staff continuing professional development from the perspective of quality assurance in initial vet

Staff continuing professional development from the perspective of quality

assurance in initial VET

Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

EUROPEAN UNION

Project financed under Phare

MoERI/ NCDTVET-PIU

“The most sophisticated means of reaching the highest quality (in education) is by enhancing motivation and involvement of all stakeholders in education”.

Michael Ormston and Marian Shaw


EUROPEAN UNION


MoERI/ NCDTVET-PIU

“Education must strive to follow nature course, no matter how far it might lead us. It fulfills its mission, which is improvement of

man” J. H. Pestalozzi

Education is a complex process of training and preparing man for social life form all viewpoints, having a permanent nature, addressing all ages and aiming at creating a positive motivational attitude towards self-training and self-education.

Education and training


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Education and training

Training is the core function of education (expressed as permanent training-development necessary for the optimum social integration of the human personality).

From a functional view training subordinates “education which is only a particular case of training”.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Implementation of a quality system

Quality assurance is: A privilege of competitiveness and compatibility; An expected result of the educational and

development process A priority issue in the relationships between

employers and educational institutions;


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Reform in the quality assurance field may: Reveal difficulties related to certification and students

progress, to teachers skills and training. Reveal difficulties related to national standards and

didactic training materials; Reveal difficulties weak links between initial and

continuing training; Reveal infrastructure problems; Reveal certain weaknesses of partnerships with

employers; Impact on existing relationships;


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Teachers’ training – fundamental component of the quality assurance process

1. Identification of customer requirements and curriculum related requirements

2. Drafting procedures to meet these requirements

3. Defining clear roles and responsibilities

4. Analysing activities and procedures


EUROPEAN UNION


MoERI/ NCDTVET-PIU

5. Applying corrective actions

6. Working for continuing improvement

7. Maintaining certain documentation and registers

8. Adequate training courses for the entire staff


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Change and progress in school organisations

Plans for change and progress in school organisations: School improvement, involving reconversion,

adaptation and structural and management changes;

Staff development, involving teachers’ training and development.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Professional development strategy

The professional development strategy is developed based on : Specific organisational context; Employees particularities; External influence factors.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

From the quality assurance perspective, professional development may be viewed under two perspectives:

Qualitative – level of teachers’ participation to didactic innovation;

Quantitative – investment in continuing training, in career development


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Continuing training

Continuing training “may be defined as the set of activities and practices that require involvement of educators to enhance own knowledge, improve skills, analyse and develop professional attitudes” (EURYDICE. Information Network on Education in Europe).


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Continuing training

Continuing training of teachers comprises two essential aspects: Improvement and renewal of professional practices by

“updating knowledge acquired during initial training”;

Completion of initial training, including “possible change of professional pathway, with new competences certified by diplomas”.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Objectives of continuing training

Personal and social and professional development of teachers

Specific objectives: Updating basic competences (pedagogical,

specialist); Acquiring new competences; Applying basic competences at the level of

specialty/specialties didactics; Initiation in using new teaching-learning-assessment

strategies, methods, means; Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

EUROPEAN UNION


MoERI/ NCDTVET-PIU

Improvement of continuing training system/institutions, courses provision, pedagogical practices

specific objectives: Fostering interdisciplinarity capitalising on basic concepts; Fostering pedagogical research/innovation at individual and

group/team level; Application of educational paradigms at school and class

level/curriculum theory; education management; Development of psycho-social behaviours necessary for human

resources management; Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

EUROPEAN UNION


MoERI/ NCDTVET-PIU

Knowledge of pedagogical and social environment

specific objectives: Fostering school relationship with various social

actors: economic, community, cultural, politic etc.; Relating the educational system to the social and

economic interests; Adaptation to social and cultural changes specific

to post-industrial/information society; Studying the psycho-social factors influencing

students’ behaviours


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Professional development strategy

Good practice examples


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Professional development strategy Should consider various training needs and should be developed so

that it meets the requirements of:

Students, who want learning possibilities matching their professional and personal aspiration. These qualifications should be a “passport” for employment, certifying student’s skills and competences;

Employers, who want valid and reliable qualifications, recognised by the accreditation of employees’ quality and level of competence;

Public sectors, who want the TVET provision to be able to sustain economic development and support governmental policies


EUROPEAN UNION


MoERI/ NCDTVET-PIU

What needs to be done: Identification of “heritage” of talent, knowledge and

experiences in school Identification of training needs, as maintaining a balance

between the systemic and individual needs is essential; Identification of agreed training institutions; Identification of types of agreed courses and their delivery Identification of weaknesses and strenghts in the current

teachers’ continuing training system; Identification of the main motivational structures involved in

the process of teachers’ continuing training


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Systemic approach of professional development

PROFESSIONAL DEVELOPMENT STRATEGY

Identification of training providers

Identification of training

needs

Planning for training

Training delivery

Training evaluation / feedback


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Identification of training needs

Surveys among: Teachers Students and parents Employers

Assessment of teachers’ performance by means of: Lesson observation, followed by discussions with teachers and

development of an improvement plan, as appropriate (assistance/inter-assistance);

Observation of non-formal activities, determining implications on participants and result monitoring

Questionnaires designed for both direct beneficiaries (students) and indirect beneficiaries (parents, partners employers) of the educational process

Self-assessment at the level of: teachers department: undertaken by the head of department school: undertaken by the QAEC coordinator


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Self-assessment is finalised with:SWOT analysisDevelopment of improvement plan for priority

weaknesses


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Questionnaire for identifying teachers’ continuing training needs - excerpt


EUROPEAN UNION


MoERI/ NCDTVET-PIU

In your opinion teachers’ continuing training is:

Conclusion: 69,60% of teachers think

contnuing training is a right. This is normal if we refer to the teachers’ status.

At the same time, 25,44% consider it is an obligation, as it is proided for in the job description.

Decentraisation of education will change the percentages significantly, as schools will need flexible teachers to be able to cope with their educational provision.

What is continuing training - a right or an obligation

69%

25%

6%

a right

an obligation

I don’t know


EUROPEAN UNION


MoERI/ NCDTVET-PIU

How do you appraise methodological training at faculty level

very good 4.01%good 16.72%average 46.48%poor 28.76%non-existant 4.03%

18,41%

24,13%

36,39%

12,36%8,71%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

foarte mult mult oarecum puţin foarte puţin

The appraisal of didactic and pedagogical training at faculty level reveals a rather negative perception.

75,24% of the subjects regard it as poor and average, which means that:

Graduates need to follow school’s training programme.

Mentorship is needed Training funds are

necessary


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Do you think didactic degrees are a pre-requisite of career progress?

Conclusion: They are very important. 60% of the teachers with at least

10 years experience think didactic degrees have an important role in their career.

Why? methodology. Guidance received from

methodological specialists or specialist inspectors during inspections guide their career.

The paper for didactic degree I requires research for the methodological part.

59,40%29,12%

11,48%

yes

no

don’t know


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Do you think training through didactic degrees is sufficient

for the quality of your activities?

Didactic degree and quality of activity

21%

79%

yes

no

Conclusion:

It is not sufficient

Issues related to classroom management or new educations are not thoroughly followed during the degree inspections.

Continuing training to this purpose is necessary as well.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Continuing training institutions

16.22%

23.54%

18.69%

13.58%

20.57%

7.38%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

1

universities

TTH

school

BMSI

NCTT

Institutions providingdistance education

Who provides continuing training

9%15%

50%

22%4% universities

TTH

NCTT

school

other institutions


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Selection of teachers for training programmes

Responsibility for the process of teachers’ selection for training programmes belongs almost equally to the school director and to the individual teacher

29,63%

8,12%

10,19%

20%

32,16%

0,00% 5,00% 10,00% 15,00% 20,00% 25,00% 30,00% 35,00%

1

School director Training school inspector

Head of methodological commission Specialist school inspector

Individual teacher


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Which is the main factor for choosing a course from a training provision

Conclusion:• As the human resources policy requires a minimum number of credits to be accumulated in a given period, the trainees tendency is to choose courses with highest number of credits, thus with longer duration politica de formare a. • 40,19 % of the subjects indicated they choose the course based on its nuber of credits. • Most subjects (41,17%) choose the course based on its objectives.

Course selection motivation

41%

40%

19%

Course objectives

Number of credits

Duration


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Training programme duration

Majority (75,92%) states that this duration should be adapted to the objectives of the course.

12,45%

5,90%3,23%2,50%

75,92%

1 day

3 days

1 week

based onobjectives

other


EUROPEAN UNION


MoERI/ NCDTVET-PIU

In your opinion when should the training course take place

Conclusion Traning courses should be

delivered: In the methodological day during holidays (definitely

during teachers’ activity period).

Very few want courses delivered during weekends.

21%

55%

18%6%

holiday

methodological day

parallel with schedule

weekend


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Continuing training fields

Only 3.07 % granted to special educational needs may be explained by the fact that training programmes focused very little (if at all) on this issue

8,68%

20,75%

23,18%

29,43%

14,89%3,07%

Didactic planning

curriculum

Education methods and means

Assessment principles and techniques

Organisation and management of classes of students

Special educational needs (for students with SEN)


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Which of the following training types organised

at school level is most efficient:

105

3552

0

20

40

60

Formari in scoala

cursuri in scoala

activitati metodice

referate la consilii

lectii demonstrative

41,03% 37,12%

18,50%

3,35%

0,00%5,00%

10,00%15,00%20,00%25,00%30,00%35,00%40,00%45,00%

Cursuri deformare iniţiate

de şcoală

Dezbateri lanivelul

comisiilormetodice

Lecţiidemonstrative

Prezentare dereferate înConsiliul

Profesoral


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Indicate two of the continuing training providers who organise regular

feedback after trainingConclusion: NCTVETD who undertakes regular

monitoring, the reports required prove interest for applying knowledge acquired during training and its dissemination at school and other levels.

School is indicated as 70,58%. This is innevitable if we taking into account that there are lesson assistance, inter-assistance, communication sessions, demo ctivities etc. in schools.

Faculties are indicated by 42%, which cannot be explained, as the university professor only gives feedback at the inspection for degree I, during OhD examinations, communication sessions (few).

0

20

40

60

80

Training feedback

TTH

universities

NCTVETD

school


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Do you know what the national curriculum, SBC, LDC are?

Conclusions:

Only 65,66% are very familiar with these documents

Analysing based on the age criterion those who are familiar with them :

Young – approx 40% Experienced – approx 60% Most of the are foremenImportant: These documents must be

presented during departments meetings.

67

30

5

0%

20%

40%

60%

80%

100%

National curriculum and SBC

no

well

very well


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Do you know psycho-pedagogy notions?

Conclusions: 58% know the notions very

well, 32% well, 10% do not know these

notions.

Important: Teachers will have to take

pedagogy courses Teachers should benefit from

guidance from school counsellor.

Psycho-pedagogy knowledge

58%32%

10%

very well

well

no


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Do you know means to realate with students’ families and community?

Conclusions: 85% can relate well and very well

with families and community. This is very good for the school-parents partnership.

The 13% who cannot are generally teachers who do not have the role of class masters or foremen.

It was expected to have a very low percentage of teachers having this competence, especially when counselling courses were organised repeatedly.

Important: Urgent training of teachers

Relationship with families and community

53%34%

13%

very well

well

no


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Is it necessary to change your attitude to the teaching-learning process?

Conclusions: 84% think they should change

their teaching-learning process. It is a need imposed by the natural

evolution of educational reform o. It is necessary for preparing students for the labour market.

Important : It is necessary to organise open

lessons, inter-assistance and intra-assistance

Change management

84%

12%4% very well

well

no change


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Based on the interpretation of information collected for identifying the training needs we determined A training plan comprising :

Staff improvement needs, based on school and individual priorities de

Action plan for courses delivery The person who will coordinate this

programme The necessary resources.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Training programme. Courses

Provided by school : „Student-centred learning” „Development of learning materials” „Quality assurance in education”

We used the national trainers from schools, as well as the teachers trained under PHARE TVET. They became true champions of change.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Provided by TTH: Mentorship courses „Class masters’ school” „European integration and international projects”

„Vocational guidance and counselling” „Communication competences in English „Informatics through the ODD system” „Initiation in ITC”



EUROPEAN UNION


MoERI/ NCDTVET-PIU


Provided by CREDIS: „Information technology and communication”

Provided by foundations: Tineri pentru tineri:

„Young people at life’s doorstep”, „Education for family life”

ASIS: “I am a citizen, I know my rights” Salvaţi copiii – Youth Centre P.S.I.: ”I do what I want but I know what I do”


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Self-assessment Report Improvement plan - examples

After the first self-assessment cycle (school year 2004 – 2005)

Issues identified: Teaching-learning methods Assessment methods

Solutions identified: Training Dissemination and discussions Open lessons Improvement of endowment Procurement of new didactic materials


EUROPEAN UNION


MoERI/ NCDTVET-PIU

After the second self-assessment cycle (school year 2005 – 2006)

Issue identified : vocational guidance and counselling

Solutions identified : participation to training course “Guidance and Counselling” self-knowledge questionnaires, personal development partnerships with competent institutions :

For career planning - CAE For creating a lifestyle – Psycho-pedagogical Assistance

Centre, Drug Consumption Prevention Service Involvement of human resources departments at partner

employers


EUROPEAN UNION

Project financed under Phare MoERI/ NCDTVET-PIU

General provisions, as well as very targeted ones were presented in order to meet teachers’ individual interests as well as school needs

The main change that must be brought to the organisation of continuing training is moving the focus at school level schimbare ce se impune în privinţa modului de organizare a formării continue este deplasarea centrului de greutate la nivelul şcolii.

Continuing training should become an institutional component of schools


EUROPEAN UNION


MoERI/ NCDTVET-PIU

By adopting a systematic approach on professional development, the school should have several benefits:

Increase of professional performance; Higher quality of services; Increase of motivation by staff

involvement.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

Introduction of a quality system is not easy. Various difficulties may occur but if customers and curriculum requirements are identified, procedures are written for these requirements, procedures are complied with, clear roles an responsibilities are defined (staff proving commitment at all levels), actions and procedures are analysed, corrective measures are applied, teachers’ training is approached in a systemic manner, then we can speak of successful implementation of a quality system


EUROPEAN UNION


MoERI/ NCDTVET-PIU

The entire quality assurance process depends on teachers’ involvement and on their professional-pedagogical competence.


EUROPEAN UNION


MoERI/ NCDTVET-PIU

staff continuing professional development from the perspective of quality assurance in initial vet

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