1. How do teacher prepare for diversity? NAOS Conference 21 June 2017
DO EUROPE IN ONE DAY!
How do teacher prepare for diversity?
NAOS Conference 21 June 2017

2. Welcome to Rotterdam 635.000 inhabitants 174 nationalities
50% with a migrant background: >70% youth migrants
PE: and SE: pupils (year 2015/2016)
Netherlands: %
Morocco: %
Europe, Indonesia, Aus, Japan, USA: 10%
Rest of world: %
Turks: %
Surinam: 9%
Antilles: %

3. Program 21 June 2017 WIFI eduroam conferentie@guest.eur 2017!@eur
10.00 Opening and Main findings NAOS Coffee & transfer to rooms Workshops Round Lunch Workshops Round transfer to rooms Workshops Round transfer to rooms Diversity is our Strength! Wrap up, words from SIRIUS, closure Informal meeting – SIRIUS gathering
WIFI
network:
eduroam
Identity (inlog)
password

4. General objectives Titel: Professional Capacity dealing with diversity
Strenghten professional capacity in partner countries and their schools
To increase educational attainment / reduce drop out among migrant children.
The project is called ‘NAOS’, a star that refers to the fundament of a Greek building. By choosing this name, we emphasize the idea that professional capacity is the fundament of good quality education.
A project where we looked and analyzed how European teachers in primary and secondary education prepare for diversity both pre-school and in-school.
Focus on five content areas (review Severiens, Wolff & Van Herpen, 2014):
From September 2014 – 31 August 2017

5. NAOS Partners

6. Impression

7. Hargreaves & Fullan: “The most abused educational research finding these days is this: “the quality of the teacher is the single most important determinant in the learning of the student”. Improving teacher quality should be about improving the profession.

8. NAOS overview of results

9. Main framework
Five areas of expertise needed for teachers in diverse classrooms:
Language diversity
Pedagogy/didactics
Social psychology and identity
Parental involvement
Community-school relationships
Based on a literature review
Severiens, S., Wolff, R. & Herpen, S. van (2014). Teaching for diversity. European Journal of Teacher Education, 37(3), doi /

10. Activities (aside from the transnational meetings)
Mapping exercise 1: initial teacher training primary education
Mapping exercise 2: initial teacher training secondary education
Study visits: good practices in primary and secondary schools (study visits)
Good practice video clips
Casestudies by Open University, NEPC, verikom

11. NAOS outputs
Handbook 1: Collection of Good practices Initial teacher training
Scoping exercise 1: initial teacher training primary education
Scoping exercise 2: initial teacher training secondary education
Handbook 2: Collection of Good practices Professional development
Study visits: good practices in primary and secondary schools
Good practice video clips
Casestudies by UK, Latvia and Germany

13. Handbook 1: Collection of Good practices Initial teacher training
Scoping exercise 1: initial teacher training primary education
Scoping exercise 2: initial teacher training secondary education

14. Initial teacher training for primary education
(Method: Questionnaire asking to analyze curriculum of two teacher training programmes in each partner country)
Results
1. Five areas of expertise: Most attention on social psychology, a little less on pedagogy and language diversity, still less on parental involvement and hardly any on community-school relationships
2. Aside from regular courses, the internship seems to be an important moment in curriculum for learning about diversity, including reflection on diversity in essays and the same is true for doing research on diversity
Most important way to include diversity in the curriculum is the internship!

15. Initial Teacher training for secondary education
(method Interviews and descriptions of good practices in curriculum)
Results
Five areas of expertise: Some good examples in social psychology, pedagogy and language diversity, little in the areas of parental involvement and school-community relationships
Other interesting activities in curriculum:
Focus on values (Norway “Design your neighbor”)
Expertise development in teams of teacher trainers (Belgium “ELAnt”)
Combinations of theory and practice in diverse school settings (the Netherlands “Method to discuss sensitive topics in the classroom”)

16. Handbook 2: Collection of Good practices Professional development
Study visits: good practices in primary and secondary schools (study visits)
Good practice video clips
Casestudies by Open University, NEPC, verikom

17. Ten Study Visits
Two day Critical friend visits (interviews and observations)
Good practice in a primary school and a secondary school
Two partners visit a third partner
Focus on one or two areas of expertise

18. Collaboration with the Imam in Antwerp
Interviewing teachers in Patras
The Bully Box in Nicosia
School presentation in Zagreb
The unity principle in Fredrikstad in Norway

19. The NAOS team visiting the Vilnius House
School in Amsterdam combining creativity and open mindedness
A classroom in the Russian school in Tartu
The science Lab in a school in Porto
Visiting a school in the Children Zone in Rotterdam-South

20. General observations
Clear commitment to diversity, diversity is not seen as a problem but as an asset
In some cases: diversity was not the heading, but emphasis on educational quality, personalized learning and resilience (to counter right-wing populist voices?)
On professional development:
one half of the schools: learning by doing, committed teachers putting in the extra hours
the other half: professional development, varied from stand alone courses to peer learning to integral programs and collaboration with universities

21. Video clips on good practices

22. Case studies on good practices outside the NAOS countries
NEPC: Using popular culture to raise cultural awareness (Mission Possible program, part of the Teach for all program)
verikom: A holistic professional development course in Hamburg: teachers as change agents
Open University UK: Case study on diversity policy in an interesting school

23. Preliminary: Overall conclusion
NAOS outputs are rich and varied
Two recommendations:
Teacher training: Curriculum reforms are needed
Professional development: Support the move from learning by doing to integral and evidence based professional development
Share your expertise
We need each other to implement these recommendations successfully

24. In this meeting, please meet all the partners
Aim of the NAOS meeting: to inspire you all to reflect on how best to support teachers in diverse classroom in Europe
And form networks!!!

25. Workshops…. Workshop round 2 and 3 also:
Belgium “Teaching for Diversity in Past, Present & Future”
Norway “Inclusive Teaching through Language & Thinking Skills”
Lithuania “Intercultural Training Lab for Teachers”

26. Workshops Rooms
See your NAOS Leaflet for more details and to find your way!!
When a workshop is full, please select another one! The workshop-
attendances will help you
During 2nd workshop round we ask you YOUR ideas, recommendation on teacher development in initial teacher training and in schools.

27. FINISHING…
Wrap up: what do we take home?