1 model for in-service teacher training and profesional development expert seminar on teacher...

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MODEL FOR IN-SERVICE TEACHER TRAINING AND PROFESIONAL DEVELOPMENT

EXPERT SEMINAR ON TEACHER TRAININGGRAZ

November 2003

Snezana Klasnja

Ministry of Education and SportsRepublic of Serbia

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AIMS OF EDUCATION REFORM

• To reorganize the schooling system in accordance with the need to efficiently contribute to the economic revivalof the country;

• To modernize or reorganize the schooling system so that it substantially contributes to the democratic development and European integration of the country

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THE CURRICULAR CONCEPT

The key points:

• Decentralisation (autonomy for schools and teachers)• Focus on the student• Focus on the learning process • Focus on the outcome, not the content of education • Thematic approach• Longer obligatory education (9 years)

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Uniformedprogram

Inspection

Centralizedmanagement

Instead of controlling Controlling the

the input the outcome

WHAT DO WE SUGGEST?

Uniformedtextbooks

Core curricula

Outcomesevaluation

Support for Teachers Support for School

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TEACHERS

PROFESSIONAL

DEVELOPMENT

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STRATEGY FOR PERMANENT DEVELOPMENT OF TEACHERS

• Pre-service training, induction, in-service training

• System of monitoring and work assessment +

• Professional development of teachers

UNIFIED CONCEPT=

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OBJECTIVES:

• Preparing teachers for complex professional roles

• Building professional and decision making competencies

• Increasing professional responsibility for the quality and the results of the teaching process

PRE-SERVICE TRAINING

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• Change in the curriculum

• Change in the methodology

• Faculty professional development/ Universities Continuing Education

DIRECTION OF CHANGE IN PRE-SERVICE TRAINING

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INDUCTION

OBJECTIVES:

• Acquiring practical knowledge and skills guided by the mentor

• Additional measures in quality control for future teachers

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• New concept of induction period

• Procedure for professional exam (license)

• Training for the mentors

• Legal regulation

DIRECTION OF CHANGEIN INDUCTION

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IN - SERVICE TRAINING

OBJECTIVES: Capacity building for

different roles of teachers

Higher autonomy in planning, performance and evaluation of the teaching process

More active participation in the professional training and advancement of the education system

Inclusion in process of lifelong and universal education

“We want our school to change from an institution of memorizing into an institution of thinking”

ROR, Arandjelovac

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DIRECTIONS OF CHANGE IN

IN-SERCE TRAINING1. Establishment of an

institutional framework for teacher training

2. Аccreditation of a professional training program and elaboration of a catalogue

3. Definition of criteria for professional advancement of teachers

4. Preparation of teachers for new and complex roles foreseen in the reform (compulsory and optional programs)

5. Formation of a database

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LAW ON THE FOUNDATIONS OF THEEDUCATION SYSTEM

New institutions aimed to support development of education (councils and centers)

Continuous professional development of educational staff (induction, licenses, professional competencies, accreditation..)

New educational programs for future teachers

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THE LICENSE FOR TEACHERS

Extending of the License – five year period

Attending the accredited programs (100 hours during five years)

Realization of educational work focused on attaining defined educational outcomes

Approved physical and psychological health preconditions for educational work with students

The License can be suspended or revocated

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NEW EDUCATION PROGRAMS FORFUTURE TEACHERS

WHY ? Complex professional competencies

New teacher‘s profiles :

integrated subjects

education for democratic citizenship

elective subjects

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TEACHER COMPETENCIES

1. Implementation and development of professional knowledge and values

2. Communications and interaction with students, parents, colleagues and local community

3. Planning and decision-making in teaching and learning process

4. Monitoring and assessment of student‘s progress

5. Planning and self-evaluation of continuous professional development

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INSTITUTIONAL FRAMEWORK

Councils

National and regional centers for professional development

Center for accreditation

Centers at faculties and institutes

Expert associations and societies – regional and national level

School teams (interdisciplinary)

Teachers’ networks that realize specific programs (active learning/teaching, classroom of goodwill, non-violent communication, critical thinking)

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NATIONAL CENTER FOR PROFESSIONAL DEVELOPMENT

• Strategy for professional development of educators

• Setting the standards of knowledge, skills and abilities of educators

• Accreditation and evaluation of development programs

• Development of the system for professional advancement

• Organisation and realization of seminars for instructors

• Information and documentation system (database)

• Licensing and license register

• Coordination of the work of the regional centers

• Сooperation with institutions and organizations

• Аnalytic and research activity

• Publishing and other duties

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REGIONAL CENTERS FOR PROFESSIONAL DEVELOPMENT

• Coordination of offer and demand on the regional level

• Assessment of needs

• Cooperation with schools, NCPR, institutions and organisations

• Оrganization and realization of professional training

• Information and documentation system (database)

• Promotion of professional organization of teachers

• Elaboration of reference material and manuals

• Program evaluation

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TEACHER TRAINING AND

CAREER ADVANCEMENT

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COMPULSORY PROFESSIONAL TRAINING INCLUDES

• Giving a lecture, activities

₪ attending the lecture, activities and analysis

₪ attending expert meetings

₪ participating in the elaboration of school development programs

• Attending the accredited programs (100 lessons at least, during 5 years )

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TITLESTITLES

SENIOR

PEDAGOGICAL

СOUNSELLORINSTRUCTOR

MENTORPEDAGOGICAL

COUNSELLOR

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PEDAGOGICAL СOUNSELLORPEDAGOGICAL СOUNSELLOR

o Five years of service

o Over average level of accomplishment of pedagogical and educational goals compared to the initial state and working conditions

o Initiates and participates in raising of the quality ofo educational and pedagogical processo extracurricular activities

o Accomplished training program of at least 140 lessons

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МЕNTORМЕNTOR

o Title of pedagogical counsellor

o Eight years of service

o High level of accomplishment of pedagogical and educational objectives

o Initiates and participates in raising the quality of

o educational process

o extracurricular activities

o Uses a PC

o Has knowledge of one foreign language

o Accomplished the training program for a mentor

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INSTRUCTORINSTRUCTORo The title of mentor

o Ten years of service

o High level of accomplishment of pedagogical and educational objectives

o Initiates and participates in raising the quality of the

o teaching and educational process

o extracurricular activities

o Five published expert studies

o Works on a PC

o Knows one foreign language

o Accomplished training program of at least 200 lessons

o Realized training program of at least 100 lectures

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SENIOR PEDAGOGICAL COUNSELLORSENIOR PEDAGOGICAL COUNSELLOR

o Title of instructor

o Twelve years of service

o Title of expert or Master of Arts

o High level of accomplishment of educational and pedagogical objectives

o Initiates and participates in raising the quality of the

o teaching and educational process

o extracurricular activities

o Published expert /scientific studies

o Works on a PC

o Knows one foreign language and has passive knowledge of a second one

o Creation and realization of research projects

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• Creating objective criteria for career advancement and accreditation programs

• Evaluation of accreditation programs

• Creating standards for teaching profession

• Decentralization of the professional development system

OPEN QUESTIONS ? ??

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THANK YOU

Snezana KlasnjaMinistry of Education and SportsDepartment for Professional DevelopmentNemanjina 22-2611 000 BelgradeSerbia and Montenegro

E-mail: snezana.klasnja@mps.sr.gov.yu

www.mps.sr.gov.yu