Iskola Bemutató TanáRkéPzéS Angol

The demonstration school, the high school and the

elementary art school of the Eszterházy Károly College

introduces itself by

József Sándorschool master

12/08/09 SPRITE 2

Our motto

„School itself is good for learning how to learn,good for creating desire for knowledge, for getting the taste of well-done work, the taste of excitement while creating,good for learning to love what we do and for finding the job we will love while doing it.„

by Albert Szent-Györgyi Nobel-prize winner

12/08/09 SPRITE 3

Focuses of educationCommunication

– On mother tongue– In foreign languages (English, German, French)– Through information technology– In art (visual, music, dance)

Health– Everyday physical education– Swimming– Leisure time sport activities– Recovery gymnastics

Successes– Caring for talented students– Development groups (generative pedagogy, speech

therapist, motion therapy)– Educating art– Competition sports

12/08/09 SPRITE 4

History of the school

• Two separate demonstration schools of the College united

• Goal:– Creating a new, flexible school for managing the

changes in public and higher education

1st September 2005

12/08/09 SPRITE 5

Infrastructure

• 42 classrooms altogether• 11 specialized classrooms (3 information technology, 3 art, 3 science

labs and 2 music rooms)• 11 classrooms suitable for group-work ( 2 language labs) • 3 gyms• 2 sportfields• 3 workshop rooms• 3 art workshop rooms• 2 development-rooms• 2 libraries (with reading rooms, teacher and student departments)

Buildings

12/08/09 SPRITE 6

Infrastructure

• 136 teachers, 20 people in technical and economic staff

• Teacher degrees specified

– 28 teachers for lower elementary classes (19 with advanced special exams)– 108 teachers for higher classes (56 with advanced special exams)

Human resources

12/08/09 SPRITE 7

Infrastructure

• Teachers who are– Mentor teachers 62 people– Mentors for afternoon activities 11 people– Teaching part-time at faculties and

on methodology courses 12 people – Digital Database for Education 26 people– County counsellors 25 people– In country lists of pastmasters 15 people– In country examination boards 12 people– Coursebook author 1 person

Human resources

12/08/09 SPRITE 8

Infrastructure

• Teachers who are– Art teachers 12 people– Leisure-time organizers 2 people– Librarians 4 people– Responsible for child protection 2 people– Guards for child-welfare 3 people– Special advanced degrees on pedagogy 5 people– Speech therapist 1 person– Expert for students with disabilities 1 person– Specialized on recovery gymnastics 1 person

Human resources

12/08/09 SPRITE 9

Data about students

Total sum

Elementary Art education

77

dance

18645720648125453540421

musicart3 years2 yearsDIGI school

Full-time

HigherLower

Special training

Secondary school

Elementary school

12/08/09 SPRITE 10

Data about students

About students– Full board 385 students– School canteen (lunch only) 772 students– Member of sport clubs 1524 students

– Local (resident) 812 students

– Commuters 712 students– In student hostels 134 students– With poor social background 142 students– Taking part in catch-up courses 45 students

12/08/09 SPRITE 11

Major activities• For students (ages 6-14 years)

– Special music education– Special foreign language teaching– For young learners every-day P.E. lesson

• For students (ages over 14 years)– General/ordinary education– Special music education– Special art education– Special English – Special information technology– Preparation class for foreign language learning

• Full board service• Special training

– Special training based on GCSE

12/08/09 SPRITE 12

Major activities• Basic/elementary art education

– Music– Arts and crafts, applied art– Dance

• After lesson activities for catch-up and talent-cared goals• Special services

– Speech therapy– Recovery gymnastics

• Professional services– Educational, pedagogical, methodological services– Working-out pedagogical methods for educational purposes– Defining content knowledge requirements– Post-graduate courses for teachers with a college degree

• Practice field for college students

12/08/09 SPRITE 13

Directions of development

• Public education– Creating a model school and school-structure based

on our wide educational offers ,which saves students from choosing school at a very young age

– Introduction and dissemination of completence-based education and in college-students’ teaching practice (we have won a HEFOP application)

• Special training – Introduction of new trainings according to the

requirements of labour market

12/08/09 SPRITE 14

Directions of development

• Challenges of recent years– Masses of participants in education

↔ decreace of applicants for teacher profession

↔ less time approved for dealing with one student↔ demand for preparation for new areas

• Local pedagogical programme• Local curricula• Dealing with learning and social problems• Changes in methodological approaches

Higher education - Teacher training

12/08/09 SPRITE 15

Directions of development

• Current times– Switchover to the Bologne procedure

↔ decrease in the number of applicants for basic phase

• keeping up interest in teacher profession

• arousing interest for teacher profession

⇒Developing a teaching programme suitable for master phase

Higher education – Teacher training

12/08/09 SPRITE 16

Structure of practice

Complex teacher Competences

Pedagogical Content Knowledge Competences

gyvaGeneral competences for teachers

Introduction to teacher profession

5.4.3.2.16.5.4.3.2.1Term

MasterBachelor

12/08/09 SPRITE 17

Bachelor phase

Introduction to teachers competences • Aims:

– The teacher profession, interest in it

• Structure:– 30 contact lesson within one term + practical activities connected

to each lesson

– Applicants complete 7 modules during 2 terms

– A mentor teacher is responsible for the module’s content

12/08/09 SPRITE 18

• Content

– 1. the school’s aims and connections

– 2. management– 3. parents’ community, students’ self-government

– 4. after school activities

– 5. child protection, inclusive education– 6. teacher roles – classmaster role– 7. environment - conscious education

12/08/09 SPRITE 19

Introduction to teacher competences

1

5

6

2

34

12/08/09 SPRITE 20

Master phase

„General competences for teachers”

• Aims: –Thoroughful knowledge of teacher profession–Self – and child - cognition–Development of teacher competences

• Personality development• Group dynamics • Pedagogical assessment• Professional cooperation etc.

• Structure:–45 contact lessons within one term (preparation, visit, evalution) + a week’s practice at school

–A mentor works in a team with 5 student - teachers

12/08/09 SPRITE 21

General competences for teachers – organising the

practice

methodologist

Mentor teacher Mentor teacher Mentor teacher

TTdep

12/08/09 SPRITE 22

Master phase „Pedagogical Content Knowledge

Competences”• Aims:

–Acquisition of the actual pedagogical content knowledge, its methodology

–Knowledge and skills of the actual pedagogical content

–Assessment and evaluation procedures

• Structure:–Within 2 terms 45 contact lessons + a two weeks’ teaching practice

–A mentor works with 5 students in a team

12/08/09 SPRITE 23

Pedagogical content knowledge-teaching practice

methodologist

Mentor teacher Mentor teacher Mentor teacher

faculty

12/08/09 SPRITE 24

Complex teacher competences

Complex practice in the base school

• Aims: – Adaptation of pedagogical, psychological and

professional skills acquired during training

• structure:– In coordination with base school mentor

teacher,College methodology teacher, practice school mentor teacher

– Visit, school and after school activities

12/08/09 SPRITE 25

Complex teaching practice

Mentor teacherMentor teacherMentor teacher

faculty

methodologistDeputy

headmaster

Base school mentor teacher

Mentor teacher

TT dep

Base school mentor teacher

Base school mentor teacher

Base school mentor teacher

Base school mentor teacher

Thanks for your attention

József Sándorsandorj@ektf.hu