Many countries in Europe use some kind of competence framework to define the quality of teachers. They typically formulate one level of teaching quality which defines the competence level that teachers must have acquired after completing initial teacher education. In addition, most countries provide limited career structures that define career opportunities within the teacher profession itself, resulting in a profession where often the only option for career progression is to move to leadership positions. Competence frameworks that create opportunities for vertical and horizontal career structures can make being a teacher a more attractive profession. They offer teachers opportunities for ‘career crafting’ and professional growth and supply school leaders with tools for more elaborate career guidance. In this article, we present a framework that was developed in the Netherlands to support teacher growth and teachers' career development. It has been used as a starting point for creating a shared language and understanding of the teacher profession and as a catalyst for dialogue between teachers and school leaders on professional growth. We elaborate the main characteristics of the resulting model, its limitations, the feedback that has been collected and how this feedback has been incorporated in how the model is used and discussed by teachers, school leaders and teacher education institutes. Finally, we argue that the strength of the framework can be explained by the way it acts as a boundary object, inspiring mutual learning and dialogue between different activity systems (of teachers, school leaders and teacher educators).

Microbial Fuel Cell (MFC) power production and Microbial Electrolysis Cell (MEC) organic production depend strongly on their dynamic environment conditions, like inlet substrate concentration, temperature, etc. This work presents a discrete extremum seeking controller to quickly tune the MFC and MEC electrical settings in order to achieve maximum performance irrespective of these dynamic environment conditions using the successive parabolic interpolation iteration scheme. The controller converges in about 3.5 days within 5% of the cell's maximum performance and in about 5.4 days within 1% for an established MFC model. The proposed discrete parabola controller converges 3x faster than the state-of-theart controllers without requiring a time-consuming calibration procedure. Equally fast convergence speed is achieved on a MEC model.

Public services under pressure. Loyalty conflicts of educational managers Public services under pressure. Loyalty conflicts of educational managers Work in public professional services, such as health care and education, has become pressurized. Managing such work has especially become contested. According to many, professionals are hindered by widespread managerial systems and techniques. Managers are blamed for this. We lack empirical proof, however. Are managers, such as health care or school managers, intentionally hindering professionals with their managerialism? This article presents the outcomes of (PhD) research on the loyalties and loyalty conflicts of school leaders. We show that school leaders are highly loyal to teachers, pupils and parents, and that they make many sacrifices to uphold normative orientations and affective feelings concerning educational processes. But not under all circumstances. Oppositions between professionalism and managerialism do not so much occur between professionals and managers, but inside managers. This has consequences for debates on public professional services, as well for practical reform.

SamenvattingDe afgelopen jaren heeft het beroep buurtsportcoach zich ontwikkeld van organisator en begeleider van sportactiviteiten voor jeugd, tot verbinder van mensen en organisaties in verschillende domeinen, zoals de gezondheidszorg. De focus ligt nog altijd op het inzetten van sport én bewegen. Buurtsportcoaches begeleiden mensen bij het veilig bewegen en vervullen een brugfunctie tussen bijvoorbeeld valpreventieprogramma’s en zelfstandig bewegen in de wijk. Deze veranderingen in hun opdrachten en doelstellingen gaan samen met een ontwikkeling van de beroepsgroep en een nieuw functieprofiel.