivity indicators)
Organizational Outcomes • organizational culture • atmosphere • collaboration • effectiveness of feedback •work satisfaction •management style • level of motivation •mental welfare (measurement
scales, questionnaires, process indicators)
Development • innovations • new forms of cooperation
(synergy benefits) •methodology • new services • developmental activeness • open-mindedness towards
change
Effectiveness • positive learning experiences • developmental aspiration • goal-oriented performance
(goal-achievement) • development of cognitive,
social, etc., skills •meeting students’ needs (rate
of satisfaction) (shown by tests, questionnaires interviews and other evidence)
H.K. Lyytinen
LEARNING
Quality • quality of educational
services • expertise • credibility • communicativeness • client-orientation • understanding • methods promoting
effective learning
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To create a superior performance
To improve quality
For the students
For competitive advantage
WHY BUILD A LEARNING SCHOOL?
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For an energized, committed workforce (teachers) To manage change Because the times demand it Because we organize our interdependence
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School skilled at creating, acquiring, and transferring knowledge
A place where people( teachers) continually expand their capacity to create results they truly desire, where new and expansive patterns of thinking are nurtured and where people are continually learning how to learn
Learning in a school means the continuous testing of experience into knowledge
WHAT IS A LEARNING SCHOOL?
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Conversation. The single greatest tool in your school. We need to learn to talk through feelings, rights, conflicting principles.
Voluntary followership. Getting voluntary followership rather than control or leading mandate.
Emotional passion. Renewal requires energy driven by emotion (Big Dream)
ATTRIBUTES OF LEARNING SCHOOL
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Ability to learn forever
Ability to own your own career
Ability to create ”safe” environments for others
Ability to see what’s coming and what’s leaving so you can make choices faster; faster response time
SKILL SETS NEEDED BY INDIVIDUALS IN A LEARNING SCHOOL
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Ability to understand the culture of the school
Ability to let go of old myths
Ability to notice new patterns → language as an indicator
• multitasking
• short memory overload
• low level depression and increasingly changes of speed
SKILL SETS NEEDED BY INDIVIDUALS IN A LEARNING SCHOOL
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Systematic problem solving
• insisting on data rather than assumptions
• use of statistical tools
Experimentation with new approaches
• steadily flow of new ideas
• incentives for risk-taking
• demonstration projects
Learning from their own experiences and past history
• recognition of the value of productive failure instead of unproductive success
ACTIVITIES OF A LEARNING SCHOOL
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1. Be prepared for challenges and be conscious about the fears connected to change
• Courage
• Tolerance
• Understanding
2. Define the ideal vision; for example the world, in which you wish your grandchildren will live
MANAGEMENT PRACTICE IN A LEARNING SCHOOL
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CHANGE MANAGEMENT
What needs to be sustained?
Defining/describing the present state
”Where are we now?”
Managing the transition
”How do we get from here to there?”
EXTERNAL FORCES
INTERNAL DEMANDS
WHY CHANGE? • Determining the need
for change • Determining the
desire of choice whether to change
Defining the desired future state/outcome
”Where do we want to get to?”
What needs to be changed?
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3. Define the gap between the present situation and the ideal vision
4. Define the steps to be taken next year, the following year, etc.
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5. Define the results that should be achieved 6. Define concretely, what new learning will be required from the work community in order to proceed towards the ideal vision 7. Define the recourses available for the development of learning
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• 8. Identify the individual development needs
• 9. Assess the development in learning (cf. various instruments)
• 10. Create a systematic learning mechanism for the work community
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are part of the normal annual planning
are made on the levels of school, team and individual
development is best supported when personal needs and situations are taken into account
PLANS FOR THE DEVELOPMENT OF KNOW-HOW
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know-how on the team level is evaluated by everybody together
personal development plans are made and evaluated in development discussions
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to show the direction for learning (know-how)
to create an ambience which fosters learning
to motivate by setting an example
to nurture the learning process
developing know-how
THE DIRECTOR’S TASKS IN MANAGING KNOW-HOW:
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to awaken awareness and knowledge seeking
to foster reflection
to promote authentic dialogue
learning of the work community
in contact with the goals and aims of the school
THE SECOND LEVEL TASKS FOR THE DIRECTOR (BACKGROUND TO PREVIOUS TASKS)
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Renders visible, helps to understand and remember:
the vision, strategy and aims of the school the know-how requirements of the future keeps the pupils’ needs, hopes and experiences in the foreground
THE DIRECTOR SHOWING THE DIRECTION:
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engages in discussions on the quality of teaching and creates ways to monitor quality
explains the backgrounds, implications and aims of the operations( educational and didactic issues)
generates discussion on the matters above and systematises it
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“There is, in fact, no one single explanation for the successful performance of Finnish students in PISA. Rather, the outstanding result seems to be attributable to a web of interrelated factors having to do with comprehensive pedagogy, students’ own interests and leisure activities, the structure of the education system, teacher education, school practices and, in the end, Finnish culture.”
Prof. Jouni Välijärvi
Why are Finnish students doing so well in PISA? What is the secret behind the Finnish success?
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1. The Finnish school offers equal educational opportunities for all
irrespective of their age, domicile, financial situation, sex or native language
education is free of charge: learning material, tuition, welfare services, school meals and travels
What is the secret behind the Finnish success in the Finnish learning school?
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2. Teaching is an inspiring profession that attracts many young Finns
A master’s degree is the basic requirement for permanent employment as a teacher
3. Finland has a smart policy for accountability
student learning is based on teacher- created tests at school level
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4. People trust schools
Trusting schools and teachers is a consequence of a well-functioning civil society and high social capital
5. The Finnish education system has sustainable leadership and political stability
a steady political situation has enabled Finnish schools to concentrate on developing teaching and learning
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THE FINNISH TEACHERSHIP
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1. The most able and talented individuals go into teaching
2. A research-oriented attitude towards teaching
3. A versatile and popular (high status) professional
GOOD TEACHERS / GREAT SCHOOLS
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Fairness Student oriented approach Goal awareness Importance of classroom peace
Stressing action and variation
TEACHER’S IMPORTANT PEDAGOGIC PRINCIPLES
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The status of curriculum is significant.
Goal awareness highlights many aim fields of education and upbringing. Text book still has quite a significant role.
TEACHERS’ GOAL AWARENESS
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Students appreciated as individuals
Equity central / significant
Students’ differences and needs important
Student oriented approach has increased
Making use of students’ activity
High work morals, responsible
Strongly committed to work for students
THE FINNISH TEACHER: TAKING STUDENTS INTO ACCOUNT
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The range and variety of teaching methods is highlighted.
Instrumental use of teaching materials is becoming more common.
Information technologies have enriched working methods and materials.
RANGE OF TEACHING METHODS
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No new remedies for bullying.
Few means of managing disruptive students.
Special needs students cannot always be supported.
Possibilities of differentiation limited in practice
DEVELOPMENT NEEDS
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WHAT COULD BE TRANSFERABLE?
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Separate elements of a complex system rarely function well in isolation from their original system in a new environment The features and principles of a larger complex system are transferable Interactions among elements of the system determine the behaviour of that system as much as it’s individual elements
SOME PERSPECTIVES:
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Technical drivers of good educational performance Socio-cultural factors Links to other public-policy sectors
THE FINNISH MODEL: FINNISH LESSONS
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1. Development of a personal road map for learning
2. Less-classroom-based teaching 3. Development of interpersonal
skills and problem solving
THE FINNISH SCHOOL IS NOT READY: The Future of the Finnish School
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4. Engagement and creativity as pointers of success
5. Special attention to at-risk
pupils and students 6. Anticipation of future threats
and trends
Dr. Jan-Markus Holm CEO / Managing Director, Ph.D.
EduCluster Finland Ltd.
jan-markus.holm@educlusterfinland.fi +358 40 13 63 900
www.educlusterfinland.fi
Thank you for your attention!
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