questioning professionalism (pamaok003)

|Date 10.11.2010

faculty of behaviouraland social sciences

pedagogy and educational sciences

1

Professionalising teachers and raising the quality of care

An introduction

PAMAOK003: Professionalising teachers and raising the quality of care Lecture 1 | 10 November 2010Ernst D. Thoutenhoofd

To review this presentation see www.slideshare.net/ernstt

|Date 10.11.2010



Contents

1 Summary of this module’s lectures and assignments

2 Introduction to the module:● Functionalist and constructivist perspectives on professionalism● Example of professionalism: assessment-based intervention

‘Handelingsgerichte diagnostiek’ or HGDClinical supervision

|Date 10.11.2010



3

Outcome targets for this Master-track

› Insight into the causes and consequences of problems with learning.› Insight into the possibilities of (early) recognition, diagnosis, treatment

and prevention. › Systematic intervention with respect to learning problems on micro-,

meso- and macro-levels. › Understanding of, and insight into, the care-structure of the school.› Evaluate the care for learners, notably the care offered by teachers and

resident/ambulant support services.› Demonstrate understanding of different models for improving the quality

of care, including assessment-based intervention (handelingsgerichte diagnostiek) and consultative support for learning (consultatieve leerlingebegeleiding).

› Practice coaching and consultation competencies aimed at professionalisation of teachers.

|Date 10.11.2010



4

Module details

Learning outcomes1. Reflect on the knowledge and skills needed for

professionalisation. 2. Appraise different approaches to professionalisation.3. Propose goals that can be pursued through professionalisation.

Assignments1. Learning gains—what do you know before and after the

module?2. Book review—how do different approaches compare?3. Options for professional practice—which goals may be pursued?

Please note: the deadline for all assignments is 12 January 2011.

|Date 10.11.2010



5

Lectures

10-11-2010 Assessment-based interventions Ernst Thoutenhoofd

17-11-2010 Consultative support for learning Marja van Duin 24-11-2010 Thinking skills + workshop Rob de Haas 01-12-2010 Professional learning conversations Ernst

Thoutenhoofd 06-12-2010 Wenckebach visit Pauline Bakker 08-12-2010 Practising consultation Marieke van Roy 15-12-2010 Learning conversation + evaluation Students 12-01-2011 Assignment deadline Students

|Date 10.11.2010



6

Objectives for this introductory lecture

Put the role of educational expertise in improving the quality of educational practice up for discussion.

Firstly, by detailing a constructivist perspective, in order to make visible what is often taken for granted in the notion of professionalism.

And secondly, by describing assessment-based intervention as a widely-used functionalist approach to improving educational practice, before other approaches are introduced.

NB: ‘assessment’ is here used as English equivalent of the Dutch term ‘diagnosis’; in both cases what is meant is a formal, normative, expert appraisal aimed at determining a causal interaction.

|Date 10.11.2010



7

curriculum

7

Professional differentiation over time

¶ Based on Meijer et al. (2008): Leren met meer effect.

teacher

pupil

scientist

pupil

curriculum

advisorassistant

teacher

manager

|Date 10.11.2010



8

A functionalist perspective

Vincent Connelly and Michael Rosenberg Special education teaching as a profession (2009)

|Date 10.11.2010



9

Developmental functionalism

Some developments act in favour of professional autonomy:complex knowledge of work to be doneperiod of inductionongoing career developmenttraining in new approachessubstantial authority over actionrelatively high salaries

Other developments act against autonomy:as in medicine, conflicting interests and (counter-)claimsunlike in law, the state directly interferes in autonomyas in engineering, escalating influence of markets

¶ Based on Connelly and Rosenberg (2009) Special education teaching as a profession.

|Date 10.11.2010



10

From functionalism to constructivism

Functionalist perspectives tend to assume realism.

However, problems and their solutions are never naturally occurring but constructed realities: things could typically have been perceived differently, and acted upon differently.

E.g. disorder classifications; language and cultural capital; social inclusion and integration; ethnicity and gender; intelligence and performance; educational targets and aspirations; etc.

Education professionals confront elaborate constructions on a daily basis.

|Date 10.11.2010



11

A constructivist perspective

› Jeroen Dekker Children at risk in history: a story of expansion (2009)

|Date 10.11.2010



12

The number of children ‘at risk’

Child science and child acts served as major multipliers for the number of children at risk.

Professionals contribute to expansion by e.g. using research methods that inflate numbers broadening the definition of child maltreatment

The moral dimension of child science has become increasingly prominent over time.

Addressing the needs of an expanding population leads to greater influence of better organised professionals.

¶ Based on Dekker (2009) Children at risk in history.

|Date 10.11.2010



13

Summary of professionalism as critique

Constructivism is alert to socio-political dimensions, while functionalism focuses on the quality of the task.

Education professionals confront both constructivist and functionalist dimensions of professionalism on a daily basis.

There is a highly symbiotic (mutually enhancing) relationship between science, professionalism and policy; e.g. raising the quality of educational care.

Education scholars are becoming increasingly interventionist, while education professionals become increasingly scientific.

|Date 10.11.2010



1414

Critical de-differentiation

¶ Based on Meijer et al. (2008): Leren met meer effect.

scientist

pupil

curriculum

advisorassistant

teacher

managerscientist

pupil

curriculum

advisor

assistantteacher

manager

|Date 10.11.2010



15

Assessment-based intervention

Pameijer and van Beukering (2004) Handelingsgerichte diagnostiek.

The approach is known in the Netherlands as HGD, and this is the term used here for assessment-based intervention.

For the purposes of this module, it is assumed that HGD and its various incarnations (cf. Pajak) provide general, widely used frameworks for intervention used by e.g. orthopedagogen in the Netherlands and educational psychologists in the UK.

HGD can therefore provide the large backdrop against which to explore other approaches to professionalisation in education.

|Date 10.11.2010



Starting points of HGD

Assessment-based intervention (HGD) is a systematic, cyclical procedure for evidence-based decision-making in education.

Diagnosis is not a goal in itself, but a means to base advice in good evidence. The diagnostic cycle is complete when the client receives advice that is both welcome and usable.

The goal of HGD is to provide advice that has the support of teachers, carers and the child; the approach is holistic, inclusive and participatory.

16

|Date 10.11.2010



The six phases of HGD intervention

1. intake phase (re)formulate the request for help2. strategy phase gather data relevant to decision-making3. research phase question-guided analysis4. assessment phase translation from diagnosis to advice5. advising phase adjusted to means and wishes6. evaluation phase evaluate diagnosis and advice

17

|Date 10.11.2010



Guiding principles of HGD

Engagements are transactional—it is recognised that all participants reflect on, and adjust to, the intervention that is taking place.

HGD distinguishes between risk factors and protective factors.

Goodness of fit is reflected in the expectations of parents vs. the capacities, motivation and behaviours of the child.

The cause of a learning problem is less relevant than its meaning for properly adjusting the education of the child.

Collaboration with school, parents and child is crucial, calling for open communication and clear agreements.

18

|Date 10.11.2010



19

Edward Pajak’s focus on clinical supervisionPajak positions the evolution of assessment-based intervention in the sociology of John Dewey (1859-1952).

‘When Dewey called for the application of the scientific method to educational problems, he was referring to reflective inquiry as a guide to practice.’ (Pajak 2000:2-3)

According to Dewey,• Democratic supervision recognises the worth of individuals;• Democracy is action oriented (the pursuit of intelligent solutions through problem-centred groups);• Schools are information-based organisations.

|Date 10.11.2010



20

Thank you for your attention

|Date 10.11.2010



21

References

Connelly, Vincent J., and Michael S. Rosenberg (2009) Special education teaching as a profession: Lessons learned from occupations that have achieved full professional standing, in Teacher Education and Special Education 32(3):201-214.

Dekker, Jeroen J.H. (2009) Children at risk in history: A story of expansion, in Paedagogica Historica 45(1):17-36.

Pajak, Edward (2000) Approaches to clinical supervision: Alternatives for improving instruction. Norwood, US: Christopher-Gordon Publishers.

Pameijer, N. and Beukering, T van (2004) Handelingsgerichte diagnostiek: Een praktijkmodel voor diagnostiek en advisering bij onderwijs- en opvoedingsproblemen. Leuven, België: Acco.

questioning professionalism (pamaok003)

Education

education professionals

assignments learning

summary of professionalism

different approaches

risk child science

functionalist approach

constructivist perspectives

number of children