Tag Archives: teacher training

OK. It’s Finland again.

 

The more I read about the successes of the Finnish school system the more convinced I become that the key is in its teachers. You can check it out here.

http://thelearningcurve.pearson.com/

In Finland the length of the school day is shorter – that’s because great teachers know how to make the most of every minute. Many studies have revealed the enormous amount of time devoted to non-learning tasks in the classroom. Good teachers know how to organize a school day and a group of kids so that time is never wasted.

Time is provided in the school day for professional learning. Good teachers understand they are lifelong learners and are eager to build on their skills. They are committed to learning in their own lives.

There is no strict curriculum, no pacing guides, just broad outlines of areas to be covered. This is because the community and the authorities know they can trust teachers to do what is best. They believe they have the knowledge, the training and the intellectual discipline needed to make the best choices about what kids need to learn and when they need to learn it.

There is no ‘payment by results’ because there is a proven belief that all the teachers are good teachers. They do not gain entry to the profession until they have demonstrated that.

Children have around 75 minutes of free play each day because teachers understand that ‘the work of childhood is play’ and they understand how to integrate the things children learn in the playground with the things going on in the classroom.

Teacher candidates are selected from the top 10% of high school graduates. No one becomes a teacher in Finland because they couldn’t get into another course and because of good pay or long  holidays.

The profession is held in high regard and much is expected of teachers. It is more difficult to enter university to become a primary teacher in Finland than it is to enter medical school in some universities.

There is no whole scale testing of children until they are 16. Teachers are trusted to know what is needed and then to provided it.

30% of primary school aged children receive some form of additional learning support as soon as their teachers deem it necessary. Learning problems are addressed as they are revealed and noticed by highly skilled teachers.

93.2% of students graduate from high school in Finland compared with 76.82% in the USA. And in the USA we need to keep in mind the reality that this percentage is inflated by the “credit recovery’ programs that allow for a D graduation after the completion of a short summer course for failing students. Finnish students stay at school and succeed because they have had a history of quality teaching.

In other words the quality of the Finnish education system rests on the quality of the teachers.

The quality of the teachers is ensured by a demanding initial selection system and a lengthy period of professional preparation during which the ongoing suitability for teaching is constantly monitored.

You don’t get into a classroom in Finland if you are anything other than a highly skilled teacher.

 

Sir Ken Robinson (http://www.youtube.com/watch?v=iG9CE55wbtY) has commented that all over the world nations are tinkering with education. Mostly they look at rewriting standards and curriculum and then they work at designing tests.

What they fail to do, and the single thing that they MUST do, is look at the teachers.

Finland began reforming its education in the 1960s.

There are no magic bullets.

There are no short cuts.

If we don’t begin the hard work now, when will we?

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Filed under Behavior management, Language and literacy, Teacher education, Testing, Thinking

It’s new and it’s shiny. The ADHD of educational policy

When will our educational policy makers learn to think in the deep end? It’s as though there is a kind of systemic ADHD at work where attention is grabbed by every bright and shiny new thing.

Let’s look at Finland again. I know, we keep doing this, but they have got a lot of things right!

Having highly qualified teachers is correlated with successful educational outcomes in nations such as Finland. So let’s sprinkle our schools with sparkling, academically gifted graduates, sit back and watch the transformation. That’s the idea behind Teach For America and Teach for Australia.

After six weeks intensive training these bright and shiny exceptional graduates are sent to some of our most disadvantaged schools where they will work with teacher mentors for around two years, transforming themselves and their students into educational successes.

Of course, the teacher mentors in these highly challenging schools have plenty of time to devote to their new chums, supporting them, guiding them, and providing them with the wisdom and strategies needed to survive and prosper in these environments. They have plenty of spare time for this.

The shallowness of this thinking is distressing. Teachers in Finland are highly qualified because of the selection processes BEFORE they graduate, not after. This is no crude “My word, you got a high GPA/ straight A/High Distinction degree, you will make a great teacher” decision.

“It’s more difficult to get into primary school teacher education in Finnish universities than medicine”

according to Dr Pasi Sahlberg (ABC Lateline, February 28th, 2012.)

Dr Sahlberg describes one student with aspirations to be a primary school teacher. She was a straight A student. She had read the required books on pedagogy before going through the application process. Yep. You heard it right. She was assumed to have thoughtfully completed required reading as a part of the application process. She took the entrance exam based on these books. Next she was required to engage in an observed clinical activity, replicating a school setting and focusing on social and communication skills.

Finally, she was invited to an interview where the most challenging question she was asked was “Why do you want to become a teacher when you could become a lawyer or a doctor?” Notice that there was no suggestion at all that she might be choosing teaching because she couldn’t get into law or medical schools. They would have been realistic options for her – maybe easier options!

She didn’t make it.

Dr Sahlberg tells us that in Finland they have practically no unsatisfactory teachers. I think you can see why.

If we continue to believe that we can take the high achievers from one environment (academic learning) and think they will continue to shine in a completely different environment (teaching) we will never improve educational outcomes for our kids.

It’s all about the teaching, and the teaching is all about the teachers.

Fiddling with curriculum, fiddling with assessments – these are all just fiddling while Rome burns if we don’t do something to ensure that we have selected the best potential teachers and given them the best pedagogical preparation we can provide. Only then are they ready to go into classrooms and educate our children.

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Filed under Teacher education, Testing, Thinking