Hargreavers A., Fullan M. (2012). Professional capital.

Summary of the 7th chapter.

The new agenda and multiple pathways of action to bring it into being.

It is time to invest in your won and your colleagues’ professional capital. It’s time to be persuade, push and pull the public to invest in teachers’ professional capital. Children need it and cohesive society demands it.

more powerful concept = developing individual human capital+ social capital+ decisional capital. Focus on the entire profession.
If you want to get big things done. get the group to do it. Invest in the process.
Professional autonomy can no longer be individual autonomy.

The bar for what teachers should expect of themselves is raised.

HOW CHANGE OCCURS

Successful movements occur when dissatisfactions with and tensions of the current system reach a breaking point.
Breakthroughs are generated by both bottom-up and top-down forces.

If you want to change human behaviour you need to “help …people obtain what they most care about: the respect of their peers”.

Professional capital has its own generative power because peers are positively influencing peers through transparent, purposeful, and energizing interaction.

In the early stages, this process will not be smooth. But successful social movements persuade people to act in support of a shared common cause in the future. The basis of any successful large-scale reform is going to be built on shared experiences, trusting relationships, and personal and social responsibilities, as well as transparency.

The goal is to change the thinking of others in away that generates more positive peer power.

ACTION GUIDELINES

Guidelines for Teachers
– Become a true pro.
– Start with yourself: examine your own experience.
– Be a mindful teachers.
– Build your human capital through social capital.
– Engage in peer observation and inquiry.
– Start an innovative unit of work with three of four colleagues.
– Go as a team on an external professional development opportunity and, still as a team, try to apply some of
what
your learned there when you return.
– At staff social events, sit beside and talk to a colleague who may be older or younger than you are or who may
have a different approach to his or her teaching than your do.
Become involved as a mentor or a peer coach for other teachers.
– Push and pull your peers. Peer respect is the biggest level for changing behaviour. Create opportunities to increase purposeful peer interaction.
– Invest in and accumulate your decisional capital.
– Connect everything back to your students.

All of these things build the relationships, networks, ideas, and understanding that comprise social capital and that make teachers collectively more effective over time. Social capital produces more and more human capital as well as creating a powerhouse of collective efficacy.

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About olesyalutsenko

Russian-born author and lecturer came from the Ukrainian State Maritime Technical University in Mykolaijv to teach maritime English and Cultural Awareness at the De Ruyter Maritime College and De Ruyter Maritime Academy in the Netherlands. My experiences have strengthened my belief that nautical students must be specially trained to deal with the multicultural working environment they are likely to encounter at sea... I consider the Intercultural Competence as an integrated part of the 21 century skills.
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