Continuous Professional Development

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• Continuous Professional Development
• of Teachers and Trainers
• Dublin, 22nd March 25th March 2011
• Group Number 214

Marilena Beltramini Teacher at Liceo Scientifico
Albert Einstein ISIS Malignani Cervignano del
Friuli UDINE ITALY
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THE PLACE I LIVE AND WORK Friuli Venezia Giulia
in the North East of Italy
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• MY PROFILE
• Graduated in Foreign Languages at UDINE
  University
• Qualified teacher of English (Middle and High
  School)
• Won Permanent position at Liceo Scientifico
  Albert Einstein
• Since 2000 in charge of Teacher Training Planning
  and Support for the 6 Institutes of ISIS
  Malignani
• Won teacher selection for the implementation of
  school autonomy at Regional School Office of FVG
  in Trieste
• Master in Open Distance Learning UDINE
  University
• Master Eurocultures (network of European
  universities)
• Teacher at SSIS of UDINEs University
• (SSIS Specialization School for Secondary
  School Teaching)
• Supervisor at SSIS (UDINE University )
• (Specialization School for Secondary School
  Teaching)

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PROFESSIONAL EXPERIENCES IN TEACHERS TRAINING

• Teacher at Liceo scientifico (general upper
  secondary school specialising in scientific
  studiesl) since 1986
• Teacher Trainer for the qualification and
  selection of teachers of middle and high school
  (Province Level)
• Teacher trainer for In-service and initial
  teachers subject specific area (Provincial and
  Regional Level)
• Teacher operating for School Autonomy at Regional
  level (committed in the area of Integrated
  Training, Languages and European Project Work)
• In charge of ISIS Teachers Training Project
  Research Innovation (Funzione Strumentale
  Area Sostegno al Lavoro dei docenti Role
  incharge of teachers work support)

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PROFESSIONAL EXPERIENCES IN TEACHERS TRAINING I

• Trainer for teachers training courses in
  different areas
• Using the Multimedia in Teaching local project
  
• Citizenship Competences Education national
  project - MIUR ITALY
• The European Dimension in Education
  interregional and national level
• Vertical Curriculum Module Design local
  project
• CLIL practices, Forum Moderator provincial and
  regional level
• Etutor for FOR virtual learning environment for
  teachers national project - MIUR ITALY
• Novice teachers provincial and regional level
  
• Coordinator of National Teacher Workshops for
  Ministry of Education MIUR (area of
  Citizenship, The European Dimension and LLL)
• Moderator in European Study Visit CLIL across
  Europe for an Innovative Intercultural Knowledge
  Understanding (Into the core of CLIL good
  practices)
• Member of project group committed in the
  internationalization of curriculum Growing
  Innovation for Teaching. Enhancing action
  competences for the professional development of
  teachers trainers (VETPRO) for ANFIS (National
  Association of Trainers and Teachers Supervisors.
  Qualified subject for teachers training)

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THE ITALIAN SCHOOL SYSTEM IN BRIEF AND ONGOING
REFORM
Pre-primary Education Pre-primary Education
Nursery schools - Scuola dellInfanzia not compulsory - free of charge Age 3-6 Families are asked to pay a sum for transport and canteen services. Families with low incomes are exempted
Compulsory Education Education is compulsory from 6 up to 16 years of age. The right/duty to education and training for at least 12 years is fulfilled within the education system or up to the obtainment of a three-year vocational qualification (either at school or in the initial vocational training system) before reaching 18 years of age.The Constitution establishes that education is compulsory up to 14 years of age. The length of compulsory education has been prolonged up to 16 years of age in school year 2007/08, according to the Financial law for the year 2007. Special Needs students with special needs are integrated into mainstream education and special support is provided. Abridged from Eurydice Compulsory Education Education is compulsory from 6 up to 16 years of age. The right/duty to education and training for at least 12 years is fulfilled within the education system or up to the obtainment of a three-year vocational qualification (either at school or in the initial vocational training system) before reaching 18 years of age.The Constitution establishes that education is compulsory up to 14 years of age. The length of compulsory education has been prolonged up to 16 years of age in school year 2007/08, according to the Financial law for the year 2007. Special Needs students with special needs are integrated into mainstream education and special support is provided. Abridged from Eurydice
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FIRST CYCLE OF EDUCATION FIRST CYCLE OF EDUCATION
Primary school Scuola primaria Teachers are generalist Age 6-11
Lower secondary school Scuola secondaria di primo gradoteachers are specialist in one or more subjects Age 11-14
SECOND CYCLE OF EDUCATION Secondo ciclo di istruzione within post-compulsory education Age 14-16 SECOND CYCLE OF EDUCATION Secondo ciclo di istruzione within post-compulsory education Age 14-16
CURRICULUM CONTROL AND CONTENT 2004 National Guidelines (Indicazioni nazionali per i piani personalizzati delle attività educative) together with Guidelines for the Curriculum (Indicazioni per il curricolo per la scuola dellinfanzia e per il primo ciclo di istruzione), issued in 2007 and introduced on an experimental basis in school year 2007/08 and school year 2008/09. In the next three school years (until 2011/12) the activities carried out by the schools will be monitored. On completion of the first cycle of education, students take a state examination. The certificate is required to be admitted to the upper secondary education level. Abridged from Eurydice CURRICULUM CONTROL AND CONTENT 2004 National Guidelines (Indicazioni nazionali per i piani personalizzati delle attività educative) together with Guidelines for the Curriculum (Indicazioni per il curricolo per la scuola dellinfanzia e per il primo ciclo di istruzione), issued in 2007 and introduced on an experimental basis in school year 2007/08 and school year 2008/09. In the next three school years (until 2011/12) the activities carried out by the schools will be monitored. On completion of the first cycle of education, students take a state examination. The certificate is required to be admitted to the upper secondary education level. Abridged from Eurydice
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POST- COMPULSORY EDUCATION/UPPER SECONDARY AND
POST-SECONDARY LEVEL and THE ONGOING REFORM
The upper secondary level of education is called 'second cycle of education' (secondo ciclo di istruzione). It is made up of the upper secondary school (called scuola secondaria di secondo grado) falling under the responsibility of the State and offered by the licei, the technical institutes and the vocational institutes. Also there is the vocational and training system falling under the responsibility of the Regions and offered by the recognized formative agencies operating nationwide
TYPES OF EDUCATION SECOND CYCLE OF EDUCATION WITHIN POST-COMPULSORY EDUCATION
Liceo classico - general upper secondary school specialising (GUSS) in classical studies Liceo scientifico - (GUSS) in scientific studies) Liceo linguistico - (GUSS) in foreign languages Liceo delle scienze umane - (GUSS) in human sciences Liceo musicale e coreutico - (GUSS) in music and dance Liceo artistico - (GUSS) in arts subjects National guide for nuovi licei Abridged from Eurydice
Age (14) 16-19
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TYPES OF EDUCATION - SECOND CYCLE OF EDUCATION
WITHIN POST- COMPULSORY EDUCATION
Technical school Istituto tecnico Age (14) 16-19
Vocational school Istituto professionale Age (14) 16-19
Initial vocational training Formazione professionale di base Age (14) 16-17
Higher technical education and training system Istruzione e formazione tecnica superiore Age 19-21
ADMISSIONS CRITERIA Holders of the certificate of the first cycle of education, obtained after having successfully passed the first cycle leaving examination, may enter the second cycle of education. Enrolment and attendance are not free of charge. However, fees are modest and the amount is fixed at central level. Students enrolled at the first, second and third year of the second cycle are exempted from paying, as they are still fulfilling the right/duty to education. Students are free to choose the school, within the limits of available posts. National guides for nuovi tecnici and nuovi professionali Abridged from Eurydice ADMISSIONS CRITERIA Holders of the certificate of the first cycle of education, obtained after having successfully passed the first cycle leaving examination, may enter the second cycle of education. Enrolment and attendance are not free of charge. However, fees are modest and the amount is fixed at central level. Students enrolled at the first, second and third year of the second cycle are exempted from paying, as they are still fulfilling the right/duty to education. Students are free to choose the school, within the limits of available posts. National guides for nuovi tecnici and nuovi professionali Abridged from Eurydice
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ITALIANMinistry of Education, University and
Research
SCHOOLcentral level regional and provincial
education offices work at local
level responsibilities may be delegated to the
provinces and municipalities. Schools are granted
autonomy in teaching, organizing and research,
experimentation and development. Law no. 59 of
15 March 1997 and subsequent implementation
decree (DPR 275/1999) 2004 institution of
INVALSI ?the National service for the evaluation
of the education and training system UNIVERSITY
Universities have gradually gained
administrative, financial and accounting
autonomy. In 2008 institution of ANVUR for the
evaluation of the university and research system
? carried out by the National agency for the
evaluation of the university and research
system.

Abridged from Eurydice
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ITALIAN TEACHER TRAINING. HISTORICAL PERSPECTIVE

• OLD TRADITIONAL MODEL Public CONCORSI
• (qualification and selection for permanent
  positions)
• Model referring to most of todays permanent
  teachers

Image
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TEACHER TRAINING SYSTEM. THE SSIS MODEL

• RECENT MODEL SSIS
• Specialization School for Secondary School
  Teaching.
• Initial teachers training 6 years ? 4 years
  university 2 SSIS years
• active from academic year 1999-2000 to two years
  ago
• Curriculum theory practice (university
  lessons laboratory practice training) ?
  qualified Secondary School Teachers

Image
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TEACHER TRAINING SYSTEM. THE NEW MODEL

• ONCOMING MODEL
• following latest school reform
• NOT YET ACTIVE
• Initial teachers training 3 years 2 years
  university
• 1 year ACTIVE PRACTICE TRAINING
• Tirocinio formativo attivo (Tfa)
• Training depends on an inter- universities
  direct school involvement
• the School Regional Office responsible for access
  planning and distribution of trainees to
• the different school institutions on the
  territory READ FULL TEXT

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HOW CAN YOU BECOME A TEACHER THEN?

• AT PRESENT teachers must hold
• at pre-primary and primary level
• ? a university Laurea in primary education
  sciences
• at secondary level ? a Laurea magistrale
  until 2007/08 ? complete a 2-year specialisation
  course at SSIS the Specialisation school for
  teaching at secondary level - Scuola di
  specializzazione per linsegnamento secondario.
  Access to SSIS courses has now been suspended.
• Primary school teachers are generalist teachers,
  but are responsible for a specific subject area.
• Secondary school teachers are specialist
  teachers. All teachers are civil servants.

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PROFESSIONAL DEVELOPMENT OF TEACHERS AND
TRAINERS REGULATION OF 10 SEPTEMBER 2010

• MAIN POINTS
• introduction of one-year practical training at
  school to be carried out
• after attainment of Laurea magistrale
• planning of the number of new teachers according
  to the requirements
• ? to prevent teachers' temporary employment ?
  serious problem in Italy
• admission to degree courses for prospective
  teachers will take place upon a selection based
  on the requirements of the national education
  system
• specific degrees for teaching qualifications in
  the various subjects.
• REGULATION ? WHAT IS NEW ?
• ?
• Languge competence (CEFR B2) ICT competence
  (2006/962/EC)
• a better qualification for integration of
  disabled students.
• The reform of initial teacher training and
  teacher recruitment system, is supposed to be
  implemented starting from school year 2011/12.

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BECOMING A PERMANENT TEACHER INITIAL TRAINING
AND INDUCTION

• A Permanent teacher position requires ? following
  compulsory training (Legislation 270/1982).
• The probationary period Anno di Prova
• 180 days teaching
• being assigned a tutor ensuring support
  throughout teaching activities
• following a one-year compulsory training course
  (art. 440. D. Leg.297/199) ? a 40 hour-blended
  course (2020) supported by an etutor for online
  activities (virtual learning platform VLE)
  provided by the National Agency for School
  Autonomy (ANSAS)
• writing a a report on didactic experiences
  carried out during teaching activities
• evaluation of the report by an Evaluation
  Commitee composed of 4 members experienced
  teachers and by the headmaster

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THE CPD MODELIn-service Training

• STEPS OF A TRAINING PLAN IMPLEMENTATION
• Collecting teachers needs (questionnaire)
• Data Processing
• Presentation of results at teachers second
  annual meeting
• Proposal of training courses implementation with
  reference to priorities
• expressed by teachers
• Circular letter to ISIS and network of school in
  the area inviting participation to courses
  singled out
• Courses implementation
• Monitoring
• Presentation of monitoring results at final
  school year teachers meeting
• AN EXAMPLE

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REFLECTING ON MY EXPERIENCES AS TRAINER

• What makes training non-attractive and the work
  of a trainer difficult?
• Teachers low level of motivation (training is
  voluntary-based, professionally non recognized
  and economically non-funde, time demanding,
  challanging )
• Too many training offers from different sources
  without a structured policy, hierarchy or range
  of priorities
• Difficulty in designing a training plan
  concretely responding to the needs of a school or
  institution
• Teachers contrasting attitudes enthusiasum
  versus skepticism in front of a complex and
  demanding society
• Very rare recognition of professional merits and
  sense of isolation
• High number of teachers that drop out courses
  along the process
• Experimentation in the class context is time
  demanding
• Teachers are often worried about the development
  of curriculum especially in final classes
• Fear and skepticism in experimenting new
  techniques (case study, webquest, simulations,
  project work, competence-based leraning units,
  using multimedia formats, etc,..)
• Most teachers are middle aged and do not feel at
  ease with ICT
• Transmissive forms of training and lack of
  adequate equipment

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REFLECTING ON MY EXPERIENCES AS TRAINER I

• What makes teachers training successful?
• Curiosity and enthusiasm towards innovation
• Responding to individual needs (labour market
  included)
• Willingness to experimentation and action
  research
• Positive attitude to ICT supported learning and
  teaching practices
• Learning by doing
• Laboratory practices (competence-based units)
• Taking part in Project Work, EU projects,
  Regional and Local Initiatives
• Positive student-teacher relationship
• An intercultural, multilingual, inclusive
  mission
• Wealth of materials (also in mobile learning
  formats)
• Feasibility of roles
• Readiness to self-evaluation and to put oneself
  to test
• Blended formats
• Community Learning
• Recognition and acceptance of ones mistakes
• Positive attitude to difficulties
• Curiosity towards learning from colleagues

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FOR A POSITIVE TRAINING EXPERIENCE

• Good policies
• Definition of priorities
• Shared planning
• Awareness of trainees previous experiences
• Constructivist approaches
• Social networking
• Virtual Learning Platforms
• Curious attitude to cooperative learning
• Accepting mistakes
• Learning through laboratory practice
• Collaborative and cooperative practices
• Experimentation of roles
• Action research
• Monitoring
• Reflection on process and products and eventual
  process re-definition
• Blended formats
• Suitable tools and equipment
• Life long learning attitude

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SUCCESSFUL TRAINING IS
CREATING
OPPORTUNITIES

• To meet
• To promote (personal and professional assessment,
  life-long learning attitudes, structured
  policies, inclusion )
• To share (experiences, emootions, fears, ideas,
  institution inter-connections, practices, )
• To reflect
• To collaborate and cooperate
• To create learning communities
• To create materials to be tested in class
  contexts
• To experience a sense of belonging
• To create positive relationships
• To learn how to meet the other
• To learn how to de-center oneself
• To experiment critical thinking and problem
  solving
• To create and support team-work
• To change
• To improve our learning and teaching environment
• A few products from some of my inservice-
  training courses
• The Sense of Rules Learning about America

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A REFLECTION TO SHARE

• My personally built culture has never closed on
  itself, I built it starting from everybodys
  problems, with my attitudes, with my curiosity. I
  did not build it by accumulation, but gained it
  thanks to the diversity and multiplicity of
  approaches not by summing, but by unveiling the
  strategic cognitive nodes there, where, that
  which is divided blends together so that anyone
  that is everyone, but I myself in the first
  place - could avoid the blindness of
  fragmentation and the ignorance caused by
  disciplinary boundaries. E. Morin

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THANK YOU FOR YOUR ATTENTION
Marilena Beltramini www.marilenabeltramini.it mb_at_m
arilenabeltramini.it marilenabeltramini_at_alice.it