MODEL FOR IN-SERVICE TEACHER TRAINING AND PROFESIONAL DEVELOPMENT

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MODEL FOR IN-SERVICE TEACHER TRAINING AND
PROFESIONAL DEVELOPMENT EXPERT SEMINAR ON
TEACHER TRAINING GRAZ November 2003 Snezana
Klasnja Ministry of Education and
Sports Republic 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 revival
• of 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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WHAT DO WE SUGGEST?
Instead of controlling
Controlling the the input the outcome
Core curricula
Uniformed program
Inspection
Outcomes evaluation
Uniformed textbooks
Centralized management
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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PRE-SERVICE TRAINING

• 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

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DIRECTION OF CHANGE IN PRE-SERVICE TRAINING

• Change in the curriculum
• Change in the methodology
• Faculty professional development/
• Universities Continuing Education

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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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DIRECTION OF CHANGE IN INDUCTION

• New concept of induction period
• Procedure for professional exam (license)
• Training for the mentors
• Legal regulation

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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 TRAINING

• Establishment of an institutional framework for
  teacher training
• ?ccreditation 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 teachers 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 students 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
• ?ooperation with institutions and organizations
• ?nalytic 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
• ?rganization 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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TITLES
SENIOR PEDAGOGICAL ?OUNSELLOR
INSTRUCTOR
MENTOR
PEDAGOGICAL COUNSELLOR
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PEDAGOGICAL ?OUNSELLOR

• Five years of service
• Over average level of accomplishment of
  pedagogical and educational goals compared to
  the initial state and working conditions
• Initiates and participates in raising of the
  quality of
• educational and pedagogical process
• extracurricular activities
• Accomplished training program of at least 140
  lessons

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??NTOR

• Title of pedagogical counsellor
• Eight years of service
• High level of accomplishment of pedagogical and
  educational objectives
• Initiates and participates in raising the
  quality of
• educational process
• extracurricular activities
• Uses a PC
• Has knowledge of one foreign language
• Accomplished the training program for a mentor

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INSTRUCTOR

• The title of mentor
• Ten years of service
• High level of accomplishment of pedagogical and
  educational objectives
• Initiates and participates in raising the
  quality of the
• teaching and educational process
• extracurricular activities
• Five published expert studies
• Works on a PC
• Knows one foreign language
• Accomplished training program of at least 200
  lessons
• Realized training program of at least 100
  lectures

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SENIOR PEDAGOGICAL COUNSELLOR

• Title of instructor
• Twelve years of service
• Title of expert or Master of Arts
• High level of accomplishment of educational and
  pedagogical objectives
• Initiates and participates in raising the
  quality of the
• teaching and educational process
• extracurricular activities
• Published expert /scientific studies
• Works on a PC
• Knows one foreign language and has passive
  knowledge of a second one
• Creation and realization of research projects

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OPEN QUESTIONS
?
?
?

• Creating objective criteria for career
  advancement and accreditation programs
• Evaluation of accreditation programs
• Creating standards for teaching profession
• Decentralization of the professional development
  system

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THANK YOU
Snezana Klasnja Ministry of Education and
Sports Department for Professional
Development Nemanjina 22-26 11 000
Belgrade Serbia and Montenegro E-mail
snezana.klasnja_at_mps.sr.gov.yu www.mps.sr.gov.yu