teaching careers in europe: access, progression and...

Education and TrainingEducation and Training

Teaching Careers in Europe: Access, Progression and Support

Peter Birch

EACEA A7: Education and Youth Policy Analysis

Eurydice report

20 April 2018 Brussels


Euryd

ice

2

The Eurydice network

38 countries

44 National Units(under the responsibility of the ministries)


Euryd

ice

About the report

• Primary and general secondary education (ISCED 1-3) – Public schools

• 43 European education systems

• Official regulations and recommendations on aspects that can affect teaching careers

• Comparative analysis based on 49 indicators

2


Euryd

ice

Content of the report

3

1.Forward planning and main challenges in

teacher supply and demand

2.Entry to the profession and

teacher mobility

3.Induction, Professional

Development and Support

4.Career Development

5.Teacher appraisal

Annexes 1.Career structures

2.Teacher competence frameworks (TCF)

3.Use of TCF


Euryd

ice

5

Forward planning & main challenges in teacher supply and demand

• Forward planning• Level of authority responsible

• Timescales

• Types of data used on:

• Serving teachers

• Prospective teachers

• Demand for teachers• Main challenges in teacher supply and demand

• Shortages, oversupply and unbalanced distribution

• Ageing workforce and teacher retention

• Enrolment shortfalls and retention rates in ITE


Euryd

ice

6Source: Eurydice.

Main challenges in teacher supply and demand reported by education systems. Primary and/or general secondary education (ISCED 1-3), 2016/17

Shortage in some subjects

Shortage in some geographical areas

Ageing teacher population

Oversupply

Shortage of students enrolling in ITE

High drop-out rates from the profession

High drop-out rates from ITE


Euryd

ice

7

Entry to the profession & teacher mobility• Requirements to become a fully qualified teacher• Alternative pathways• Recruitment methods and employment conditions

• Main methods of recruitment

• Appointment to schools

• Administrative level responsible for employment

• Types of employment status

• Types of contract• Teacher mobility between schools

• Regulations and level of authority responsible

• Procedures

• Reasons


Euryd

ice

8Source: Eurydice.

Success in a competitive examination is required in addition to completion of ITE

Official requirements for becoming a fully qualified teacherin primary and general secondary education (ISCED 1-3), 2016/17

Successful graduation from ITE is the only requirement

Confirmation of professional competency is required after completion of ITE

ATISCED 2-3


Euryd

ice

9Source: Eurydice.

employment-based training

Alternative pathways to a teaching qualification in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17

short professional-oriented programmes

Alternative pathways provided through:

other alternative pathway

No alternative pathways


Euryd

ice

10

Induction, continuing professional development and support

• Induction and mentoring• Induction programmes for prospective/new teachers

• Mentoring for all teachers • Continuing professional development (CPD)

• Status of CPD and CPD planning at school level

• Authority levels responsible for defining CPD needs & priorities

• Incentives to encourage teacher participation

• Measures to remove barriers to participation

• Specialist support for serving teachers• For teachers of students with general learning difficulties

• For personal and professional issues


Euryd

ice

11Source: Eurydice.

Recommended

Status of induction programmes in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17

Compulsory

Not regulated

ATISCED 2-3


Euryd

ice

12

Source: Eurydice.

Types of support included in the induction programme in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17 (1/2)


Euryd

ice

13

Source: Eurydice.

Types of support included in the induction programme in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17 (2/2)

Participation in other teachers' class activities and/or class observation

Team teaching

Networking/virtual communities

Collaboration with other schools


Euryd

ice

14Source: Eurydice.

Professional duty

Status of CPD for teachers in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17

Compulsory

FR

ISCED 1

Required for promotion or salary progression

Optional


Euryd

ice

15

Career development

• The career structure for teachers

• Teachers' roles and responsibilities

• Career guidance for serving teachers

• Teacher competence framework


Euryd

ice

16

Multi-level career structure

Flat career structure

No top-level regulations

Types of career structure for fully qualified teachers as defined by the top-level education authority, primary and general secondary education (ISCED 1-3), 2016/17

Source: Eurydice.


Euryd

ice

17

Areas of competence specified with defined knowledge and skills

Only areas of competence specified

No competence framework

Level of detail provided in teacher competence frameworks issued by top-level authorities, primary and general secondary education (ISCED 1-3), 2016/17

Source: Eurydice.


Euryd

ice

18

Different uses of the teacher competence frameworks issued by top-level authorities, primary and general secondary education (ISCED 1-3), 2016/17

Source: Eurydice.

ITE

CPD

Teacherappraisal


Euryd

ice

19

Teacher Appraisal• Structure and scope

• Regulations and Monitoring

• Teachers involved

• Extent and frequency

• Aims and outcomes

• Link with professional development needs and

underperformance• Implementation

• Appraisers (and training for school leaders)

• Frameworks

• Instruments

• Rating systems


Euryd

ice

20

Monitoring of the appraisal system for teachers in primary and general secondary education (ISCED 1-3) by the top-level education authority, 2016/17

Regular monitoring

Occasional monitoring

No monitoring

No teacher appraisal

Source: Eurydice.


Euryd

ice

21

Appraiser training programmes for school leaders in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17

Mandatory

Recommended/optional

No training programmes

No teacher appraisal

Training programmes are:

School leaders are not involved in teacher appraisal

Source: Eurydice.

Education and Training

Education and Training

teaching careers in europe: access, progression and...

Documents