The Hamburg school program alles»könner
The Hamburg school program alles»könner started its work in 2008/2009 and was scheduled for a duration of 5 years, which was extended in July 2013 The main goal of the program is the individual development of students’ competence. Currently, 190 teachers from 48 schools (primary - as well as secondary schools, including academic track [germ. Gymnasium] and district schools) engage in alles»könner. The program encompasses strands for the disciplines German (as a first language), foreign languages (as second languages), social sciences and religion, art, mathematics, science and technology, as well as a strand focusing on generic competencies. The IPN is responsible for the scientific leadership of the program and evaluated it in collaboration with Prof. Moeller from the University of Kiel.
The school program follows the procedures of teacher professional development (TPD) programs from the three context-centered projects at IPN (ChiK, piko and bik). In domain-specific work sessions with researchers, teachers contribute their teaching expertise to the development of the new teaching concepts. Here, particular emphasis is placed on the development and analysis of new forms of reports cards that also function as instruments for promoting specific competencies. Representatives of Hamburg’s in-service teacher training institute (Landesinstitut für Lehrerbildung und Schulentwicklung, LI) support the ongoing work process.
The scope of the evaluation is to analyze whether - and to what extend - the aims of the school program are achieved over the program’s duration span.
Aims of the school program
- The teaching concepts foster the individual and cumulative competence development of each student.
- The new school report forms foster individual competencies development by emphasizing individual learning progresses. They provide guidance for the expected competences.
- The cooperation between schools and teachers fosters and ensures the teaching quality.
- The results of the school program support the establishment of a new, competence-oriented schooling culture at Hamburg’s school system.
- In the Ministry of Schools and Vocational Training (Germ. Behörde für Schule und Berufsbildung, BSB) there is the common framework for the competence development.
Composition and Structure of the Hamburg School Program
To achieve the goal of the school program, several working groups were instituted to work on the development of teaching concepts in different school subjects. Overall 48 schools (primary schools as well as secondary schools (academic track; germ. Gymnasium and district schools)) participate in the program. 5 of these schools serve as reference schools. These reference schools provide coordinators, who - together with the representatives of Hamburg’s in-service training institute (LI) - constitute discipline-specific working groups (first level). In these groups, theory-based competence-oriented teachings concepts were developed. On the next level, each coordinator supervises one discipline-specific working set, in which another 6-10 subject coordinators participate. In these working sets, the members design concrete lessons structures, tasks and diagnosis instruments, and work out strategies for direct in-class application. Overall, there are 27 working sets for the different school subjects. In the schools then, the subject coordinators from the subject-specific working sets join up with their school colleagues, and discuss the materials worked out in the working sets as well as test them in praxis.
For scientific assistance in conceptual work of the working groups, there were several cooperation partners form universities to support the respective working processes. All scientists from IPN and external universities cooperate in the research project komdif, targeting didactic and pedagogic-psychological research questions.
In addition to the main goals of the alles»könner school program, the research questions for the formative and summative evaluation were formulated by the city of Hamburg and suitable methods were provided by the evaluation team.
The evaluation focuses on the newly-designed competence- oriented development of teaching. This is thought to be the best condition for fostering individual competence development. In the school program, several processes were arranged to initiate teaching development and to anchor it in the schools. Therefore, the evaluation analyses the processes regarding changes in teaching and schooling. The analysis of the student achievement is not the main question of the evaluation. The evaluation focused on collaboration within the groups, on the effects of changed instruction, on teachers’ beliefs about the competence-oriented instruction, on instructional quality, the format of useful school reports in the participating schools and the acceptance of these formats by teachers, students and parents.
Researchers involved (alphabetically):
|Prof. Dr. Ute Harms|
|Prof. Dr. Jens Möller|
|Dr. Isabell Paulick (bis 08/2015)|
|PD Dr. Burkhard Schroeter|