QUALITY CRITERIA QUALITY STANDARDS

538562-LLP-1-2013-1-DE-COMENIUS-CMP Learning Community Migration and Minorities Platform for Teachers and Teacher Educators QUALITY CRITERIA QUALITY STANDARDS Elisabeth Rangosch-Schneck (Schulamt Stuttgart) Burkhart Firgau (Landesbildungsserver Baden-Württemberg) 2 nd Partner Meeting -Ankara/ Turkey 29/06 03/07/2014 overview 1. quality criteria: different benchmarks 1.1. standards of teachers work 1.2. standards from teachers poit of view 1.3. standards of migration research 1.4. standards of diversity management 1.5. concepts of migration pedagogy 1.6. standards of teacher education 1.7. standards of adult education (teachers as learners) 1.8. design of websites 1.9. standards of OER 2. quality standards: specific benchmarks to LeaCoMM 2.1. What s significant for LeaCoMM: summarizing and weightning the benchmarks 2.2. How to evaluate LeaCoMM: operationalization and measuring 3. Common Work: questions, ideas, discussion, social networking 2

Quality criteria: different benchmarks design of websites migration research standards of teachers work standards of diversity management standards of OER concepts of migrationpedagogy standards of teacher education adult education (teachers as learners) standards from teacher s point of view LeaCoMM takes perspectives of all these different areas into account 3 standards of teachers work The roles of teachers and schools are changing, and so are expectations about them: teachers are asked to teach in increasingly multicultural classrooms, integrate students with special needs, use ICT for teaching effectively, engage in evaluation and accountability processes, and involve parents in schools(oecd, 2009). Furthermore, a recent World Summit on Teaching noted that teachers need to help students acquire not only the skills that are easiest to teach and easiest to test but more importantly, ways of thinking (creativity, critical thinking, problem-solving, decision-making and learning); ways of working(communication and collaboration); tools for working(including information and communications technologies); and skills around citizenship, life and career and personal and social responsibility for success in modern democracies (OECD 2011). ( ) So teaching staff nowadays also need the competences to constantly innovate and adapt; this includes having critical, evidence-based attitudes, enabling them to respond to students outcomes, new evidence from inside and outside the classroom, and professional dialogue, in order to adapt their own practices. (European Commission 2013:7) LeaCoMM is oriented towards requirement of professional standards of teachers work 4 2

teacher education curricula Encouraging common understanding The role of the Commission is mostly to encourage the Member States to co-operate and interact with each other to improve the quality of TE in each country. However, many of the European texts concerning teachers skills and competences have been presented at a quite general, abstract level. It would be challenging to discover how and with what focus the competences could be expressed so that in different countries the common understanding would be congruent.( ) First of all, the skills and competences must be relevant for the present and future teaching profession. This can be guaranteed by stimulating wide-ranging and continuous discussion among TE experts in order to observe and identify the main competences which should be required of teachers now and in the future. This discussion should be permanent and seen as a continuous process to improve TE in Member States. Furthermore, not only TE experts but also teachers themselves should be given opportunities to take part in these discussions, which would influence teachers attitudes towards the skills and competences teachers understand they need in their everyday teaching work in schools. This would also encourage teachers to take part in teachers in-service education during their teaching career. (Piesanen/Välijärvi 2010:110f) LeaCoMMwill involve teachers to take part in discussion about competences and eyeryday work in school and TE in the area Migration and Minorities 5 Competences(1) (European Commission 2013:45) LeaCoMMoffers knowledge and understandigin the area Migration and Minorities 6 3

Competences(2) (European Commission 2013:46) LeaCoMM assists development of skills in the area Migration and Minorities 7 Competences(3) (European Commission 2013:46) LeaCoMMpromotes building dispositions in the area Migration and Minorities 8 4

standards from teacher s point of view Possible criteria of teachers and teacher educators Content of the platform Target group: teachers/ teacher educators Search engine answering questions of everyday work at school Recommentations of supplementing literature using in practice Tailor-made consulting, list of experts with mail-adress Intriguing to gain more (e.g. information about courses etc.) Teaching materials Links and downloads to teaching materials Good practiceand ideas put intopractice ateachschool LeaCoMMoffers practical tools and theoretical foundations (Barbara Havlaci-Ludwig) 9 migration research Migration patterns have changed completely. Once, there was massive migration of one particular group of migrants. This is no longer the case; today there is much more diversity in migration,duetoglobalisation. Ontheotherhand,peoplewanttobeactiveatalocallevel, there is a trend towards localisation. Moreover, people are more and more mobile: it is easytomove transitorally fromone place toanother.( )Schools no longer have to deal with homogenous minority groups of migrants, and it is time that this new reality is translated into policies. In most European countries, there is a strong focus on language (with an emphasis on the language of the home country), on parental involvement, on preschool and early childhood education, on testing. This focus makes sense, however, the validity of our choices, policies and actions of what? and how? is determined by the definitions of the concepts we use. This focus has to be questioned. Within a context where super-diversity is becoming the norm it is important to reflect on the boundaries of the current recipes (= policies) that are being used in systems of (language) education to increase migrant childrens school success and to promote and strenghten social and civic activity. (Eunec 2013:50) LeaCoMM underlines the importance of systematic reflection on concepts behind acting at school 10 5

standards of diversity management School and class level Intercultural education has to do with how to learn to live together in a democratic and pluralistic society. This intercultural education has to be more than just a subject in the curriculum; it has to be evidenced in whole school policy and practice. It is important to monitor and evaluate the school s ethos and the curriculum in order to check that they reflect the idea of valuing diversity and confronting prejudices and stereotypes. The views of all those who work with migrant pupils should be taken into account, in the school and in the community, from teachers to cleaning staff, from parents to socio-cultural organizations. Intercultural dialogue is necessary with all the partners in the school and outside the school. (Eunec 2013:111) The European Parliament 32. Believes that schools need immigrant teachers as they offer an important experience to their colleagues, represent the success of social integration and could serve as role models for children in difficulty; (European Parliament 2009) LeaCoMM encourages diversity mainstreaming and takes particular care to active participation of migrants in LeaCoMM 11 Concepts migration pedagogy For a long time now, we know what to do, which are the challenges to be addressed, but the current outcomes show that current policies don t work, and the problem is that educationalists don tseemtoknowwhythepolicies don twork.( ) Whydoesn titwork?( ) Fromasectortoasystemicapproach Policies should be addressed to train teachers in strategic thinking not just to learn how to teach children from migrant background, but also to learn how to make the teaching meaningful for migrant pupils. Policies should be addressed to promote equity in the school composition, but considering a complex interaction of factors, internal and external. Policies should be addressed to facilitate the constitution of schools as learning communities where all the participants have the chance to learn from each other. Policies should be addressed to regulate antidiscriminatory measures from a systemic approach (related to race, class and gender). Fromanintegrationtoaninclusionapproach ( ) Policies should be addressed to focus on teachers competences, attitudes, behaviours and skills. Policies should be addressed to promote a human rights approach on citizenship education. (Eunec 2013:102ff) LeaCoMMas virtual learning community to enhance professional competences of teachers/ teacher educators in the area migration and minorities 12 6

standards of teacher education Recommendations for TE policy making ( ) Raise discussion concerning teachers skills and key competences to gain a common understanding of them Create a platform for effective sharing Share the best TE practices Emphasiseand support the role of key experts in developing TE Emphasiseand support the role of teachers and other TE actors in developing TE ( ) Support research based education in TE Support interaction between theory and practice in TE Ensure resources for all three cycles in TE ( ) Support teachers life-long learning, e.g., by supporting schools and teachers personal development plans Take account of competences concerning teaching adult and mature students in TE (Piesanen/Välijärvi2010:113) LeaCoMMas a platform for effective sharing of knowledge and experiences, and for interaction between teachers/ teacher educators/researchers 13 and role of teacher educators Policy Support for Teacher Educators Conclusions ( ) Professional Communities Education policies should encourage the establishment and further development of organised professional groupings and networks of teacher educators, both to strengthen professional identity and ensure that the profession is fully represented in socialand professional dialogues. Professional Dialogue Education authorities should promote professional dialogue between the relevant stakeholders, in order to achieve a shared vision and agreement about such matters as roles, responsibilities, quality assurance etc.» (European Commission 2013a:39) LeaCoMM contributes to supporting teacher educators 14 7

adult education (teachers as learners) (OECD 2009:75) Collaboration a key factor for efficient professional development programmes ( ) Overcoming the view of teaching as an isolated activity, taking place behind closed doors, represents a key challenge, and highlights the need to deprivatise teaching. Much learning can take place by the simple expedient of teaching staff regularly observing and collaborating with their peers, and reflecting critically on the experience.(european Commission 2012:39) LeaCoMMsupports forms of learning with high impact and combine them in view of the area migration and minorities 15 design of websites General aspects of webdesign Dr. Martin Kilgus STRUCTURAL REQUIREMENT Simple layout and aesthetics Killer content Security About page / What is this? TECHNICAL REQUIREMENTS Barrier-free (Size-Select for characters / Character scaling) Text description of photos and graphic materials Read-to-listen-function Effective CTA Information capture Responsive? USABILITY REQUIREMENTS Social media integration Feedback forms, Comments Interculturallyapplicable minimal design Webdesign from teacher s point of view Barbara Havlaci-Ludwig STRUCTURE AND NAVIGATION Quickly callable (e.g. Google), no confusion of names, SEO! Clear structure Recurring elements in navigation Small files to shorten time for download Links and downloads recognizable and functioning Ergonomic font and line spacing CONTENT Search engine answering questions of everyday work at school Short information, no continuous text references Actual further training for teachers and teacher educators No animation: fun to read by appropriate texts! Ensure sustainability LeaCoMM: clear structure, simple to operate, peer reviewed content 8

standards of open educational ressources (Redecker/Muñoz 2013:3; 19-21) OERs are teaching, learning or research materials that are in the public domain or released with an open license that allows for free use, adaptation, and distribution (UNESCO, 2012) Open Educational Resources are digital learning resources offered online ( ) freely and openly to teachers, educators, students, and independent learners in order to be used, shared, combined, adapted, and expanded in teaching, learning and research. (OECD, 2012) LeaCoMMis OER 17 Quality standards: specific benchmarks to LeaCoMM 1 st Principle: LeaCoMM takes perspectives of different areas into account! 18 9

what s significant for LeaCoMM? 1. Orientation towards requirement of professional standards of teachers work, to involve teachers to take part in discussion about competences offerknowledge and understanding, assist development of skills, promote building dispositions in the area Migration and Minorities 2. Offering practical tools and theoretical foundations 3. Emphasis of importance of systematic reflection on concepts behind acting at school 4. encouraging diversity mainstreaming and to take particular care to active participation of migrants in LeaCoMM 5. LeaCoMMas virtual learning community to enhance professional competences of teachers/ teacher educators in the area migration and minorities 6. platform for effective sharing of knowledge and experiences, and for interaction between teachers, teacher educators, researchers 7. LeaCoMMsupports forms of learning with high impact and combine them in view of the area migration and minorities 8. LeaCoMM: clear structure -simple to operate peer reviewed content 9. LeaCoMM is an open educational ressource(oer ) 19 how to evaluate LeaCoMM? operationalization and measuring of criteria Example: (1) offer knowledge and understanding in the area Migration and Minorities Quality criteria of materials/ contributions: Information is up to date? Professional significance of the used sources? Transparency of selection criteria? Multi-perspectives in treatment of a topic? Integration or index to inter- and multidisciplinary references? Reference to further information? Using a migration-/diversity-aware language (s. Firgau/Rangosch-Schneck 2013) 20 10

references EUNEC [ European Network of Education Councils] (2013): MIGRATION AND EDUCATION. Report of the conference of the European Network of Education Councils. Larnaca, 15-17 October2012. Withthe support of the European Commission, DG Education and Culture. Brussels http://www.eunec.eu/sites/www.eunec.eu/files/attachment/files/report.pdf European Commission (2012): Supporting the Teaching Professions for Better Learning Outcomes. COMMISSION STAFF WORKING DOCUMENT. Strasbourg. http://rur.pascalobservatory.org/sites/default/files/eu%20121120%20com%20- %2009%20RETH.%20EDUCATION%20-%20ANNEX%20TEACHING%20PROFESS.pdf European Commission (2013): Supportingteachercompetencedevelopment for better learningoutcomes. http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf European Commission (2013 a): Supportingteachereducators for better learningoutcomes. http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf European Parliament (2009): Educating the children of migrants. European Parliament resolution of 2 April 2009 on educating the children of migrants. [http://www.europarl.europa.eu/sides/getdoc.do?pubref=-//ep//text+ta+p6-ta-2009-0202+0+doc+xml+v0//en (22.06.2014)] Havlaci-Ludwig, Barbara (2014): standards from teacher s point of view Kilgus, Martin (2014): General aspects of webdesign Oecd[ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT] (2009): CreatingEffectiveTeachingand Learning Environments First Result s from TALIS. Teaching And Learning International Survey. http://www.oecdilibrary.org/education/creating-effective-teaching-and-learning-environments_9789264068780-en Piesanen, Ellen/Välijärvi, Jouni(2010): Teacher Education Curricula in the EU. FINAL REPORT. Education and Training 2010. Three studies to support School Policy Development. Lot 2. TENDER N EAC/10/2007. Finnish Institute for Educational Research. http://ktl.jyu.fi/img/portal/17545/tec_final_report_12th_apr2010_web.pdf?cs=1271922032 Redecker, Christine/ CastañoMuñoz, Jonatan (2013): The Potential of Open Educational Resources. European Commission. DG EAC TWG ICT and Education, BXL, 20-22 January 2013 http://is.jrc.ec.europa.eu/pages/eap/documents/iptsoerfinfinal_000.pdf 21 11