Teacher Professional Development in Focus …

1. Teacher Professional Development in Focus … Reorganizing the Existing In-Service Training Scheme in Cyprus Yiasemina Karagiorgi & Loizos Symeou Nicosia, October 14 2006

2. Contents • Introduction • Teacher Professional Development • The Cyprus Context • The Research Design • Findings-Implications • Concluding Points

3. Aim of the project* Introduction • To diagnose teachers’ in-service training needs in Cyprus • address the potential development of in-service training in the particulareducational system within the framework of lifelong professional development • lay foundations for further study on emerging directions *supported by the European Commission

4. Contents Relevance Introduction External pressure Reform of existing teacher training scheme Internal pressure Assumptions

5. International Perspective Teacher Professional Development Continuing Professional Development (LifeLong Learning) Continuum of ongoing, participatory learning … closely linked to the realities of classroom needs (Craig, Kraft & Du Plessis, 1998). … Along ‘the 3 Is’ -initial education, induction and in-service continuous professional development- “characterized by iterations between theory, practice and research” (Dellanoy, 2000). …From ad hoc, voluntary initiatives into organized, comprehensive, and sometimes mandatory programmes (International Labour Office, 2000).

6. Contents European Perspective Teacher Professional Development In-Service Teacher Training “Education and training of teachers” ►Quality of school education, (European Commission, May 2000) “Educators and training” ► Lifelong learning (European Commission, June 2002) “Percentage of teachers and trainers in continuous training” ► Education & Training 2010 (European Commission, July 2003)

7. Characteristics The Context Centralized structures of educational administration, curriculum development and policy-making eg. • Teacher appointments, secondments, transfers, promotions by the Educational Commission • Dominant role of school inspectors • Top-down curriculum development and reform Uniformity~ equality of opportunity

8. Teacher Training The Context • Pre-service Training • In-service Training Cyprus Pedagogical Institute Optional seminars School based seminars One-day workshops and conferences Mandatory courses (promotions) Inspectors

9. Contents Problems of In-Service Training Scheme The Context …Cyprus second last on “percentage of teachers having received education and training during the previous four weeks” (28 countries) European Commission, June 2002 … the content as well as the organisational structures of in-service training provided do not satisfy the needs of elementary school teachers to a great extentCharalambous & Michaelidou, 2001 …in-service programs can only satisfy a rather limited percentage of teachersCommittee on Educational Reform, 2004 …in-service training scheme is insufficient due to lack of vision and organisationPOED Work Committee for In-Service Training, 2004 …the compulsory training program has reduced intrinsic interest and relevancefor teachersTheofilides et al., 2004

10. Questionnaires Methodology

11. Sample - Return Rates Methodology Time Frame • March-April 2005 Sample • Proportional Stratified Sample of Schools • All levels (pre-primary, primary, gymnasium, lyceum, technical) Return Rates • 71 schools out of the 104 (68%) • 765 teachers out of 1497 (51%)

12. Demographic Profile of Participants Methodology

13. Contents Analyses Methodology • Descriptive statistics • Chi-square/Analysis of variance for associations between types of schools and teacher perceptions on training ► patterned responses of two groups ►2X2 contingency tables/Independent sample t-test analyses for comparisons between the two groups • Analysis of open questions into emerging thematic areas

14. Contents Overview • Thematic Orientations to Teacher Needs • Alternative Forms of Development • Quality Assurance • Links to School Improvement • Multiplicity of Providers • Decentralization in Structures • Enhancement of Teacher Involvement

15. Findings Which is essential while choosing a form of in-service training? (you can check up to two):

16. Findings I believe that in-service training should aim at (priority ranked as first):

17. Open Question Statements Findings Training contains lots of theory and little practice, while it should happen the other way around (questionnaire #550) Seminars tend to repeat the theory without practical applications (questionnaire # 738) It [the course I attended recently] was very informative but very distant from the cognitive levels of my students […] It offered general, academic knowledge (questionnaire #39) Teachers should be able to develop their critical thinking (questionnaire # 232)

18. Findings I believe that the content of in-service training should be specified according to (priority ranked as first):

19. Open Question Statements Findings In-service training should ideally be conducted in the school according to school needs… An appropriate training programme must be based on an evaluation of the existing educational reality at the school or system level. (questionnaire #21) There are schools with certain problems such as school failure, behaviour problems, low achievement. It would be very helpful for the teachers of these schools if they had in-service training with regards to these particular problems so as to make them able to face them with more success. (questionnaire #614).

20. Implications Thematic Orientations to Teacher Needs • Topic most important factor that influences teachers’ decision to participate in in-service training ►Teachers’ preferences in terms of topics seriously taken into consideration by the decision makers (to maximize teacher participation) • Teachers oriented towards the technical and reflective model of teacher education (Carr, 2004) ►Training oriented towards the development of teaching skills or educational philosophy of teaching application and not the acquisition of theoretical knowledge • Training context should be shaped primarily according to teacher and school needs►Systematic school and teacher needs assessment to guide content specification

21. Findings *Differences between elementary/secondary teachers obtained at p< .05

22. Implications Alternative forms of development • Teachers need forms of development other than conferences and short time courses • Training beyond taught seminarse.g. advisory, planning and facilitating services independent study involvement in school development projects classroom-based research (innovatory practices) informal system of teacher education through networks • Forms of development could vary according to self-reported preferences of each population.

23. Findings *Scale 1=Not at all, 5=To a great extent

24. Implications Quality assurance and efficiency • Participants in the study seemed in favour of mechanisms for accreditation, either external or internal ►Move towards quality assurance A step towards mutual recognition of teacher education programmes within the European Union Definition of criteria for teacher education programs (minimum standards) Accreditation of programmes

25. Findings *Differences between elementary/secondary teachers obtained at p< .05

26. Findings *Differences between elementary/secondary teachers obtained at p< .05

27. Implications Links to school improvement • Despite strong primary concerns for their own personal development (acquisition of new skills, improvement of knowledge), respondents also appear to link in-service training to school practices. ►Assessment of professional development programs to document their value (impact) to the school organisation, the individual teacher and ultimately the students. • ►Establishment of school-based training to integrate teacher education with school improvement efforts.

28. Findings *Scale 1=Not at all. 5=To a great extent

29. Open Question Statements Findings Training should be provided by a body of high reputation and offered by respected educators, university faculty or others that are better than those who they teach. Personally, I don’t participate in low-standard in-service training. (questionnaire # 511) Trainers should have the necessary qualifications. Trainers in no case should have fewer qualifications than the people they are supposed to teach (questionnaire # 487) Trainers should not just have the typical qualifications or just background in an area but should have serious involvement in educational processes. (questionnaire # 502)

30. Implications Multiplicity of providers • Majority supports in-service training provision by the existing bodies or organisations • Teachers favour multiple providers ►Increase in providers ►Need for coordinator?

31. Findings Where, in your opinion, should the training be held? (you can check up to 2)

32. Open Question Statements Findings Teachers need to upgrade their work in the classroom. If possible, the trainer should come into the classroom, suggest methods by involving the children and the teacher (questionnaire #70) Seminars should be conducted in the classroom so that the results can be seen (questionnaire # 439) Training should be offered at the local level and not centrally ie. in Nicosia (questionnaire # 558) It would be better if seminars were equally distributed in all districts (questionnaire # 612) Seminars should be accessible to all teachers (questionnaire # 565)

33. Implications Decentralization in structures • Schools and training centers are the most popular places for the provision of in-service training activities. ►Organizational models that divert from central provision ►Strengthening the local dimension eg. emergence of school clusters as local training areas with own centre or establishment of schools as fully integrated learning environments Transfer training budgets from training institutions to schools or school districts, which can, in turn, determine the course content and select their training providers???

34. Findings I believe that in-service teacher training should have the following framework (priority ranked as first):

35. Open Question Statements Findings “Teachers should be able to learn about the developments and the innovatory approaches in education voluntarily and without being forced as teaching is not just another job” (questionnaire #183). “…Training is a fundamental chapter and should be faced seriously and methodically. Training needs continuity and planning. It can not be offered because it is demanded by somebody” (questionnaire # 562).

36. Findings I believe that to increase teacher participation in training, the following incentives should be established (priority ranked as first):

37. Open Question Statements Findings “I have 40 certificates of attendance and nobody takes them into consideration, neither the Ministry nor the Educational Committee. If each one was worth ½ credit, then they would be obliged to consider them” (questionnaire #233) “We observe that some teachers are never trained in 30-35 years of service while others are trained on systematic basis. Which should be the motive of the second group if they receive the same evaluation as those that never receive training?” (questionnaire #47).

38. Findings When should the training be held?(you can check up to two)

39. Open Question Statements Findings “My opinion is that it is a mistake to offer seminars during afternoons. Lots of teachers have a difficult time to attend since they have other engagements” (questionnaire # 81), “Most of the conferences take place during the weekend and attendance is difficult” (questionnaire # 443).

40. Implications Teacher involvement • More than 70% show preference to a voluntary training scheme while 1/3 of teachers favour links to career advancement. ►Voluntary training scheme with more incentives for participation (eg. salary increases or links to promotions) • Training during working time comes first in preference (followed by afternoons) • Teachers consider the relief from teaching duties as the strongest motive for participation. ►Training opportunities during working time or else, incentives for participation outside school hours e.g. credits for promotions.

41. Concluding Point • Quality Assurance • Links to School Improvement • Multiplicity of Providers • Decentralization in Structures The need for the Cyprus educational system to …proceed to a multi-dimensional professional development scheme, incorporating different training forms in a holistic, long-term approach to continuing teacher professional development

42. Contents Concluding Point • Thematic Orientations to Teacher Needs • Alternative Forms of Development • Enhancement of Teacher Involvement The need for the Cyprus educational system to …become directed not only to providers (national needs) but also to receivers of such training (school, teacher, student needs)