'We will not solve the teacher shortage with the current approach'

Tekst Rob Voorwinden - redactie Onderwijsblad - 15 oktober 2020 - 5 Minuten om te lezen

Picture: Fred van Diem

From the AFM to primary education: that was quite a career switch.

“I realized that I want to make a more concrete contribution than as a director. For me that meant choosing special education. The experiences at the school of my own son, who has autism, were also an example: teachers who always see the possibilities of a child and not the limitations. ”

How did the first year go?

“The year has flown by. It is so beautiful to see how quickly children learn and develop. The nice thing is that they are very open and direct. 'Miss Merel, are you already fifty years old ?! Then you're almost dead. ' If it is important to you which title is on your business card, you will quickly lose it for the class. ”

The current approach will not solve the teacher shortage

In the meantime you were also an 'independent booster'. On behalf of the minister, you carried out research into the approach to the teacher shortage and spoke to hundreds of people, from the workplace to the board. What are your conclusions?

“The main conclusion is that the current approach will not solve the teacher shortage. It is too fragmented, too casual and too limited. Much more needs to be done and quickly. First, more cooperation in regions between school boards themselves, but also with teacher training courses. It still happens that there are no shortages at one school, while at a school five hundred meters away groups are sent home. We must solve teacher shortages together instead of competing with each other. In addition, the target group and practice must become more central in the training programs. ”

That is not the case now?

“There are 384 routes to teaching, that's too many. Moreover, teacher training programs still take too little account of the type of student and his background. Adults with experience are treated as school leavers and previously acquired competences are hardly valued. For example, I spoke to a French teacher who also wanted to teach mathematics. The university of applied sciences again demanded four years of study. While she has been teaching for twenty-five years. I find that incomprehensible."

"Educational programs are also not closely aligned with practice and the professional group is hardly involved. Whether it concerns appropriate education, diversity in the classroom or multilingualism of children. It is addressed too late or too little. Furthermore, each program itself finds it I am in favor of creating one national teacher academy in the long term.”

It seems that Van Vroonhoven's advice on teacher training has been adopted by the ministry, the Association of Universities of Applied Sciences and the VSNU. Read: 'Teacher training on the shovel'

How do you actually like your own teacher training program?

“It is progressing well. But I recognize myself in the experiences of the many teachers in training that I spoke to as a catalyst. You have to write a lot of reports. Of course you have to think before you act, evaluate well afterwards and learn from feedback, but it is very bad tick the box become. Following the procedure threatens to become an end in itself. ”

Do you receive sufficient guidance as a side entry student?

“I hear varying stories about that. In some schools a teacher is scheduled to guide beginners, other schools use the side entrants to fill in the gaps. In that case the chance of success is small. There really needs to be more money and attention for guidance. Fortunately, a first step was taken in this last year. ”

There is little point in recruiting lateral entrants if many teachers leave education

You also refer to a task force in your report?

“There are currently many initiatives, but they still lack direction and clout: every major city has its own plan, then there is also a regional approach, and so on. It's all too fragmented. There must be a task force that takes the lead and demonstrates effectiveness, based on a shared vision with a clear, coherent, long-term approach. This is what we are going to do, in that term and with that we will achieve these goals. Talk less, do more."

"I also identify a number of underexposed subjects, such as a shortage of school leaders and the retention of teachers. There is a lot of emphasis on recruiting lateral entrants, but that makes little sense if many current teachers leave education. That is why it is It is also a pity that the money for the teacher grant, for the development of teachers, has been used to increase the intake, because it is in fact about the same subject: tackling the shortages.”

And salaries in primary education must be raised: the pay gap with secondary education must be closed.

“That is not a panacea for everything, but it is one of the building blocks for success. I have not investigated whether you should integrally equalize salaries or, for example, allowances. But something has to be done. ”

What was your best moment?

“Every day is full of wonderful moments. Like a Somali boy in a lesson about Mondrian, he thinks he can't draw. But at the end of the lesson proudly shows a beautiful drawing. Then your whole day is good. ”

And the least beautiful moment?

“Those are the moments when you are confronted with your own inability. When for all kinds of reasons - too little support, too little luggage, too large a group - you cannot give a child the attention you would like to give. Then you will come home sad.”

This was a selection from the interview with Merel van Vroonhoven in the October issue of the Onderwijsblad. You can read the whole story in the magazine. The Education Magazine in your mail every month? Join the AOb!

The recommendations of Samen strong for every child

• Establish a sustainable (regional) cooperation between educational parties, with a legally anchored social task.

• Put the target group and practice at the center of training programs. Adults need a different approach than school leavers. Also combat fragmentation, for example by setting up a national teachers' academy.

• Pay more attention to underexposed topics, such as the shortage of school leaders, students in a vulnerable position, shortage of subjects in secondary education and retention of sitting teachers.

• Start a task force that will develop a clear, coherent, multi-year approach.

• Address the pay gap between primary and secondary education.

Also read: 'Teacher training on the shovel'

More about the shortages: 'The teacher shortage continues'