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Erasmus+: Forward-Looking Cooperation Projects Information Day, 27 January 2017 Priority 4 Professionalisation of staff (school education)
Thomas Pritzkow DG Education and Culture Unit B.2 Schools and multilingualism
Call EACEA/41/2016: Priority 4
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Professionalisation of staff in school education, including early childhood education and care
Challenges
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• How to raise the quality and equity of schooling?
• Latest PISA results: a step backwards for Europe on student achievement targets
Challenges
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• Preparing teachers and educators for a changing job/ environment…and helping them develop throughout their careers
• Making careers in teaching more attractive/ raising the status of the profession
• Tackling shortages of qualified staff
Policy context: Education and Training 2020
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• Six priorities, including 'Strong support for teachers, trainers, school leaders and other educational staff'
• Foster generalised, equitable access to affordable high-quality early childhood education and care
• ET2020 working groups on school policy (0-18)
• Erasmus+ support (KA1, KA2, eTwinning, School Education Gateway) + Structural funds
Policy context
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• New Commission initiative on the modernisation of school education (2017):
– Policy guidance/agenda for co-operation on teachers, early childhood education and care, governance of school education systems
–Review of the 2006 framework of key competences
What do we mean by professionalisation?
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• "Professionalization is the social process by which any trade or occupation transforms itself into a true 'profession of the highest integrity and competence.'"
H Nilsson, quoted on Wikipedia • 12 Criteria of professionalism
John MacBeath Future of Teaching Profession (2012)
What do we mean by professionalisation?
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• The aspiration: a profession of educators that – are well-prepared for their role – engage in professional development, research
and self-reflective practice – enjoy professional autonomy – collaborate to improve education – collectively engage in association, self-
regulation, adhere to a code of conduct
What do we mean by professionalisation?
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• Preparation/Initial Teacher Education, induction and professional development;
• Requirements and standards: competences, qualifications and accreditation (e.g. competence frameworks or profiles/professional standards; entry requirements);
• Professional self-regulation, association and communities; • Professional autonomy and involvement in decision-making; • Leadership; • Professional body of knowledge; • Professional identity, ethics and codes of conduct; • Professional mobility (career paths and structures); • Quality assurance, evaluation, feedback/appraisal.
Target groups
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• Ministries/public administrations (at different levels)
• Associations/unions of teachers, educators, school leaders
• Providers of teacher education/professional development
• Organisations dealing with Quality Assurance (e.g. inspectorates), leadership
• Research organisations • Schools...
Examples
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• Build communities of practice for school leaders
• Create specific pathways for ECEC assistants to enhance their qualification level
• Create specific mentoring schemes for side-entrants to the profession
• Establish incentives and support programmes for a more diverse workforce
Examples
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• Create networks/coaching schemes between ECEC settings to spread proven pedagogical methods
• Explore new ways of selecting and recruiting candidates for the profession
• Develop peer-to-peer classroom observation • Create CPD schemes on interaction with
parents, other professions, non-school partners