In-service training of teachers in Cyprus

The work of the Pedagogical Institute

Dr Elena Hadjikakou

Department of Teacher TrainingCyprus Pedagogical Institute16 March 2009

Structure of Presentation

In-service training of teachers in Cyprus - an overview

Induction Program – a case study

Improving the Quality of Teacher Education, 3 August 2007

Life long learning – Coherent system Initial Teacher Education Induction into the profession during the first

three years with structured guidance and mentoring

Career-long continuing professional development

Improving the Quality of Teacher Education, 3 August 2007

TeachersContinue to reflect on their practiceUndertake classroom-based research Incorporate into their teaching the results of

classroom and academic researchAssess their own learning needs

Teachers’ in-service training

The case of Cyprus

Cyprus Educational System

Highly centralised At the Ministry of Education and Culture:

Department of Primary EducationDepartment of Secondary EducationDepartment of Vocational EducationDepartment of Higher EducationCyprus Pedagogical InstituteCyprus Center of Research and Evaluation

Teachers

All teachers are appointed by an Independent Body: the Education Committee Service (a list) Primary School Teachers get appointed usually after 3-

5 years they complete their studies Secondary/Vocational School Teachers, depending on

the subject they teach, may be appointed 3-25 years after they complete their studies

Pre-service training

It is compulsory for Secondary/Vocational School Teachers to attend a pre-service course offered by the University of Cyprus

Cyprus Educational System some numbers ……

Number of schools

Number of teachers

Primary* Education

350 4048

Secondary Education

120 6000

Vocational Education

14 600

* Pre-primary education is not included

Current Developments

Phase of Educational reform Commitment of the Ministry of Education

and Culture to promote and improve the provision of teachers’ in-service training forNewly appointed teachers (Induction Courses)Experienced TeachersTeaches who work on a temporary basis

Pedagogical Institute

Pedagogical Institute

The Pedagogical Institute was founded in 1972

Departments (since September 2008) Department of Educational DocumentationDepartment of Educational TechnologyDepartment of Teachers’ Training

Designing the in-service training courses Priorities given by the MOEC Satisfaction of teachers needs

Diagnosing teachers needsData collection through:

Instrument for the Heads of the Departments of the MOEC

Instrument for the school units Meetings with Teachers Unions

Pedagogical Institute

The Pedagogical Institute offers:Compulsory in-service trainingOptional coursesSeminars/workshops/conferencesSupport for the school units

In-Service courses (1)

The in-service training courses aim at long-term development of teachers.

These courses are offered to school leaders: Newly promoted Deputy Head teachers of Secondary

Schools Newly promoted Head teachers of Secondary Schools Newly promoted Head teachers of Primary Schools

In-service courses (2)

Teachers of Greek origin who reside in the countries of eastern Europe

Induction Program for novice teachers

Evaluation of the Programs

External evaluation (CERE) Formative evaluation (CPI)

Optional courses Parent training on request School based courses on request Short courses offered centrally, for

teachers of all levelsAre held in the afternoon Meet the professional needs of teachers as

those needs are identified by the Pedagogical Institute or suggested by the Departments of Ministry of Education and Culture

Emphasis on action research at the school unit

In-service training

Throughout the year the CPI organises:SeminarsOne-day workshopsConferences

Considering the:Needs of the teachersPriorities of the MOECNew trends

An example …

Induction Programme In Cyprus

Funding Secondary/Vocational Education

Co-funding by the European Social Fund, 2007-2013

ΚΥΠΡΙΑΚΗ ΔΗΜΟΚΡΑΤΙΑ ΕΥΡΩΠΑΪΚΗ ΕΝΩΣΗ

Characteristics of the Cyprus Induction Programme It does not focus on assessing the participants

There are no exams

There are few seminars

It is not a prerequisite for teachers to get a permanent position

Induction Programme in Cyprus: main features Involves teachers of Primary, Secondary and

Vocational Education Training of newly appointed teachers Training of mentors

Definition of Newly Appointed Teachers competences

Induction Programme in Cyprus: main features Emphasis on the satisfaction of INDIVIDUAL,

PERSONAL NEEDS Emphasis on school-based training Aims at developing “reflective practitioners” Support group at the Cyprus Pedagogical

Institute (CPI)

Teachers know their pupils and how they learn

Teachers plan, assess and report

for effective learning

Teachers communicate effectively with

their pupils

Teachers use classroom

management skills

Teachers continually

improve their professional

knowledge and practice

Teachers are actively engaged members of their profession and

the wider community

Teachers know their subject and how to teach that content to their

pupils

Newly Appointed Teachers

Competences

New Institute of Teachers (2006). Professional Teaching Standards. Available on line at: http://www.nswteachers.nsw.edu.au/

Model

CPI support group

Novice teachers and mentors

The CPI support group: does not evaluate visits the schools

makes use of new technologies (www.pi.ac.cy)

Training of Newly appointed teachers

Aim:

To enable the induction of newly appointed teachers in the teaching profession by providing support to: their Personal/emotional needs their Professional and practical needs/Solving

Problems the Development of their critical reflection in

relation to their teaching practice

Training of MentorsAim:

To promote the successful development of the mentoring relationship between the mentors and the newly appointed teachers, especially since the mentors are expected to play an influential role in the school unit

Assessment

Certain instruments have been developed by the Cyprus Pedagogical Institute for:Diagnosing each novice teacher’s needsDeveloping an Individual personal planUsing whenTeaching, Co-teaching, Observing

lessons

Emphasis on the reflection

Material Booklets Notes for the Instructors CPI’s web-site for Induction Programme

(www.pi.ac.cy) under development

Evaluation of the Programme

Formative Evaluation carried out by the CPI

External evaluation CERE