Slides that go with Symposium 1 16:30 - 20/5/2016 @TEPE2016 conference Malta

1. Symposium 1
Supporting NQTs toward emotional
welfare in Belgium
Outstanding Newly Qualified Teacher
Programme
TEPE 2016, Malta
Teacher Education Policy in Europe
“Teacher Education from a Global Perspective”

2. Outstanding Newly Qualified Teacher
Programme
Partners

3. Why?
(Eurydice report 2013)
• The need to ensure high quality teaching has become one of
the key objectives of the Strategic Framework for Education
and Training (‘ET 2020’).
• The framework underlines the importance to provide
adequate initial teacher education, continuous professional
development for teachers and trainers, and to make
teaching an attractive career-choice.
• Diversity of models of induction systems

4. Important:
Focus on three dimensions:
• Professional (teacher competences and skills)
• Social/relational (becoming a member of the school and
professional community
• Personal (professional identity/profile)

5. Aims of the project?
• increased confidence of teachers (measuring)
• effective support to newly qualified teachers
• new teachers delivering high quality lessons
• the (further) development of a learning culture
within the school, where refreshing and new ideas
of newly qualified teachers are welcome
• higher retention rates of teachers
• learners in the care of new teachers will make more
progress

6. Summary
• 6 projectmeetings
• 2 multiplier events
• 1 learning activity
• 8 intellectual outputs

8. 8 intellectual outcomes
1. Research
2. Policy doc
& Toolbox
school
leaders
3. Toolkit for
teachers
4. Monitoring
instruments
8. Policy
recommen-
dations
7. Articles
6. Social
media
5. Website

9. Website: www.ontp.org
(online by October 2016)

10. Session 1: Hannele
• IO research

11. Conference paper
“The outstanding New Teacher programme”
KA2 –project that makes a teacher more aware and stronger
• Griet Mathieu
• Els Dejonghe
• Kaat Van Hoecke
• Bram Bruggeman

12. ‘A shared vision is not an idea...
it is rather,
a force in people's hearts.
At its simplest level,
a shared vision is the answer to
the question
'What do we want to create?‘
Peter Senge

13. Shared values
= driving forces
+Voting
What are your driving forces?

14. 3 levels of development
(website)
Newly
Qualified
Teachers
School
Leaders
Mentors

15. Focus in this presentation…
Newly
Qualified
Teachers
Mentors
Examples
Toolkit for teachers/mentors

16. Importance of emotional
welfare…

17. Resilience

18. Tools for mentors:
Three examples
Partner Het Perspectief Ghent (Centre for
adult education – teacher training) shares
three tools for NQT’s and mentors.
More info: contact els.dejonghe@leraarzijn.be
Are based on literature end experience
Are tested or being tested in our training center.
Are meant to be “ready to use”

19. Tool 1 : personal welfare : 6
phases of induction
Full of
expectations
Survival modus
Doubts
and
disapoint
ment
Hang on !
Revival
Reflection
Spirited
Research shows
that all starting
teachers go
through the
same 6 phases
in their first year
of teaching. Do
you recognise
these ?

21. Tool 2: Bowtie model: examining
dilemmas

22. Tool 2: Bowtie model: examining
dilemmas

23. Tool 3: GRROW cardgame
(Jeff Clement)

24. Tool 3: GRROW cardgame

25. Tool 3: GRROW cardgame

26. How to use the GRROW-
cardgame ?
• Print and cut out.
1. First determine a subject.
2. Then lay the GRROW cards on the table between
the coach and the coachee in a way that both can
see them.
3. Coach and coachee take terms on picking out a
question. The coachee picks out the first card. A
card that is used, is put back on the table and can
be used again in the conversation.

27. Some advice for
the coach :
1) Try not to understand the coachee too easily! Ask
into detail!
2) Try to determine the goal clearly at the beginning
of the conversation. (Choose goal-cards at the start)
3) The GRROW-card game is finished when you have
thoroughly explored every part of the GRROW and
concrete actions explicitly formulated

28. More tools to be shared on
website / portal

29. Growing community - website
+ Social media

30. Process of the NQT …
Steps towards autonomy, in function of
intrinsic motivation and increased resilience.

31. Contact?
E-mail:
Els.dejonghe@leraarzijn.be
Griet.mathieu@leraarzijn.be
Kaat.vanhoecke@leraarzijn.be
Bram.bruggeman@pov.be

32. References
• Bruce Johnson (2015) Early Career teachers, stories of
resilience
• Marieke Pillen (2013), Professional identity tensions of
beginning teachers [doctoral thesis], Eindhoven University
of Technology.
• Rosie Le Cornu (2013) Building Early Career Teacher
Resilience: The Role of Relationships
• Melanie Tait (2008), Resilience as a contributor to novice
teacher success, commitment and retention
• Kendyll Stansbury, Joy Zimmerman (2000) Lifelines to the
classroom: DESIGNING SUPPORT for BEGINNING
TEACHERS

33. References
• Marc Van Laeken (2009), Wat zou jij doen ? Leren
van dilemma’s in de onderwijspraktijk ? Didiclass
projectgroep, uitgeverij Coutinho, p190-198
“Bowtie model”
• Lien Ooghe/ Ruben Vanderlinden “Ego networks”
• Peters, J. & Pearce J. (2015) Relationships and early
career teacher resilience: a role for schools
principals, Teachers and teaching: theory and
practice:, 18 (2), 249 - 26