the first LeadVET project results
The LeadVET Project discusses enhancing vocational school education, strengthening VET leaders, and fostering sustainable partnerships. It covers the conceptual model, addressing HR challenges, and network structures for educational improvement.
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Presentation and discussion of the first LeadVET project results LeadVET Multiplier Event Nuremberg 28.02.2023 01.03.2023 Nuremberg, 28.02.2023 Prof. Dr. Karl Wilbers
Agenda The LeadVET-Project 01 LeadVET: The conceptual model 02 LeadVET networks to address HR challenges in schools 03 Working phase 04 2
LeadVET: Our Overarching ambition Extension of sustainable partnerships / networks Improve Teacher Education for vocational schools Strengthen VET- Leader Enhance VET 4
LeadVET: Our Website http://leadvet.akdeniz.edu.tr/ 6
LeadVET: Our coordinator Anne Berit Emstad Innovation Leader & Professor Educational leadership Norges teknisk-naturvitenskapelige universitet (NTNU) Trondheim, Tr ndelag, Norway 7
VET-Leaders in LeadVET Leadership in Schools & institutions of teacher education = VET-Leaders in the sense of the LeadVET project application = a) VET-Leaders in Schools TEVET Leader Principal HR Leader b) Leaders in HiEd / Teacher Education regarding Teachers in VET (= TEVET*- Leaders) Middle Leader Middle HR Leader Middle TEVET Leader = hierarchical relation (= no network relation) Teacher Educator Teacher Employee Teacher Education (Higher Education) School Company * TEVET TVET (= Technical Vocational Education and Training) 9
Networks in general Networks consist of elements, between which relations exist Word fields Element 1 NO: Nettwerk, Allianse DE: Netzwerk, Partnerschaft, Allianz Element 2 TR: Ba , ili ki, i birli i FI: Verkosto, Allianssi, partneri Literature (NO, DE, TR, FI, US) Element 3 Many different forms and features highlighted Different demarcations to partnerships and networks Common understanding possible 10
Networks in LeadVET The core network in LeadVET Networks consist of elements, between which relations exist For LeadVET, the general notion of a network is defined with regard to the objectives of the project. VET School HiEd- Insti- tution Com- pany 11
Networks in LeadVET The example of FAU FAU: A university that educates teachers FAU-University-School (for example B4): A professional school that supports education at FAU ( Multiplier event today) FAU- Uni- versity School DATEV: A company that supports education at FAU ( Multiplier event tomorrow) FAU DATEV 12
Different types of relations Hiearchical relation Relation of reciprocity Market relation High Low Middle Flexibility Low Middle to high Middle to high Obligation Independent Dependent Interdependent Decisions Distrust Bureaucratic Trust Clima Fundamental for the core network in LeadVET 13
Networks in LeadVET The core network in LeadVET has the characteristics of a strategic network Characteristics Between hierarchy and market: No hierarchical relationships, no market relationships History & context matters: Networks develops in a specific time and context Cooperation of independents: Partners in a network are legally independent and operate in a logic of their own Win-win requirement: Cooperation must offer long-term benefits for all parties involved Productive character of a network Networks form social capital, which is similarly productive as financial capital or human capital School of Business, Economics and Society | WiSo | VET-Department 14 6.
Embedding the core network The core network is embedded in a network with other institutions, with which other relationships also exist (hierarchical and market-based). Institutions are not free to act, but are partially regulated by other institutions Thus, a school cannot decide on certain things alone Wirtschafts- und Sozialwissenschaften | WiSo | Lehrstuhl f r Wirtschaftsp dagogik und Personalentwicklung 15 6.
Results of the literature review on LeadVET networks to address HR challenges in schools 16
Conceptual model for the PR1 HR-Challenge Tasks Network (Challenge in the HR- Process for VET- Teachers) (Tasks for VET-Leaders in the management of this network) (Network for this specific challenge) For example: For example: For example: Attract VET-Teachers for my school Which partners in strategic networks and partnerships are helpful for me to overcome this challenge? What tasks do I (as a VET- Leader) have to do to make this network work? 17
Challenges: The HR-Process for VET-Teachers Challenges in human resources management in schools 1 2 3 4 5 Induction (Onboarding) How can VET teachers be integrated into their roles, into the school's values and norms, and into the school's social network? In-Service- Training How can VET teachers' competencies be developed in- service? Attract Recruit Retention How can individuals be attracted as potential VET teachers? How are VET teachers chosen? How can VET teachers stay in school (longer)? 18
Attract Teachers Results from the literature review. Detailed literature references in the report on PR1 Network for improving the attraction of teachers Task of all partners in the Network Especially helpful partners for Schools: Ministries and comparable institutions as well as companies Regional networks of middle leaders Universities / Institutions, that educate teachers Physical und virtual meeting spaces Physical meeting spaces are strongly emphasized Virtual meeting spaces still little developed in the literature Role of social media unclear ( ?) Consider Limitations of the LeadVET-Approach Networking alone is not enough status-enhancing measures must be taken status-decreasing measures must be prevented 19
Attract Teachers: Activities in the core network Results from the literature review. Detailed literature references in the report on PR1 Goal: Attract staff: Present schools as attractive employers to potential (!) teachers. Universities Giving students the opportunity to participate in teaching and school life Realistically present work opportunities and conditions in schools Integrate partners from school who report on their living environment Companies Participation of companies in school activities (e.g. external evaluation of schools) Provision of resources for in- service education of teachers at vocational schools Opportunities for understanding other institutions Improve working conditions Schools Promote the teaching profession to students (which are in school during an internship or in connection with research) 21
Recruit Teachers: Activities in the core network Results from the literature review. Detailed literature references in the report on PR1 Goal: Recruit teachers: Bring interested individuals into employment as teacher quickly and appropriately for the job assignment Universities General increase in the number of study places in various programs that train teachers Support in catching up on formal prerequisites (e.g. bridge courses, crash courses) Aligning the end dates of university processes with the typical hiring dates of schools Companies ? Schools Participation in programs that allow for employment even if the formal requirements are not met and allow for catching up on these requirements. Wirtschafts- und Sozialwissenschaften | WiSo | Lehrstuhl f r Wirtschaftsp dagogik und Personalentwicklung 22
Induct Teachers: Activities in the core network Results from the literature review. Detailed literature references in the report on PR1 Goal: Induct staff: Effectively introduce newly hired teachers to teacher responsibilities, the social environment, and the values and norms of the school Universities Companies Providing dialogue spaces and mentoring for new teachers (to strengthen the practical relevance of the content of VET teaching). Schools Development, implementation and evaluation of an induction program for teachers Organize course offerings for new teachers across schools Organize course offerings for new teachers across schools Overcoming practice shock (e.g. mentoring, group learning, ...) Support for networking with professional practice 23
Educate Teachers: Activities in the core network Results from the literature review. Detailed literature references in the report on PR1 Goal: Educate teachers (before service) Development of competent teachers Universities Ensuring teacher training that is aligned with the needs, areas of responsibility, current and future challenges in schools In VET additionally: Ensuring a training of teachers that is oriented towards the tasks, fields of activity as well as current and future tasks in companies. Companies Practical training in companies, for example in the context of internships Joint projects Cooperation institutions of teacher training in vocational education Schools Cooperation with universities within the framework of university schools 24
Educate Teachers: Activities in the core network Results from the literature review. Detailed literature references in the report on PR1 Goal: Educate teachers (in service) Further development and adaptation of the competences of the teachers in the school Universities Continuing education of teachers as a task of the university University school models (support for the further development of teachers who supervise students)Research and development projects with schools (further development of the competencies of participating teachers) Companies Provision of instructors for internal professional development at the school Participation of teaching staff in internal company training programs (e.g. introduction of a new generation of machines) Supporting teachers (and students, if applicable) in the development of learning materials Schools 25
Retent Teachers: Activities in the core network Results from the literature review. Detailed literature references in the report on PR1 Goal: Retention of staff: Teachers who enjoy teaching and developing the school and teaching (Preventing career interruptions, counteracting internal resignation Universities In dialogue with the school: adaptation of training conditions to teachers already working Companies Supporting the school in adapting the working conditions (e.g. new work experiences) Schools In dialogue with the university: the need to adapt the training programs to the needs of the individuals and the school "Value and promote dual identity" (as a teacher and as a professional in a professional field) Further development of working conditions and leadership with the support of companies and universities 26
Workorder 1. You have in front of you five overviews of what can happen in the network to meet HR challenges, namely Attraction, Recruiting, Education and Retention 2. In the tables you will find the opportunities that were discovered in the literature review. These will be expanded upon in the work phase. 3. Please go through one HR challenge at a time. Please start with Attract Teachers. 4. On one table, please add more opportunities. Then turn in a completed, expanded table. There will be no presentation. 5. Please pay attention to the time announcements. 6. If you still have time: Please go through the network in which the core network is embedded. Has it been presented correctly? Please hand in a copy afterwards. 28
