IN-SERVICE TEACHER TRAINING IN CASTILLA LA MANCHA. SPAIN

1. IN-SERVICE TEACHER TRAINING IN CASTILLA LA MANCHA. SPAIN IN-SERVICE TEACHER TRAINING CENTRE IN TOMELLOSO Ministry of Education and Science Castilla-La Mancha Government

2. DESCENTRALIZED MODEL • Since the Spanish Constitution was approved in 1978, the Spanish education system has undergone a process of transformation, with the central authorities gradually transferring functions, services and resources to the various regional authorities (the autonomous communities). • All regions have now taken over wide executive and even legislative autonomy. Castilla-La Mancha since 2000.

3. CASTILLA-LA MANCHA

4. Education and Training 2010. Lisbon European Council, 2000. Organic Act in Education.LOE. May 2006 Political Outlines of the Regional Government Regional Decree for In-Service Teacher Training. July. 2005 Education Act for Castilla-La Mancha Region. Referents

5. KEY COMPETENCES IN THE EUROPEAN CONTEXT • Communication in the mother tongue • Communication in a foreign language • Mathematical literacy and basic competences in science and technology • Digital competence • Learning-to-learn • Interpersonal and civic competences • Entrepreneurship • Cultural expression

6. Any training must be reflected in teaching practice, in student education and in the way centres work. Evaluation, training, innovation, investigation and consulting form part of the same continuum. Reaching the whole educational community. School as a Community for learning and for living together. The model for In-Service Teacher Training • OFFICIAL GAZETTE FROM CASTILLA LA MANCHA GOVERNMENT, 08 July 2005

7. The school for everybody as a right for lifelong learning. Diversity as a value not as a handicap. Learning and teaching as a colaborative practice. Teachers like professionals with competences to transform. Working in colaborative nets to investigate, to innovate, In-Service Teacher Training Centres External support for Schools to develope Educative Model

8. In-Service Teacher Training Centres • Constitute an institutional and regional training network • Where each one acts within its own geographical area • Forms a pedagogical team of advisers who are specialists in different areas together with the Head of the centre.

9. Social and Pedagogical Council • President. Head of the Centre • 1 Representative from Parents Asssociations. • 1. Representative from municipalities. • 5. Representative of different schools in the area. • 1. Representative the Pedagogical Team.

10. 2005: A NEW TEACHERS´S TRAINING MODEL IS BORN • Model A: Traditional training by courses and seminaries out of the educations primary and secondary schools. • Model B: Innovative training by project in the own centres of primary and secondary

11. MODEL B: TRAINING IN EDUCATION CENTRES • The teachers team study their training needs. • They work together whit training adviser from the C.E.P. • They choose the training modality more appropriate: course, seminaries, work teams, etc. • The adviser helps during the develop of the training activities.

12. THE MODEL B IS CALL “FORMATIVE ITINERARY” • This is a plan for the centre to organize its own continuo training. • This plan wants to attend to teachers needs along their professional life. • This plan is flexible, because wants to response too to the need training changes.

13. WHY THE MODEL IS INNOVATIVE? • The training is a duty and a centre responsibility. • The Institutional Project must include the “Formative Itinerary”. • This itinerary is a part of the Centre Education Project.