Ove Christensen

Associate professor, R&D, University College Zealand
Speaking at

Session

Bio

Ove has been working with school and teaching development from different perspectives. For some years he has worked with developing schools with Professional Learning Communities as an organisational principle. Ove is engaged in different grassroots movements for educators. He has been part of the Edcamp movement in Denmark and he is very active in the #skolechat network building networks for educators. He is ca-founder of a newly established think tank for developing ‘courageous teaching’.

Twitter: @oveucsj

Website: http://blogomalt.blogspot.dk/

Archive

Scandinavia 2017

Professional Learning Communities and facilitated peer-learning

My presentation will be based on experiences with developing schools with Professional Learning Communities (PLC). PLCs build on a peer-2-peer learning model and it is a cornerstone for schools as learning organizations. PLC is a mean for school development and improvements in a structured manner. The development of schools run as an ‘un-project’. ‘Un–project’ means that the developmental process is grounded on the participant’s actual practices. The teams are facilitated to keep them on  a developmental track decided by themselves and by making action learning a ‘normal procedure’ in their teaching. The team develop through collective pedagogical reflections and research.

National Conference 2016

PLCs as School Development and Continuous Professional Development

The presentation will be based on a development un-project on how teachers and school leaders can develop themselves and each other continuously (CPD) if they build their whole organisation on the principles of Professional Learning Communities and, hence, develop the schools – and the municipal school organisation – as learning organizations (a la Senge).

In my presentation I’ll address the principles of facilitated development, the concept of un-project and the experiences working with school leadership teams. (Not surprisingly it turns out changing habits and building trust among school leaders is not an easy task).