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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: [email protected]
www.mps.sr.gov.yu
