On LinkedIn I came across the article with the headline: “Only money does not solve the teacher's shortage. But it does help.” https://www.volkskrant.nl/nieuws-achtergrond/alleen-geld-lost-het-lerarentekort-niet-op-maar-het-helpt-wel~b6fbd64a/?referer=https%3A%2F%2Fwww.google.com%2F%20 - Yes.Wicked ProblemMoney helps, always. The question is, what wicked projects are you going to spend it on? The teacher's shortage is a wicked problem. It is a (socially and culturally) unstructured issue, with so many dependencies that it looks insoluble. The teacher shortage is not a stand-alone problem but a symptom of several issues for which no structural solution has been sought for a long time. Wicked problems evoke hassle, resistance and emotions in all those involved. These are issues that are not of anyone and yet of everyone.Perspectives from the #politiek MPs name different causes and solutions and try to convince each other of their own perspective on the solution. Summarized from the article:
1.PV: No self-confident professional can be: PVV MP Harm Beertema. More decisive is that as a teacher you can no longer be a self-confident professional, because you are being supervised by all those managers and directors year in, year out. People get sick of that. '
2.SGP: Space for the professional for the class and bonus should not be a driving force to work in education. SGP MP Roelof Bisschop joined him: 'I share the analysis of colleague Beertema that the space for the professional for the classroom is a big bottleneck in education. ' 'If a bonus is your driving force, you can work in the financial world, 'says SGP Bishop.
3.D66: Continue battle:D66 MP Paul van Meenen says that the call of the left parties for more education money 'helps to continue our struggle, including in the coalition'.
4.CDA: In which hands lies the fate of education? 'I renounce the suggestion that D66 is the only party in the coalition that wants to invest in education', says CDA MP Harry van der Molen. 'The fate of education is not in the hands of Mr. Van Meenen.
5. Christian Union: Wage gap and image are the problem Eppo Bruins: 'Money is not the only thing and the most important. Of course, the pay gap is a matter, but it is also important that we do not take a negative look at this beautiful profession. '
6.VVD: Why is a part-time job normal? And incentive reward for teachers who do well.VVD MP Rudmer Heerema emphasises the need for longer work in education. 'Why does every teacher, even in a first job immediately after the pabo, start a part-time job? Why is that normal from day one? ' In addition, he advocates incentive remuneration for teachers who do well, in order to permanently bind them to education.
With these six views, perspectives, they try to win you as a voter. So that they can spend the money on their solution and thus be the leader in the eyes of the Netherlands. Politics.Recurrent patternSneakly, responsibilities of the education professionals are taken over by school leaders, administrations and politics. This starts with the above perspectives and solutions of politics. If you don't come up with a plan, they'll come up with a plan for you. Many education professionals, school boards and school leaders look expectedly at the solutions of politics and follow. Who pays determines.
Because of this dependence on money and political color, decisions are made by people who do not bear direct responsibility for work in a school, in a class. Is that what education needs this situation? And what can education professionals, school leaders, administrations do themselves?Effect of dependence in the field of education.Why is this pattern of dependence and docility not broken? Quick Fixes give a sense of certainty, problems seem to be solved quickly. Structural solutions are being postponed. As a result, the problem will always come back and more violently. So is the teacher shortage.
Another example: The educational field calls for help from school counseling services/advisors to help solve problems quickly. For this purpose, products, books, methods are often used that provide a short-term solution. It is forgotten that the drug is successful only from a common vision and by the one who implements it. But if the problem is properly solved with the advice, the threshold of resorting to help becomes lower and lower. In the end, help will be used for every issue, because education professionals themselves no longer have problem-solving capabilities and the right level of insight and knowledge. Is that why we're looking at politics? Do people really expect them to solve it?Listening and giving space to independent, self-confident education professionals and school leaders.Independent, self-conscious education professionals and school leaders do not want issues solved by politics or school leaders at all. They want feedback from different perspectives and to be facilitated in time, space and money to implement these solutions, to have them investigated. They run into the fist of bureaucracy and colleagues who have (become) docile and dependent. Does the MP of the PVV have a point?
The pattern of dependency and docility is defiant of autonomy and from my perspective it has killed education. It takes courage and courage to get out of here and do things differently. Do the other MPs have good solutions for this? Does this culture change by narrowing the pay gap, abolishing part-time work, incentive pay, strengthening image? Or are these symptoms fighting for Quick Fixes?Complex questions call for new forms of cooperationComplex issues require new forms of cooperation, especially in politics. As a leader, having the guts to put self-confident education professionals, scientists, researchers and various MPs, policy makers at the table, regardless of political color, so that they can come up with solutions to the problem under the problem locally and above all together. Choosing directions with more coherence, breaking patterns that hamper development, discovering and walking new paths and harnessing people's potential.
Let us stay away from the bursting of bureaucracy on this complex issue. Once you work with people, the answer is never in a political paper plan. Education professionals are not to plan. You do not do them, you completely ignore all kinds of aspects of society. Including the solution capacity of the collective.
In my opinion, the time when politics tells how and with which a problem should be solved by the education professionals in the classroom should be tilted. Education professionals are also responsible for this. By staying or becoming self-conscious and acting accordingly. Continue to professionalize and develop yourself. It is time to break this docile, dependent culture. By individually taking your own responsibility and working together on the (through) development of the content and organization of the education for OUR children.Moving along with time.Wicked problems are not solved by talking about them, but by getting up and initiating collaborations and setting up wicked projects that break partitions. You do not need a political color for that, but a self-confident leaders in different layers of the educational system who stand up, initiate and organize it. And that takes money.
Stáán for what you believe in, what you chose the profession for. Stáán behind all pupils and their potential heights. Keep feeling, dreaming and believing. Presorting for changes, moving along with time. Who knows everything for sure, he definitely lost it! From: lesson is more, Derek Otte.
1.PV: No self-confident professional can be: PVV MP Harm Beertema. More decisive is that as a teacher you can no longer be a self-confident professional, because you are being supervised by all those managers and directors year in, year out. People get sick of that. '
2.SGP: Space for the professional for the class and bonus should not be a driving force to work in education. SGP MP Roelof Bisschop joined him: 'I share the analysis of colleague Beertema that the space for the professional for the classroom is a big bottleneck in education. ' 'If a bonus is your driving force, you can work in the financial world, 'says SGP Bishop.
3.D66: Continue battle:D66 MP Paul van Meenen says that the call of the left parties for more education money 'helps to continue our struggle, including in the coalition'.
4.CDA: In which hands lies the fate of education? 'I renounce the suggestion that D66 is the only party in the coalition that wants to invest in education', says CDA MP Harry van der Molen. 'The fate of education is not in the hands of Mr. Van Meenen.
5. Christian Union: Wage gap and image are the problem Eppo Bruins: 'Money is not the only thing and the most important. Of course, the pay gap is a matter, but it is also important that we do not take a negative look at this beautiful profession. '
6.VVD: Why is a part-time job normal? And incentive reward for teachers who do well.VVD MP Rudmer Heerema emphasises the need for longer work in education. 'Why does every teacher, even in a first job immediately after the pabo, start a part-time job? Why is that normal from day one? ' In addition, he advocates incentive remuneration for teachers who do well, in order to permanently bind them to education.
With these six views, perspectives, they try to win you as a voter. So that they can spend the money on their solution and thus be the leader in the eyes of the Netherlands. Politics.Recurrent patternSneakly, responsibilities of the education professionals are taken over by school leaders, administrations and politics. This starts with the above perspectives and solutions of politics. If you don't come up with a plan, they'll come up with a plan for you. Many education professionals, school boards and school leaders look expectedly at the solutions of politics and follow. Who pays determines.
Because of this dependence on money and political color, decisions are made by people who do not bear direct responsibility for work in a school, in a class. Is that what education needs this situation? And what can education professionals, school leaders, administrations do themselves?Effect of dependence in the field of education.Why is this pattern of dependence and docility not broken? Quick Fixes give a sense of certainty, problems seem to be solved quickly. Structural solutions are being postponed. As a result, the problem will always come back and more violently. So is the teacher shortage.
Another example: The educational field calls for help from school counseling services/advisors to help solve problems quickly. For this purpose, products, books, methods are often used that provide a short-term solution. It is forgotten that the drug is successful only from a common vision and by the one who implements it. But if the problem is properly solved with the advice, the threshold of resorting to help becomes lower and lower. In the end, help will be used for every issue, because education professionals themselves no longer have problem-solving capabilities and the right level of insight and knowledge. Is that why we're looking at politics? Do people really expect them to solve it?Listening and giving space to independent, self-confident education professionals and school leaders.Independent, self-conscious education professionals and school leaders do not want issues solved by politics or school leaders at all. They want feedback from different perspectives and to be facilitated in time, space and money to implement these solutions, to have them investigated. They run into the fist of bureaucracy and colleagues who have (become) docile and dependent. Does the MP of the PVV have a point?
The pattern of dependency and docility is defiant of autonomy and from my perspective it has killed education. It takes courage and courage to get out of here and do things differently. Do the other MPs have good solutions for this? Does this culture change by narrowing the pay gap, abolishing part-time work, incentive pay, strengthening image? Or are these symptoms fighting for Quick Fixes?Complex questions call for new forms of cooperationComplex issues require new forms of cooperation, especially in politics. As a leader, having the guts to put self-confident education professionals, scientists, researchers and various MPs, policy makers at the table, regardless of political color, so that they can come up with solutions to the problem under the problem locally and above all together. Choosing directions with more coherence, breaking patterns that hamper development, discovering and walking new paths and harnessing people's potential.
Let us stay away from the bursting of bureaucracy on this complex issue. Once you work with people, the answer is never in a political paper plan. Education professionals are not to plan. You do not do them, you completely ignore all kinds of aspects of society. Including the solution capacity of the collective.
In my opinion, the time when politics tells how and with which a problem should be solved by the education professionals in the classroom should be tilted. Education professionals are also responsible for this. By staying or becoming self-conscious and acting accordingly. Continue to professionalize and develop yourself. It is time to break this docile, dependent culture. By individually taking your own responsibility and working together on the (through) development of the content and organization of the education for OUR children.Moving along with time.Wicked problems are not solved by talking about them, but by getting up and initiating collaborations and setting up wicked projects that break partitions. You do not need a political color for that, but a self-confident leaders in different layers of the educational system who stand up, initiate and organize it. And that takes money.
Stáán for what you believe in, what you chose the profession for. Stáán behind all pupils and their potential heights. Keep feeling, dreaming and believing. Presorting for changes, moving along with time. Who knows everything for sure, he definitely lost it! From: lesson is more, Derek Otte.
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