Teacher and School Development

3 ECTS credits
90 h study time

Offer 8 with catalog number 4022687ENW for working students in the 2nd semester at a (E) Master - advanced level.

Semester

2nd semester

Enrollment based on exam contract

Impossible

Grading method

Grading (scale from 0 to 20)

Can retake in second session

Yes

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Nadine Engels (course titular)
Ingeborg Plackle
Lies Vanerum
Katrien Van Roelen
Els Govaerts
Nathalie Michalek
Gracienne Lauwers

Activities and contact hours

22 contact hours Seminar, Exercises or Practicals
68 contact hours Independent or External Form of Study

Course Content

Learning pathway Pedagogy

Using an inquiry- and innovation-based approach the pedagogical pathway in this module aims at strengthening the competences of the teacher as member of the school team, as partner of externals, and as a member of the education community. Students are provided with frameworks on (1) working in the autonomous and accountable school (school policy, school organization, school development, quality assurance, etc.), and (2) school as part of a network (community school, social and other external partners, etc.) with a focus on education that contributes to social cohesion in urban contexts. In small teams and using a mini research cycle, students develop a scenario for an aspect of school development - possibly involving external partners – that aims at broad implementation in the school. The problem statement for these scenario’s is preferably based on authentic challenges as introduced by our partner schools and ready for implementation in the last internship period (Professional Teaching).

Learning pathway Vision

Students acquire basic juridical knowledge for teachers. It allows students to evaluate the legal aspects of a situation and, if necessary, to take legal advice in order to avoid legal procedures.

Course material

Digital course material (Required) : Beschikbaar op het leerplatform
Digital course material (Recommended) : Beschikbaar op het leerplatform
Practical course material (Required) : Door de student zelf verzamelde onderzoeksartikels, en praktijkgerichte bijdragen die specifiek zijn toegespitst op het thema waarvoor een praktijkscenario wordt ontwikkeld.

Additional info

For students of campuses Anderlecht, Diest and Leuven 12 contact hours will be organised. 78h are completed as self-study.

Learning Outcomes

General competences

Programme specific learning outcomes

1, 12, 13, 16, 19, 21

Learning Pathway Pedagogy
1.   The student understands the responsibilities of the teacher and the school within the context of school autonomy, especially the aspects of vision, management capacity, quality assurance, school development, and the importance of collaborative teams.
2.   By developing evidence-informed scenario’s for practice, the student shows that s/he understands the meaning of building community schools for the purpose of holistic student development, realizing enrichment for different domains of development by promoting commitment and participation of stakeholders and strengthening the relationships between school, neighborhood and possibly labour market.
3.   The student is able to explain the importance of social participation as one of the important clusters of outcomes in education and relate that to recurrent and current topics in the social debate.
4.   The student is able to collaborate with colleagues and external partners for designing enriched school environments.
5.   The student is able to develop scenario’s for practice based on research evidence, critical reflection on practice, on relevant (inter)national theoretical frameworks and their underpinning paradigms, and on social and morally legitimate choices.
6.   The student is able to clarify self-developed ideas and solutions for practice, to communicate them with the appropriate language use for the target audience and to substantiate choices made based on multidisciplinary frameworks.

Learning Pathway Vision
1.   The student-teacher is able to carry out administrative teacher responsibilities.
2.   The student is able to collect data about students and treat them discreetly..
3.   The student is able to retrieve information about the own legal position and that of his/her students.
4.   The student understands the legal structures concerning education in Flanders, the constitution and basic laws in education, and inconsistencies between basic laws (e.g. between freedom of education and equality).
5.   The student understands how social evolutions have an impact on the legal framework in education.
6.   The student pays attention to the legal aspects in education and the regulation of relationships, and rights and obligations of students, parents, teachers, principals and education authorities.
7.   The student has the knowledge and skills to deal with disputes such as arguments about enrolment, exams and study progress, order and discipline regulations, legal status of personnel, evaluations, …
8.   The student is able to apply the basic legal knowledge in practice.

Grading

The final grade is composed based on the following categories:
Oral Exam determines 20% of the final mark.
Written Exam determines 30% of the final mark.
SELF Paper determines 50% of the final mark.

Within the Oral Exam category, the following assignments need to be completed:

Presentation with a relative weight of 20 which comprises 20% of the final mark.

Note: Creative presentation of scenario designs before an audience of peers and other stakeholders.

Within the Written Exam category, the following assignments need to be completed:

Written exam with a relative weight of 30 which comprises 30% of the final mark.

Note: Written exam about the (application of) the juridical framework.

Within the SELF Paper category, the following assignments need to be completed:

Paper with a relative weight of 50 which comprises 50% of the final mark.

Note: The student’s mark is based on his/her contribution to the scenario designed by his/her group. The lecturer marks the product and peers evaluate the contribution of each group member.

Additional info regarding evaluation

N.A.

Allowed unsatisfactory mark

The supplementary Teaching and Examination Regulations of your faculty stipulate whether an allowed unsatisfactory mark for this programme unit is permitted.

Academic context