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    Brochure SBL PDF

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    Xronia Yiorgos
    This document outlines 7 key competences for teachers: 1) interpersonal, 2) pedagogical, 3) subject matter expertise, 4) organizational, 5) collaboration with colleagues, 6) collaboration with the school environment, and 7) reflection and development. It describes each competence in 1-2 paragraphs and notes that competent teachers display skills in these areas when interacting with students, colleagues, their work environment, and themselves. The document also provides background on how the competence requirements were developed through a process that engaged teachers and other stakeholders.

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    Brochure SBL PDF

    Uploaded by

    Xronia Yiorgos
    33 views8 pages
    This document outlines 7 key competences for teachers: 1) interpersonal, 2) pedagogical, 3) subject matter expertise, 4) organizational, 5) collaboration with colleagues, 6) collaboration with the school environment, and 7) reflection and development. It describes each competence in 1-2 paragraphs and notes that competent teachers display skills in these areas when interacting with students, colleagues, their work environment, and themselves. The document also provides background on how the competence requirements were developed through a process that engaged teachers and other stakeholders.

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    This document outlines 7 key competences for teachers: 1) interpersonal, 2) pedagogical, 3) subject matter expertise, 4) organizational, 5) collaboration with colleagues, 6) collaboration with the school environment, and 7) reflection and development. It describes each competence in 1-2 paragraphs and notes that competent teachers display skills in these areas when interacting with students, colleagues, their work environment, and themselves. The document also provides background on how the competence requirements were developed through a process that engaged teachers and other stakeholders.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views8 pages

    Brochure SBL PDF

    Uploaded by

    Xronia Yiorgos
    This document outlines 7 key competences for teachers: 1) interpersonal, 2) pedagogical, 3) subject matter expertise, 4) organizational, 5) collaboration with colleagues, 6) collaboration with the school environment, and 7) reflection and development. It describes each competence in 1-2 paragraphs and notes that competent teachers display skills in these areas when interacting with students, colleagues, their work environment, and themselves. The document also provides background on how the competence requirements were developed through a process that engaged teachers and other stakeholders.

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    of 8

    Good quality

    teachers
    for
    good quality
    education

    Association for the Professional Quality of Teachers, SBL


    Competent teachers

    A teacher’s competence can be displayed by looking at the four


    roles he or she fulfils while being at work, and also at the four
    contexts he or she works in.

    Thus we can distinguish the following teachers’ competences:

    Survey of with with with the with


    competences students colleagues working him/herself
    environment

    interpersonal
    1
    pedagogical
    2
    expert in 5 6 7
    subject matter and
    teaching methods 3
    organizational
    4

    On the following pages we shall give a summary of the content of the


    seven competences. The full text of the required competences can be
    found on www.lerarenweb.nl. In principle these requirements apply to all
    teachers. In some respects, however, differences can be found? For
    teachers in primary education, secondary and vocational education and in
    upper secondary education. These differences, however, will not be
    addressed on the following pages.

    Good quality teachers for good quality education page 2


    1. Interpersonal competence

    An interpersonally competent teacher displays good leadership. He/she


    creates a friendly and cooperative atmosphere and stimulates and
    achieves open communication. He/she encourages the students’
    autonomy, and in his/her interaction seeks the right balance between

    • guidance and counselling


    • steering and following
    • confrontation and reconciliation
    • corrective measures and stimulation

    2. Pedagogical competence

    A pedagogically competent teacher offers the students a safe learning-


    and working environment, where they find their hold and a structure for
    social, emotional and moral development. He/she makes sure that the
    students

    • know that they belong, that they are welcome and appreciated
    • treat each other in a respectful manner and are challenged to take
    responsibility for one another
    • can take initiatives and can work autonomously
    • learn to discover their affinities and ambitions, and from there
    make their choices for study and career.

    Good quality teachers for good quality education page 3


    3. Knowledge of subject matter & methodological
    competence

    A methodologically competent teacher with a thorough knowledge of


    subject matter helps his/her students to acquire the necessary cultural
    baggage knowledge every citizen needs to function as a full member in
    our society. He/she

    • gears the curriculum content as well as all his/her doings to the


    students and is considerate of individual differences
    • determines, together with the student, an (individual) learning
    route with for instance possibilities for extra-curricular activities,
    and learning in the context of professional practice
    • motivates the students for their learning and working tasks,
    challenges them to do their best, and helps them accomplish
    their tasks successfully
    • teaches the students how to learn and to work, both from and
    with each other, in order to enhance their learning autonomy.

    4. Organizational competence

    An organizationally competent teacher makes sure that his/her students


    can work in an orderly and task oriented environment. He/she sees to it
    that they

    • know where they stand and how much play they have for
    initiatives of their own
    • know what they must (or can) do, as well as how and with what
    aim in mind they must (or can) do it.

    Good quality teachers for good quality education page 4


    5. Competence to cooperate with colleagues

    A teacher who is competent in collaborating with his/her colleagues makes


    a contribution to a good pedagogical learning climate in the school, to a
    good mutual cooperation and to a good school organization, which means
    that he/she

    • communicates and cooperates effectively with his/her colleagues


    • makes constructive contributions to meetings and other types of
    consultations within the school, as well as to activities that have
    to be performed to run the school well
    • makes a contribution to the development and improvement of
    his/her school.

    6. Competence to cooperate with the school’s working


    environment

    A teacher who is competent in cooperating with people in his/her working


    environment realizes a good communication, involving the students’
    parents or guardians, as well as the companies or institutions the students
    have dealings with as part of their education or training.
    He/she makes effective use of the school’s professional network where the
    student’s education, training or other concerns are at issue. He/she
    handles the contacts he/she keeps on behalf of the school with
    responsibility and care.

    Good quality teachers for good quality education page 5


    7. Competence for reflection and development

    A teacher who is competent in terms of reflection and development gives


    regular thought to his/her professional views and competence. He/she
    keeps his/her professional practice up to date and improves it. He/she

    • knows what is important in his/her professional practice and what


    the underlying standards, values and educational views are
    • has a pretty good idea of his/her own competences, strengths
    and weaknesses
    • works on his/her professional development in a systematic way
    • gears his/her personal development to the school policy and
    avails him-/herself of the opportunities the school offers for
    his/her personal development.

    Good quality teachers for good quality education page 6


    Competence requirements and the Professions in
    Education Act (BIO)

    Halfway 2004 the Dutch parliament passed the Professions in Education Act
    (BIO Act). The two most important elements of this act are:
    1. The competence requirements teachers must fulfil. These
    requirements are laid down in a separate document. The competence
    requirements are updated every six years.
    2. The school must enable the teachers to comply with these
    requirements and to keep their competences up to date. Agreements
    to that effect are laid down in a competence dossier the school keeps
    of every teacher.

    WHY ARE THERE COMPETENCE REQUIREMENTS?


    The government has the constitutional duty to take care of the quality of education.
    Whatever we understand by good quality education is highly dependent on the
    quality of teachers. This means that the government has to formulate quality
    standards for the educational staff and for the training of this staff. This is the reason
    why teachers have to comply with certain requirements concerning their
    competences. The teacher training colleges have to base their training programme
    on these requirements. And the requirements will play a role in the professional
    development policy of the school. : the school will only appoint competent staff and
    see to it that the staff (can) keep their competences up to date.

    HOW WERE THE COMPETENCE REQUIREMENTS DEVELOPED?


    The competence requirements are about the professional quality of teachers. They
    define what being a good teacher means in these times. And there is nobody to
    define this professional quality better than the teachers themselves. This is why the
    Ministry of Education, Culture and Science commissioned the teachers as a
    professional group, under the supervision of the Association for the Professional
    Quality of Teachers (SBL), to formulate professional quality standards in terms of
    competence requirements.

    Under SBL’s supervision teachers’ working groups have worked out a proposal for
    competence requirements. Since September 2000 they have compiled an inventory
    of characteristic professional situations, actions and responsibilities. This inventory
    resulted in the descriptive model of the seven teachers’ competences. This model
    has then been tried out in several portfolio projects. During this phase teachers in
    primary, secondary and vocational education put together a portfolio of their
    competences. Meanwhile working groups have continued developing and formulating
    competence requirements.

    Since September 2002 the working groups have been turned into regional quality
    panels under the supervision of a regional coordinator; fifteen to start with, later the
    number was extended to twenty-five. These regional quality panels discussed and
    commented on the proposal for competence requirements in a thorough and
    systematic way. At the same time the proposal was brought up for discussion on the
    website. SBL’s advisory council also dealt with it. It was also discussed with the
    department concerned in the Ministry of Education, Culture and Science. In all these
    ways the professional group of teachers has been involved in the process and invited
    to comment on the proposal, and so have other stakeholders such as employers’
    organizations, school management, parents’ associations, students, training colleges,
    school advisory services and other educational advisory centres.

    Good quality teachers for good quality education page 7


    All reactions have resulted in a number of modifications in the proposal. The
    description of the competences has become more practical and the competence
    requirements less detailed. The teacher’s professional knowledge and his/her
    knowledge of the subject matter have been more explicitly formulated. Eventually
    the difference between being a teacher in primary, secondary and vocational, and in
    preparatory higher education has been clarified, which resulted in three different sets
    of competence requirements.

    LET’S GET GOING!


    The whole process of the development and formulation of competence requirements
    for teachers was a complicated one, but has eventually resulted in three sets of
    competence requirements, which can easily be transferred to specific situations. With
    these competence requirements teachers can demonstrate that the quality of
    education is in good hands. Now it is important to work with these competences and
    to apply them. Let’s work together on good quality teachers for good quality
    education!

    The Association for the Professional Quality of Teachers, SBL,

    promotes the quality of education by formulating competence


    requirements for teachers, and by focusing attention on professionalism.
    SBL works together with teachers.
    In brief, what SBL stands for is: Good quality teachers for good quality
    education.

    SBL’s task consists of two parts, which are closely connected to each other:
    1. the formulation of competence requirements for teachers and other
    educational staff
    2. an interactive process with the professional group, with the emphasis on the
    fact that the professional group is the proprietor of the competence
    requirements.
    In this way the quality standards that are developed can be recognized and
    acknowledged by teachers and other educational staff as relevant for their
    profession.

    In the last few years (1998-2003) the development of competence requirements


    was the long-term goal, and the involvement of the professional group was the
    means to achieve it. Since 2004 this has changed. From that moment the usability
    of the terms competence and professionalization became the long-term goal. The
    competence requirements, and above all the instruments related to them, such as
    the digital teacher portfolio and the Quick Scan, were the means to achieve this
    goal. Next to the consolidation of the competence requirements for teachers, the
    development of competence requirements for other educational staff can now be
    initiated.

    For more detailed information please consult our website www.lerarenweb.nl.

    Good quality teachers for good quality education page 8

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