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Presentation by Josef Sandor, Principle of a model school in Eger, Hungary. Posted for blog readers by permission.
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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 Sá[email protected]