2. ročník mezinárodní konference k profesnímu rozvoji pedagogických pracovníků
Profesní rozvoj pedagogů uvnitř škol
Marianna Hajdukiewicz
In-service teacher training.
Polish experience in school development
Center for Educational Development
Praha, 1. – 2. 12. 2016
www.konference.nidv.cz
CENTER FOR EDUCATIONAL DEVELOPMENT
We are a national public in-service teacher training institution.
The purpose is implementing activities to improve the quality of general and
vocational education in accordance with the state education policy.
 we support teacher training institutions, psychological and pedagogical
counselling centers and pedagogical libraries
 we aid schools in their task
 we generate information and methodology materials
 we implement projects financed by European Social Fund
WHO DO WE WORK FOR?
schools superintendents
psychological and pedagogical
counselling centers
pedagogical libraries
Support
schools
(teachers, principals
and parents)
in-service teacher training centers
local government
SCHOOLS IN POLAND
Total number of schools: 30 399
16 000
14 000
13 981
primary school
12 000
lower secondary school
(Gimnazjum)
10 000
8 000
basic vocational school
7 852
general secondary school
6 000
4 479
technical secondary school
4 000
1 995
2 000
0
1
2 092
IN-SERVICE TEACHER TRAINING CENTERS
2
2
6
2
35
Total number of centers: 495
3
7
17
19
4
3
2
19
3
1
33
2
Public in-service teacher training centers - provincial
10
78
In-service teacher training centers
- communal and district
6
33
352
In-service teacher training centers - nonpublic
4
6
29
60
3
2
24
In-service teacher training centers - central
11
4
5
4
3
1
21
3
1
20
3
5
10
4
30
5
4
46
4
3
10
1
4
2
18
NUMBER OF PSYCHOLOGICAL COUNSELLING CENTERS
31
17
31
1
4
1
Total number of counselling centers: 728
27
21
5
2
22
3
1
2
4
24
5
37
38
8
3
55
3
2
51
7
4
8
18
18
2
116
Counselling centers - nonpublic
33
Counselling centers - specialized
77
1
10
Counselling centers - public
1
28
58
579
26
41
16
12
3
PEDAGOGICAL LIBRARIES
Total number
of pedagogical libraries: 278
19
14
7
13
4
32
33
9
22
10
26
5
13
27
22
21
278
pedagogical libraries
TEACHERS’ PROFESSIONAL DEVELOPMENT
Total number of teachers: 654 183
1 year
2 years
STAGE 3
an appoined teacher
STAGE 2
STAGE 1
a contract teacher
trainee teacher
probation
9 months
probation
33 months
probation
33 months
STAGE 4
chartered teacher
probation
33 months
PARTICIPATION IN IN-SERVICE TEACHER TRAINING
94% of teachers in Poland declare that they participate in
in-service teacher trainings
• short forms of trainings – conferences, one day workshops
• their aim is to develop the competence of teaching the
subjects
• lack of supporting system in implementing innovation in
every day work
• the barriers are costs of trainings and unmatched offer.
IN-SERVICE TEACHER TRAINING SYSTEM SHOULD ….
shift from occasional, single, mutually unrelated forms
of assistance, to comprehensive service provision not only
to individual teachers but to the whole school.
whole school.
IN-SERVICE TEACHER TRAINING SYSTEM SHOULD ….
• be located close to schools
• be adapted to the needs of schools
• use the potential of various institutions
• support schools in the field of problem solving
• motivate teachers for further training at the workplace
– individual and in the team
CHANGER TO EDUCATION-RELATED LEGISLATION
Minister of National Education implemented new tasks:
• on in-service teacher training institutions
• on pedagogy libraries
• on public psychological counselling centres.
NEW TASKS OF SCHOOL SUPPORT INSTITUTION
To organise and conduct training according to:
• national education policy directions
• standards for schools established by Ministry od Education,
• results of educational supervision (external school evaluation)
• test and examination results
• implementation of core curricula
• school community needs (students, parents, teachers).
NEW FORM OF SCHOOL SUPPORT
• organisation and provision to school of long-term support based
on the process (not to the individual teacher but to the teacher
team from one school)
• organisation and conducting of cooperation and self-development
networks for teachers and school leaders.
SUPPORT OF SCHOOL DEVELOPMENT
DIAGNOSIS
PLANNING ACTIVITIES
IMPLEMENTATION
EVALUATION
CONCLUSIONS
SCHOOL
TASKS OF EXTERNAL CONSULTANT OF SCHOOL DEVELOPMENT
• Common diagnosis of school needs
• Action and task planning
• Training organisation
• Involving teachers and the school principal
• Ensuring access to necessary materials and tools
• Supporting teachers in the implementation of new solutions
• Evaluation of provided activities
• Common development of recommendations
TEACHER NETWORKS
A cooperation and self-development network is a team of about 20
teachers or principals from different schools or pre-schools, who
cooperate with each other in an organised way.
• Sharing knowledge and skills,
• Acquiring new skills and knowledge,
• Joint implementation of tasks,
• Commonly seeking ways of coping with problems,
• Establishing contacts and starting cooperation.
PILOT PROJECT 2013-2015
•Pilot implementation of the new model of in-service teacher
training and external support to 6 000 (5%) preschools and schools.
•Assistance to school and pre-school principals in their preparations
for the implementation of the state’s new education policy.
THE CONCLUSIONS OF PILOT PROJECTS
• The new model is assessed positively.
• Better responds to the needs of the school.
• Better contribute to improving the quality of activities in
selected areas, than existing forms of support.
• An important feature is focus on a chosen area, as well as
development in this area in the long perspective.
CHALLENGES OF NEW MODEL
• School support versus individual teacher trainings
• Understanding of the idea of new model among all partners
• Providing the process: Diagnosis of school and implementation of
innovations
• Competences of external consultant and school principles
• School work culture
• Organizational issues, included financial aspects
THE SCHOOLS ARE CHANGING …