Teacher Education: the EU agenda. Schools

Transcription

1 Teacher Education: 1 Schools 2 1

2 Schools Schools have a duty to provide pupils with an education which will enable them to adapt to an increasingly globalised, competitive, diversified, complex environment, in which creativity, the ability to innovate, a sense of initiative, entrepreneurship and a commitment to continue learning are just as important as the specific knowledge of a given subject. (2008) 3 Schools Further development of school systems is needed to ensure that social cohesion is maintained and that through improved access and opportunities every young person is able to develop his or her full potential and become an active participant in knowledge society. (2008) 4 2

3 Schools A coherent approach to competence development, implies the need for stronger efforts to improve reading literacy and other basic skills, as well as more personalised approaches to learning that respond to the unique needs of each pupil, that involve suitable forms of assessment and that lead to better motivation for learning. (2008) 5 Schools Ensuring high-quality education and training systems which are both equitable and efficient requires better and more accessible pre-school provision, ambitious schools that offer equitable opportunities for all pupils, regardless of their backgrounds, as well as the right balance of mainstream and specialist provision for children with special needs. (2008) 6 3

4 Schools 1 Key competences for all Current EC work focuses on: literacy, numeracy, languages, MST, transversal competences, assessment techniques personalised learning 7 Schools 2 System equity Current EC work focuses on : access to high-quality education for those who need support to fulfil educational potential; identify learning difficulties early; solutions based on personalised pedagogical approaches; timely + adequate learning support for all with special needs Early Childhood Education and Care Early School Leaving 8 4

5 Teachers 9 Improving Teacher Quality The knowledge, skills and commitment of teachers, as well as the quality of school leadership, are the most important factors in achieving high quality educational outcomes. Good teaching and the ability to inspire all pupils to achieve their very best can have a lasting positive impact on young people's futures. (2009) 10 5

6 Improving Teacher Quality Conclusions of the Education Council 2007: Improving the quality of teacher education 2008: Preparing young people for the 21st century: European cooperation on schools 2009: Professional development of teachers and school leaders 11 Improving Teacher Quality 12 6

7 Recruitment and selection Member States to: attract and retain best candidates promote teaching as attractive career / profession review policies on recruitment placement retention mobility 13 Teacher Education systems Systems should be: adequately resourced quality assured coordinated, coherent: with a continuum of provision: initial teacher education induction career-long professional development 14 7

8 Teacher Education systems TEI courses should be evidence-based (based upon research, classroom practice...) innovate respond to evolving needs TEI/schools partnerships schools as "learning communities" 15 Initial Education Higher Education qualification for all teachers Raise level of qualifications required Qualifications should: balance research-based studies and teaching practice have a strong practical component 16 8

9 Induction of new teachers All newly qualified Teachers should get sufficient and effective support and guidance in first few years of career professional and personal support No state-wide induction system exists in: BE, BG, CZ, DK, EL, ES, IT, LV, LT, HU, MT, PL, RO, SK, FI, SE, IS, LI 17 Induction of new teachers New teachers need: Personal support reduce stress and anxiety help develop identity as teacher Social support socialisation into school and profession promote cooperation Professional support further develop teaching competences develop professionalism 18 9

10 Induction of new teachers A mentoring system to stimulate professional learning through coaching, training, discussion, counselling. A peer system to network within and across schools for social, personal and professional support. An expert system to expand content and teaching through seminars, master-classes, materials, resources, guidelines. A self-reflection system to promote professionalism, develop lifelong learning attitude through portfolios, diaries, observation / feedback, team-teaching Career-long support (Mentoring) All teachers need effective personal and professional support (e.g. mentoring) throughou their career teachers should get enough support to be effective 20 10

11 Continuing Professional Development Professional development is a lifelong task Member States need to: offer sufficient opportunities provide incentives increase take-up improve supply /variety formal/in /non formal exchanges, placements 21 Continuing Professional Development CPD needs to be: quality assured firmly rooted in practice relevant tailored to individual needs TALIS survey, (OECD 2009) more than half teachers wanted more PD! obstacles to PD: conflict with work schedule, lack of opportunities greatest need for training in: special learning needs students, ICT, discipline and behaviour 22 11

12 Continuing Professional Development Teachers to: continuously review their work, individually and collectively get regular feedback on performance get help to identify professional development needs have a plan to meet their development needs 23 School Leadership management, administration = leadership of student learning and teacher learning Recruit and retain the best school leaders Provide high quality, career-long prof. development Focus on role in shaping teaching and learning lighten administrative load distributed leadership share the tasks (NB: All teachers need leadership skills!) 24 12

13 Teacher Educators Should have: high academic standard solid practical teaching experience good teaching competences Key issues who educates Teacher Educators? how selected? background: teacher? academic researcher? based in university or school? reflective practitioners what professional standards? 25 Teacher Professional values autonomous learner lifelong learner mobile learner co-worker with colleagues, parents school developer researcher / innovator reflective practitioner 26 13

14 Teacher Competences teacher of transversal competences pedagogue digitally literate leader responsive to individual needs subject (s) specialist 27 Improving Teacher Quality 28 14

15 Peer Learning work undertaken so far Guidance for policymakers on: School as learning community for teachers Teacher Education Institution / school partnerships Preparing teachers for culturally diverse classrooms Induction of beginning teachers Handbook for Policymakers Classroom practice in ITE Teacher Educators see: 29 Peer Learning work to come School Leadership Quality in ITE and CPD Attracting and selecting new entrants to the profession Core competences for teachers Teacher Educators training and competences 30 15

16 Further Information