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Erasmus+: Forward-Looking Cooperation Projects Information Day, 27 January 2017 Priority 4 Professionalisation of staff (school education)

Thomas Pritzkow DG Education and Culture Unit B.2 Schools and multilingualism

Call EACEA/41/2016: Priority 4

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Professionalisation of staff in school education, including early childhood education and care

Challenges

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• How to raise the quality and equity of schooling?

• Latest PISA results: a step backwards for Europe on student achievement targets

Challenges

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• Preparing teachers and educators for a changing job/ environment…and helping them develop throughout their careers

• Making careers in teaching more attractive/ raising the status of the profession

• Tackling shortages of qualified staff

Policy context: Education and Training 2020

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• Six priorities, including 'Strong support for teachers, trainers, school leaders and other educational staff'

• Foster generalised, equitable access to affordable high-quality early childhood education and care

• ET2020 working groups on school policy (0-18)

• Erasmus+ support (KA1, KA2, eTwinning, School Education Gateway) + Structural funds

Policy context

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• New Commission initiative on the modernisation of school education (2017):

– Policy guidance/agenda for co-operation on teachers, early childhood education and care, governance of school education systems

–Review of the 2006 framework of key competences

What do we mean by professionalisation?

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• "Professionalization is the social process by which any trade or occupation transforms itself into a true 'profession of the highest integrity and competence.'"

H Nilsson, quoted on Wikipedia • 12 Criteria of professionalism

John MacBeath Future of Teaching Profession (2012)

What do we mean by professionalisation?

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• The aspiration: a profession of educators that – are well-prepared for their role – engage in professional development, research

and self-reflective practice – enjoy professional autonomy – collaborate to improve education – collectively engage in association, self-

regulation, adhere to a code of conduct

What do we mean by professionalisation?

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• Preparation/Initial Teacher Education, induction and professional development;

• Requirements and standards: competences, qualifications and accreditation (e.g. competence frameworks or profiles/professional standards; entry requirements);

• Professional self-regulation, association and communities; • Professional autonomy and involvement in decision-making; • Leadership; • Professional body of knowledge; • Professional identity, ethics and codes of conduct; • Professional mobility (career paths and structures); • Quality assurance, evaluation, feedback/appraisal.

Target groups

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• Ministries/public administrations (at different levels)

• Associations/unions of teachers, educators, school leaders

• Providers of teacher education/professional development

• Organisations dealing with Quality Assurance (e.g. inspectorates), leadership

• Research organisations • Schools...

Examples

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• Build communities of practice for school leaders

• Create specific pathways for ECEC assistants to enhance their qualification level

• Create specific mentoring schemes for side-entrants to the profession

• Establish incentives and support programmes for a more diverse workforce

Examples

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• Create networks/coaching schemes between ECEC settings to spread proven pedagogical methods

• Explore new ways of selecting and recruiting candidates for the profession

• Develop peer-to-peer classroom observation • Create CPD schemes on interaction with

parents, other professions, non-school partners