Teaching Careers in Europe: Access, Progression and...
Transcript of Teaching Careers in Europe: Access, Progression and...
Education and TrainingEducation and Training
Teaching Careers in Europe: Access, Progression and Support
Peter Birch
EACEA A7: Education and Youth Policy Analysis
Eurydice report
20 April 2018 Brussels
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The Eurydice network
38 countries
44 National Units(under the responsibility of the ministries)
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About the report
• Primary and general secondary education (ISCED 1-3) – Public schools
• 43 European education systems
• Official regulations and recommendations on aspects that can affect teaching careers
• Comparative analysis based on 49 indicators
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Content of the report
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1.Forward planning and main challenges in
teacher supply and demand
2.Entry to the profession and
teacher mobility
3.Induction, Professional
Development and Support
4.Career Development
5.Teacher appraisal
Annexes 1.Career structures
2.Teacher competence frameworks (TCF)
3.Use of TCF
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Forward planning & main challenges in teacher supply and demand
• Forward planning• Level of authority responsible
• Timescales
• Types of data used on:
• Serving teachers
• Prospective teachers
• Demand for teachers• Main challenges in teacher supply and demand
• Shortages, oversupply and unbalanced distribution
• Ageing workforce and teacher retention
• Enrolment shortfalls and retention rates in ITE
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Main challenges in teacher supply and demand reported by education systems. Primary and/or general secondary education (ISCED 1-3), 2016/17
Shortage in some subjects
Shortage in some geographical areas
Ageing teacher population
Oversupply
Shortage of students enrolling in ITE
High drop-out rates from the profession
High drop-out rates from ITE
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Entry to the profession & teacher mobility• Requirements to become a fully qualified teacher• Alternative pathways• Recruitment methods and employment conditions
• Main methods of recruitment
• Appointment to schools
• Administrative level responsible for employment
• Types of employment status
• Types of contract• Teacher mobility between schools
• Regulations and level of authority responsible
• Procedures
• Reasons
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Success in a competitive examination is required in addition to completion of ITE
Official requirements for becoming a fully qualified teacherin primary and general secondary education (ISCED 1-3), 2016/17
Successful graduation from ITE is the only requirement
Confirmation of professional competency is required after completion of ITE
ATISCED 2-3
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employment-based training
Alternative pathways to a teaching qualification in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17
short professional-oriented programmes
Alternative pathways provided through:
other alternative pathway
No alternative pathways
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Induction, continuing professional development and support
• Induction and mentoring• Induction programmes for prospective/new teachers
• Mentoring for all teachers • Continuing professional development (CPD)
• Status of CPD and CPD planning at school level
• Authority levels responsible for defining CPD needs & priorities
• Incentives to encourage teacher participation
• Measures to remove barriers to participation
• Specialist support for serving teachers• For teachers of students with general learning difficulties
• For personal and professional issues
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Recommended
Status of induction programmes in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17
Compulsory
Not regulated
ATISCED 2-3
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Source: Eurydice.
Types of support included in the induction programme in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17 (1/2)
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Source: Eurydice.
Types of support included in the induction programme in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17 (2/2)
Participation in other teachers' class activities and/or class observation
Team teaching
Networking/virtual communities
Collaboration with other schools
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Professional duty
Status of CPD for teachers in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17
Compulsory
FR
ISCED 1
Required for promotion or salary progression
Optional
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Career development
• The career structure for teachers
• Teachers' roles and responsibilities
• Career guidance for serving teachers
• Teacher competence framework
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Multi-level career structure
Flat career structure
No top-level regulations
Types of career structure for fully qualified teachers as defined by the top-level education authority, primary and general secondary education (ISCED 1-3), 2016/17
Source: Eurydice.
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Areas of competence specified with defined knowledge and skills
Only areas of competence specified
No competence framework
Level of detail provided in teacher competence frameworks issued by top-level authorities, primary and general secondary education (ISCED 1-3), 2016/17
Source: Eurydice.
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Different uses of the teacher competence frameworks issued by top-level authorities, primary and general secondary education (ISCED 1-3), 2016/17
Source: Eurydice.
ITE
CPD
Teacherappraisal
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Teacher Appraisal• Structure and scope
• Regulations and Monitoring
• Teachers involved
• Extent and frequency
• Aims and outcomes
• Link with professional development needs and
underperformance• Implementation
• Appraisers (and training for school leaders)
• Frameworks
• Instruments
• Rating systems
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Monitoring of the appraisal system for teachers in primary and general secondary education (ISCED 1-3) by the top-level education authority, 2016/17
Regular monitoring
Occasional monitoring
No monitoring
No teacher appraisal
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Appraiser training programmes for school leaders in primary and general secondary education (ISCED 1-3) according to top-level authority regulations, 2016/17
Mandatory
Recommended/optional
No training programmes
No teacher appraisal
Training programmes are:
School leaders are not involved in teacher appraisal
Source: Eurydice.
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