Ms. Tiina Malste

QUALITY COMPONENTS OF A GOOD SCHOOL

The Finnish Viewpoint

December 10, 2016

LOCAL CONTEXT

QUALITY COMPONENTS OF A GOOD SCHOOL

1. PROFESSIONAL TEACHERS

”Competence and

good pedagogical skills enable

teachers to enjoy full autonomy in

the classroom.

Longitudinal study on student learning, motivation, and problem behaviour

2006-2016, over 2000 children KG-G9

Foundings so far:

• Teacher-student relationship affects more to the academic performance than e.g. learning materials or classroom environment

• Protects and enhances motivation for learning

• Prevents from bullying and social exclusion

• Recognised earlier at Primary grades but also seen important at Secondary education

TEACHER-STUDENT RELATIONSHIP: THE FIRST STEPS STUDY

Key element of professional development and change as well as educational equality

Does NOT mean:

• That teachers do what they wish

• Individualism

Includes both responsibility and freedom

• Responsibility: to act for the best for the students, the parents, and the community (professional ethics)

• Freedom for ”interaction and collective will-formation”; to find the best way to act

Teacher’s activity in the classroom based on his/her own reflection and judgement

Value basis of teaching and learning

DEVELOPING TEACHER AUTONOMY

Trust rather than control

The more trust is given the more motivated teachers are to work and take responsibility

Teachers recognised and appreciated as professionals in terms of professional ethics and pedagogical expertise

=> Little need for systematic control

IMPLEMENTING TEACHER AUTONOMY

Feeling to act under

surveillance

Lack of motivation

Poor result

Need to control and inspect more closely

Vs. Vicious cycle of decreasing professional autonomy:

New single competences (content knowledge, coding in maths) can be reached by traditional in-service training courses

=> Holistic change in teaching and learning culture requires systematical approach and maintenance of know-how

=> Question of leadership

– Continuous teacher participation in curricular work

– Allocated working hours

– Resources?

PROFESSIONAL DEVELOPMENT AND LIFE-LONG LEARNING

WHAT DO THE HIGH-PERFORMING SCHOOL SYSTEMS HAVE IN COMMON?

McKinsey&Company 2007: How the world’s best-performing school systems come out on top, p. 13

1. They get the right people to become teachers.

2. They develop these people into effective instructors.

3. They put in place systems and targeted support to ensure that every child is able to benefit from excellent instruction.

LOCAL CONTEXT

QUALITY COMPONENTS OF A GOOD SCHOOL

2. DYNAMIC CURRICULUM AND LEARNING ENVIRONMENTS

”Learning results from active and

purposeful activity

Joint conception of learning and

teaching

Flexible and varying working

approaches

Inspiring learning

environment

Constructive and supportive

assessment

Cohesive classroom

management practicesCore of classroom

work is to excite a desire for and to enhance the flow of learning

1. Learning is an active and goal-oriented process, which is facilitated by knowledgeable educators.

2. Learning is based on previous knowledge that is connected to new experiences in a meaningful way.

3. Children construct new ideas and knowledge themselves ininteraction with the social environment.

4. Children learn best when they can practice their emerging skills with the help of a more skillful person.

5. Children are motivated to learn together, both with and from each other.

(Socio-constructivist and socio-cultural approaches)

CONCEPTION OF LEARNING

ASSESSMENT CULTURE

Assessment of learning

Assessment for learning

Assessment as learning

Each individual involved in assessment

Self-assessment

Formative assessment

On-going assessment with diverse methods

An opportunity to discuss the changes taking place in today's world and to develop schools and teaching

Education both builds our future and addresses future challenges

Change requires strong leadership and a great deal of shared thinking

CURRICULUM PROCESS IS IMPORTANT

AN ACTIVITY OF SHARED THINKING: LEARNING CAFÉ

W H AT S K I L L S W I L L O U R F U T U R E G E N E R AT I O N S N E E D ?

1. Thinking and learning to learn

2. Cultural competence, interaction and self-expression

3. Taking care of oneself and managing daily life

4. Multiliteracy

5. ICT competence

6. Working life competence and entrepreneurship

7. Participation, involvement and building a sustainable future

=> School subjects still have an important role in teaching and learning

21ST CENTURY SKILLS: TRANSVERSAL COMPETENCES IN FINNISH NATIONAL CORE CURRICULUM 2016

LOCAL CONTEXT

QUALITY COMPONENTS OF A GOOD SCHOOL

3. LEADERSHIP SKILLS

Organisationstructure,

processes and culture

Change management

Strategic planning

COMMUNICATION SKILLS

GROUP DYNAMICS AND TEAMWORK

SKILLS HUMAN RESOURCE

MANAGEMENT

THE FEATURES OF PEDAGOGICAL LEADERSHIP

Innovative

Ethical

Creative

Strategic

Focused on improvement

Supports the individual learning

• leads him-/herself successfully

• knows the pupils and respect differences

• is present and available, does not abandon

• supports empowerment and self-actualization

• allows autonomy and does not have strict control

• directs, guides, helps and advises

• ensures diverse learning experiences

• gives a lot of positive and encouraging feedback

TEACHER - PEDAGOGICAL LEADER

Supports the community learning

• creates shared leadership, innovative learning culture, pupils’ participation and new pedagogy

• seeks help for those with special needs

• shares know-how with colleagues

(Raasumaa 2010, Risku 2013, Kyyrä 2015)

TEACHER - PEDAGOGICAL LEADER

By:

Write down your answers!

Write down your answers!

LOCAL CONTEXT

QUALITY COMPONENTS OF A GOOD SCHOOL

4. SCHOOL OUTREACH

I T TA K E S A V I L L A G E T O R A I S E A C H I L D .

A f r i c a n p r o v e r b”

SCHOOL OUTREACH

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 educationalinstitutions 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.

WHO’S RESPONSIBILITY?

STUDENT

PARENTS • FAMILY

TEACHER • SCHOOL

LEARNING PROCESS

ACTIVITY: IMPORTANCE OF SHARED VALUES

UNDERLYING VALUES OF FINNISH BASIC EDUCATION

Uniqueness of each pupil and right to a good education

Humanity, general knowledge and ability, equality and democracy

Cultural diversity as a richness

Necessity of a sustainable way of living

Comments or Questions?

Ms. Tiina MalsteLead Expert

EduCluster Finlandtiina.malste@educlusterfinland.fi