'The SKO highlights what is already happening and shows that educational professionalism is a fully-fledged career path.'
On Monday 12 January, Joanne Mouthaan, associate professor in the Clinical Psychology section, received the Senior Qualification in Education (SKO). Within the university, increasing importance is being attached to recognising and valuing different career paths. Not only research, but also education deserves a fully-fledged place in professional development.
The Senior Teaching Qualification (SKO) plays an important role in this: the certificate shows that a lecturer is not only able to design and deliver systematic and innovative teaching, but can also coordinate this at a higher level and make it visible within the programme.
For Joanne, the SKO fits in seamlessly with her work in clinical psychology. Her teaching is precisely at the intersection between academic education and further education, such as mental health training.
Many students move on to these vocational programmes, but the worlds of university and further education are often still separate. ‘The aim is to bring those lines closer together,’ she says. ‘If we train students from bachelor's level to the specialist phase in a single continuous learning pathway, they will get much more out of their previous education and their further education.’
Those learning pathways require clear building blocks: education that logically connects, skills that are developed step by step. are being developed and a vision that provides direction.
In recent years, Joanne has developed various innovations, including in the areas of digital technology, blended learning and case-based teaching. In doing so, she actively sought collaboration with vocational training programmes to improve alignment.
At the same time, she emphasises the importance of self-regulation among students: ‘We want to train future professionals who take control of their own development. Curiosity is essential in this regard.’
The path to SKO requires at least five years of teaching experience and experience with coordination or curriculum development. Teachers compile a portfolio in which they describe their teaching, innovations, vision and evaluations.
This process is intensive, precisely because it requires looking back on years of development. ‘Sometimes you have to think back a long way: what did I do, what worked, what didn't, and why? That process is valuable, but it would be even more valuable if we helped teachers to record this systematically at an earlier stage.’
That is why Joanne advocates a more prospective approach within the institute. In her opinion, managers could engage in dialogue with teachers at an early stage about possible SKO development.
‘If someone has two years of BKO, you can already look together at what they need to be able to apply for SKO in three years' time. Then you can link assignments to programme structures or innovations that are already on the agenda.’ This makes the process more meaningful not only for the lecturer, but also for the department.
It is striking that Joanne is the only SKO holder within the FSW faculty this year, while other faculties have many more applications. That surprised her. ‘We are already doing a lot in terms of educational innovation, but it is often not visible. And that's a shame. The SKO makes visible what is already happening and shows that educational professionalism is a fully-fledged career path.’