Rik Vanderhauwaert, B. Ed. and degree of higher education studies. He is the senior policy officer of internationalization for DHOS Brugge HIVO West-Vlaanderen. He is a former teacher & head teacher and has wide expertise as a teacher-trainer and as an advisor of schools concerning equal opportunities and early foreign language acquisition, effective professional learning, evidence-informed teaching & learning. He has a lot of international contacts and a lot of expertise in effective CPD, PLCs, and practitioner inquiry. He has worked together with Helen Timperley, Lorna Earl, and Nancy Dana and attended several international seminars.
He has developed and written the Erasmus+ KA2 strategic partnership Linpilcare. Besides this specific project, as project coordinator, he developed and wrote over 20 European projects e.g. on evidence-informed, teaching & learning, leadership for learning, effective professional learning, adaptive expertise, and learning for every student.
Rik has considerable experience producing and developing a wide range of CPD projects, commissioned by the Flemish Education Department.
Rik is the organizer of international exchanges for school teams all over Europe e.g. in Finland, Iceland, the Czech Republic, Portugal, Spain, the Netherlands, the United Kingdom, Estonia, Slovenia, and Malta.
Practice Inquiry and Professional Learning Communities
Presentation
Futureland looks at how to realise a better future society. Education has a main role in this. Realizing outstanding education for every student is the way to realise a better future society. Consequently, realising better education is the main challenge for every teacher and every school.
In many cases, teachers just implement what others have thought or strictly follow the handbooks. Real professionals search for how they can optimize their teaching bottom up, and how they can collaborate with their team members in order to improve the learning of each student. The Erasmus+ KA2 project LINPILCARE developed a frame of thinking and tools to realise this evidence-informed bottom-up approach.
LINPILCARE formulated answers on:
(1) how can (teams of) teachers become better professionals, starting by the challenges of their own practice?
(2) how can (teams of) teachers collaborate in professional learning communities (PLCs)?
(3) how can (teams of) teachers research their own practice and optimize this practice?
(4) how can (teams of) teachers do this in an evidence-informed way?
All of this to realise better teaching and better learning of EVERY student.
Inspired by the work of prof. Nancy Dana, the University of Florida USA, and prof. Helen Timperley, Auckland University New Zealand, we delve during this workshop deeper in the theme of professional learning communities (PLCs), practitioner inquiry, and evidence-informed teaching and learning. We also point out how practitioner inquiry and professional learning communities can be linked to each other.
The LINPILCARE team developed many tools to realise this bottom-up approach. You also get information about protocols and get an overview of the developed tools that support teachers in more evidence-informed teaching and better learning of EVERY student.
Contact
E-mail: rik.vanderhauwaert@skynet.be
