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Professional Capital - Transforming Teaching in Every School (Hargreaves and Fullan)
Transcript of Professional Capital - Transforming Teaching in Every School (Hargreaves and Fullan)
- a personal commitment to rigorous training, continuous learning, collegial feedback, respect for evidence, responsiveness to parents, striving for excellence, and going far beyond the requirements of any written contract.
But teaching like a pro, day in, day out, cannot be sustained unless all your colleagues teach like pros too.
- the systematic development and integration of three kinds of capital—
—into the teaching profession.
in teaching is about having and developing the requisite knowledge and skills.
refers to how the quantity and quality of interactions and social relationships among people affects their access to knowledge and information; their senses of expectation, obligation, and trust; and how far they are likely to adhere to the same norms or codes of behavior.
is the ability to make discretionary judgments.
Professional capital is a cornerstone concept that brings together and defines the critical elements of what it takes to create high quality and high performance in all professional practice—including teaching. It is about what you know and can do individually, with whom you know it and do it collectively, and how long you have known it and done it and deliberately gotten better at doing it over time.
When teachers work together, the chances for increasing professional capital are therefore increased significantly. But they are by no means guaranteed,
as we seek to eliminate individualism (habitual or enforced patterns of working alone), we should not eradicate individuality (voicing of disagreement, opportunity for solitude, and outright quirkiness) along with it
individuality generates creative disagreement and risk, which are sources of dynamic group learning and improvement.
To sum up,
build social capital and therefore also professional capital in a school’s community. They accumulate and circulate knowledge and ideas, as well as assistance and support, that
help teachers become more effective, increase their confidence, and encourage them to be more open to and actively engaged in improvement and change.
value individuals and individuality because they value people in their own right and for how they contribute to the group.
As we will see, collaborative cultures do require attention to the structures and formal organization of school life, but their underlying sources of strength are informal in relationships, conversation, expressions of interest, provisions of support, and ultimately the mobilization of collective expertise and commitment to improve the lives and life chances of students.
Talk together, plan together, work together—that’s the simple key.
The bigger challenge is how to get everyone doing that.
pulling, pushing and nudging
Become a true pro. Start with yourself: examine your own experience. Be a mindful teacher. Build your human capital through social capital. Push and pull your peers. Invest in and accumulate your decisional capital. Manage up: help your leaders be the best they can be. Take the first step. Surprise yourself. Connect everything back to your students.
The days when individual teachers could just do anything they liked, good or bad, right or wrong, are numbered, and in many places are now gone altogether. Teaching is a profession with shared purposes, collective responsibility, and mutual learning. Teaching is no longer a job where you can hog the children all to yourself. If that’s what you still believe, then it’s time to leave for another profession, because unless you share the responsibility and emotional rewards with your colleagues, you’re no longer really a professional at all.
In the old days, and still too much today, the professional culture of teaching was one of individual classroom autonomy, unquestioned experience, and unassailable knowledge and expertise. Nowadays, professional cultures are more and more collaborative. Teachers may still actually teach alone for much of the time, but the power of the group—and all of the group’s insight, knowledge, experience, and support—is always with them.
Strong and positive collaboration is ... about whether teachers are committed to, inquisitive about, and increasingly knowledgeable and well informed about becoming better practitioners together, using and deeply understanding all the technologies and strategies that can help them with this.