EU Schools Policyfocuses on:

Equity, Learner Competences, Staff

EU School Education Policy Teachers, Leaders,

Teacher Educators 10 policy priorities peer learning

10 Priorities for staff development1. Recruit and select he best teachers2. Prepare, develop and support teachers

well3. Recruit and develop effective Teacher

Educators 4. Help School Leaders to focus on

learning5. Improved system quality and

effectiveness

10 Priorities6. Improvement in initial Teacher

Education7. Early career support (e.g. induction for

teachers) 8. Career long CPD (Continuous

Professional Development) 9. Professional Competences and Values10.Peer learning as a method of

development

10 Priorities10.Peer learning as a method of

development:

Peer Learning allows Member States to learn from each other – what works best, and what doesn’t work so well.

Peer Learning has led to guidance for policymakers on:

School as learning community for teachers

Teacher Education Institution / school

partnerships

Preparing teachers for culturally diverse

classrooms

Induction of beginning teachers

Classroom practice in ITE

Teacher Educators

School Leadership

Handbook for Policymaker

s

Peer Learning work to come 2012 – 2013 (?)

Teachers’ core competences

Teacher Educators’ training and

competences

Attracting and selecting the best for the

profession

Quality in continuing professional

development

Peer learningNorway has participated in several of these PLA´s, the latest one was on ”Teacher Educators”.

Ministers of Education have identified the Teacher Educator profession as a key priority.

To prepare for this PLA the Ministry arranged a national seminar to discuss the subject with relevant stakeholders. A national report was submitted to the EU Commission

Peer learningParticipants in the Norwegian preparatory discussions: •Representatives from the Ministry of Education and Research•Representatives from the Directorate of Education•Heads of (different types of) Teacher Education Institutions•Teacher Educators at Teacher Education Institutions•Researchers into Teacher Education•Student teachers, teachers•Representatives of unions

Peer learning•PLA-conference

A peer learning conference was held in Brussels in March 2012. The 150 participants from 26 countries included Teacher Educators, academics, policymakers and stakeholder groups.

Norway participated with a delegation of five people, lead by the Ministry.

Peer learningTopics

•Definition of teacher Educators•Teacher Educator Identity and commitment•Teacher Educator Competences and Standards•Lifelong Learning

Peer learning•Some of the Conference Conclusions:

•There is a need to raise awareness of the key roles that teacher educators play in every education system and for policies that support the teacher educator profession.

•It is necessary to identify the areas of competence (knowledge, skills and attitudes) that underpin teacher educators’ diverse roles.

Peer learning•A profile or framework of competences should support and enhance teacher educators’ lifelong professional learning and stimulate improvements in quality.

•It is necessary to further develop the knowledge base about Teacher Education and about Teacher Educators.

•Education policies should encourage organized professional groupings of teacher educators.

Peer learning

http://ec.europa.eu/education/school-education/teacher-educator_en.htm

Teacher Educator Profession