Personnel development in schools

from Wikipedia, the free encyclopedia

Under staff development in schools all projects and activities to be understood that the individual professional development of teachers are employed and educational personnel and carried out. The aim is to prepare teachers in the best possible way for both current and future areas of responsibility in the school context by means of suitable personal development approaches. In addition to the individual professionalization of teachers, personnel development also includes personnel recruitment at individual schools.

Personnel development and school development

Trias of school development according to: Rolff, HG (2010) [own illustration]

Personnel development, as an originally economic business management concept, has been increasingly finding its way into school education for several years . Among other things, due to the structural differences between the organizational forms school and company and the framework conditions that influence them, the implementation of empirical research and the further establishment of the development field of personnel development in the educational field are of great importance. The organizational character of schools came more and more to the fore in the 1980s in the course of the discussion about organizational development . In this context, it was also found that organizations are only capable of development if all people involved develop. Organizational goals and projects can be expanded and adapted thanks to the continuously growing skills and scope for action of the members. Progress made by organizations can therefore only be successfully implemented if sufficient personnel development is carried out in them. Quality of school as a progressive demand on the education system is primarily aimed at the qualitative implementation of good teaching. Requirements for teachers to pursue lesson development , in turn, requires well-qualified and motivated teachers. This public interest in the qualitative implementation of schools as well as changed tasks for teachers and school administrators (e.g. school evaluation ) increasingly demand professionalism from them. Schools that are becoming more independent are responsible for solving such problems as well as for appointing and training their staff . The success and quality of educational organizations can therefore be traced back to the professionalism of the individual employees. "That is why we understand school development as a link between organizational development and personnel development with the special reference point of teaching development."

Instruments of personnel development

Personnel development instruments can be assigned to the three content areas of education, promotion and organization. Education describes personnel development in the narrower sense and aims to prepare teachers for school-internal tasks (for example, those responsible for SCHILF ). An independent and continuous discussion and processing with corresponding thematic tasks should be achieved. Instruments such as peer observation , which should be useful for the individual professional development of individual teachers, can be assigned to the content area of ​​the support measures . Becker understands personnel development in a broad sense to mean the organizational development of a school, such as strong team development or the management of knowledge in the staff .

Personnel development instruments serve both the personal development of the members of the organization (e.g. teachers, school management) and the development of team skills. Under the construct of personal development is in school educational professions in addition to developing individual professional skills and often personal development involved. In order to do justice to this human component, personnel appraisal is an essential part of personnel development. Carrying out school development successfully and sensibly requires, among other things, target-oriented measures to be taken in the area of ​​personnel development. There are a number of tools to ensure this:

School management role in personnel development

Using the innovation, organization and personnel management model ( IOP model ) for managing schools according to Thom & Ritz, not only external influencing factors but also important prerequisites for personnel development in schools can be explained. In order to enable developments in the education system, an integrative perspective, which includes both the school social system and all levels and actors involved, is of enormous importance. The IOP model can be used in this context when embedding empirical results in larger causal relationships. The classification of a multitude of internal and external influences on personnel development in the IOP model can offer school management and teachers support in the analysis of complex management responsibilities. A reflective examination of one's own management actions can also be made possible in this way. As a central connecting element in the IOP model and mediator between the actors involved (e.g. school authorities and teachers), it is the task of school management to implement personnel development both on a strategic (cooperation with school supervisory authority ) and on an operational level (individual school). School management as an important condition factor for the effectiveness and efficiency of a school are seen as a central prerequisite for successful school development and, in this context, both as a link between different levels of the school system and as a driving force for in-school innovation processes. In this context, school leaders take on both management and leadership tasks in the school area. According to Scharmer's "Theory U", school management in the field of school development must have four essential competencies and solution approaches:

In order to be able to act quickly and satisfactorily in everyday school situations, routine procedures are of great importance. In order to be able to successfully design educational processes in the sense of knowledge and competence acquisition, a linkage and coordination of individual teacher's actions and the achievement of a general school consensus by the school management are essential. The third competence according to Scharmer comprises the social interaction between teachers, learners and parents. In order to enable successful cooperation between all those involved, it is useful to have an overview of this social complexity and, if necessary, to control it. The future potential is cited as the most important component of "Theory U". Harvesting and using experiences from the past creates a certain routine and security in everyday school life. However, further development of the school system as a whole is only possible if the challenge of including future thought patterns in current actions is accepted.

See also

literature

  • Becker, M. (2009): Personnel Development. Education, promotion and organizational development in theory and practice, 5th edition, Stuttgart: Schäffer-Poeschel, ISBN 978-3791028521 .
  • Berkemeyer, J./Berkemeyer, N./Meetz, F. (2015): Professionalization and school management actions - ways and strategies of personnel development in schools, Weinheim / Basel: Beltz, ISBN 978-3779929949 .
  • Buhren, C./Rolff, H.-G. (2009): Personnel management for schools, A manual for school management and staff, 2nd edition, Weinheim / Basel: Beltz, ISBN 978-3407255082 .
  • Kansteiner, K./Stamann, C. (2015) (ed.): Personnel development in schools between external control and self-determination, Bad Heilbrunn: Verlag Julius Klinkhardt, ISBN 978-3781520530 .
  • Knoch, Cornelia (2016): Professionalization of Personnel Development. Theory and practice for schools and non-profit organizations. Wiesbaden: Springer Gabler. ISBN 978-3-658-07672-6 .
  • Lindemann, H. (2013): How school development succeeds. Assessments by teachers and educational staff on the conditions for successful school development at their school, Weinheim / Basel: Beltz, ISBN 978-3779928386 .
  • Meetz, F. (2007): Personnel development as an element of school development - inventory and perspectives, Bad Heilbrunn: Verlag Julius Klinkhardt, ISBN 978-3781515192 .
  • Steger Vogt, E. (2013): Personnel development - leadership task of school administrators, an exploratory study on design practice, acceptance and conducive conditions of personnel development in the education sector, Münster: Waxmann, ISBN 978-3830929765 .
  • Steger Vogt, E./Kansteiner, K./Pfeifer, M. (2014) (Eds.): Successful Personnel Development in School, Innsbruck: StudienVerlag, ISBN 978-3706553919 .

Individual evidence

  1. ↑ See Mentzel, W. (1997): Unternehmenssicherung durch Personalentwicklung, Freiburg: Haufe, p. 15.
  2. ↑ See Rolff, H.-G. (2010): School development as a triad of organizational, teaching and personnel development. In: Bohl, T./Helsper, W./Holtapples, HG / Schelle, C. (Eds.): Handbook School Development, Theory - Research Findings - Development Processes - Repertoire of Methods, Bad Heilbrunn: Verlag Julius Klinkhardt, p. 34.
  3. ↑ See Kansteiner, K./Stamann, C. (2015): Personnel Development - Expectations, Realities, Needs and Development Potential . In: Kansteiner, K./Stamann, C. (Ed.): Personnel development in schools between external control and self-determination, Bad Heilbrunn: Verlag Julius Klinkhardt, p. 9f.
  4. ↑ Buhren, C./Rolff, H.-G. (2001): No school development without personnel development. In: Learning School 16/2001, p. 4.
  5. ↑ Cf. Steger Vogt, E. (2013): Personnel Development - Management Task of School Leaders, An Exploratory Study on Design Practice, Acceptance and Conducive Conditions of Personnel Development in Education, Münster: Waxmann Verlag GmbH, p. 67.
  6. ↑ Cf. Steger Vogt, E. (2013): Personnel Development - Leadership Task of School Leaders, An Exploratory Study on Design Practice, Acceptance and Conditions for Personnel Development in Education, Münster: Waxmann Verlag GmbH, p. 66f.
  7. ↑ Buhren, C./Rolff, H.-G. (2001): No school development without personnel development. In: Learning School 16/2001, p. 6.
  8. ↑ See Kansteiner, K./Stamann, C. (2014): The operational design of personnel development. In: Steger Vogt, E./Kansteiner, K./Pfeifer, M. (Ed.): Successful personnel development in school, Innsbruck / Vienna / Bozen: StudienVerlag, p. 75ff.
  9. ↑ See Kreis, A. (2015): Collegial observation - opportunities and implementation options. In: Kansteiner, K./Stamann, C. (Ed.): Personnel development in schools between external control and self-determination, Bad Heilbrunn: Verlag Julius Klinkhardt, pp. 185–199.
  10. ↑ See Bonsen, M./Rolff, H.-G. (2006): Professional learning communities of teachers. In: Zeitschrift für Pädagogik, March / April 2006, pp. 167–184.
  11. ↑ Cf. Thom, N./Ritz, A. (2006): Innovation, Organization and Personnel as Characteristics of Effective School Management. In: Thom, N./Ritz, A./Steiner, R. (Ed.): Effective school management. Opportunities and dangers of public management in education. Bern / Stuttgart / Vienna: Haupt Verlag, pp. 3–35.
  12. ↑ See Stamann, C./Kansteiner, K. (2014): The strategic design of personnel development. In: Steger Vogt, E./Kansteiner, K./Pfeifer, M. (ed.): Successful personnel development in school, Innsbruck / Vienna / Bozen: StudienVerlag, pp. 55–74.
  13. ↑ See Kansteiner, K./Stamann, C. (2014): The operational design of personnel development. In: Steger Vogt, E./Kansteiner, K./Pfeifer, M. (ed.): Successful personnel development in school, Innsbruck / Vienna / Bozen: StudienVerlag, pp. 75–95.
  14. ↑ Cf. Bonsen, M. (2010): The importance of school management for school development. In: Bohl, T./Helsper, W./Holtapples, HG / Schelle, C. (Ed.): Handbook School Development, Theory - Research Findings - Development Processes - Repertoire of Methods, Bad Heilbrunn: Verlag Julius Klinkhardt, pp. 199ff.
  15. ↑ See Huber, SG (2009): school management. In: Blömeke, S. et al. (Ed.): Handbuch Schule, Stuttgart: Julius Klinkhardt, p. 503f.
  16. ↑ See Stamann, C. (2015): Personnel development as innovation - school management as a 'change agent' in the school social system. In: Kansteiner, K./Stamann, C. (Ed.): Personnel development in schools between external control and self-determination, Bad Heilbrunn: Verlag Julius Klinkhardt, p. 44ff.
  17. ↑ Wissinger, J. (2011): School management and school management actions. In: Terhart, E./Bennewitz, H./Rothland, M. (Ed.): Handbuch der Forschung zum Lehrerberuf, Münster: Waxmann, pp. 106f.
  18. ↑ Schratz, M. (2014): Developing schools from the emerging future. In: Pedagogical Leadership (PädF) 1/2014, p. 18f.