Continuous Professional Development of Teachers and Trainers

1. Marilena Beltramini Teacher at Liceo Scientifico Albert Einstein ISIS Malignani Cervignano del Friuli UDINE ITALY Continuous Professional Development of Teachers and Trainers Dublin, 22nd March –25thMarch 2011 Group Number: 214

2. THE PLACE I LIVE AND WORK Friuli Venezia Giulia in the North East of Italy

3. MY PROFILE • Graduated in Foreign Languages at UDINE University • Qualified teacher of English (Middle and High School) • Won Permanent position at Liceo Scientifico “Albert Einstein” Since 2000 in charge of Teacher Training Planning and Support for the 6 Institutes of ISIS Malignani • Won teacher selection for the implementation of school autonomy at Regional School Office of FVG in Trieste • Master in Open Distance Learning UDINE University • Master Eurocultures(network of European universities) • Teacher at SSIS of UDINE’s University (SSIS – (Postgraduate School for SecondarySchool Teaching) • Supervisor at SSIS (UDINE University ) (Postgraduate School for SecondarySchool Teaching)

4. PROFESSIONAL EXPERIENCES IN TEACHERS TRAINING • Teacher at Liceo scientifico(general upper secondary school specialising in scientific studiesl) since 1986 • Teacher Trainer for the qualification and selection of teachers of middle and high school(Province Level) • Teacher trainer for initialand in-serviceandteachers – subject specific area(Provincial and Regional Level) • Teacher operating for School Autonomy at Regional level(committed in the area of Integrated Training, Languages and European Project Work) • In charge of ISIS Teachers Training Project – Research –Innovation(Funzione Strumentale “Area Sostegno al Lavoro dei docenti – Role incharge of teachers’ work support)

5. PROFESSIONAL EXPERIENCES IN TEACHERS TRAINING I • Trainer for teachers’ training courses in different areas • Using the Multimedia in Teaching – local project • Citizenship Competences Education – national project - MIUR ITALY • The European Dimension in Education – interregional and national level • Vertical Curriculum Module Design – local project • CLIL practices, Forum Moderator – provincial and regional level • Etutor for FOR virtual learning environment for teachers – national project - MIUR ITALY • Novice teachers – provincial and regional level • Coordinator of National Teacher Workshopsfor Ministry of EducationMIUR (area of Citizenship, The European Dimension and LLL) • Moderator in European Study VisitCLIL across Europe for an Innovative Intercultural Knowledge & Understanding(Into the core of CLIL good practices) • Member of project group committed in the internationalization of curriculumGrowing Innovation for Teaching. Enhancing action competences for the professional development of teachers’ trainers (VETPRO) for ANFIS (National Association of Trainers and Teachers Supervisors. Qualified subject for teachers training)

6. THE ITALIAN SCHOOL SYSTEM IN BRIEF AND ONGOING REFORM

8. POST- COMPULSORY EDUCATION/UPPER SECONDARY AND POST-SECONDARY LEVEL and THE ONGOING REFORM Age (14) 16-19

9. TYPES OF EDUCATION - SECOND CYCLE OF EDUCATION WITHIN POST- COMPULSORY EDUCATION

10. ITALIANMinistry of Education, University and Research SCHOOLcentral level regional and provincial education offices work at local level responsibilities may be delegated to the provinces and municipalities. Schools are granted autonomy in teaching, organizing and research, experimentation and development. Law no. 59 of 15 March 1997 and subsequent implementation decree (DPR 275/1999) 2004 institution of INVALSI the National service for the evaluation of the education and training system UNIVERSITY Universities have gradually gained administrative, financial and accounting autonomy. In2008 institution ofANVUR for the evaluation of the university and research systemcarried out by the National agency for the evaluation of the university and research system. Abridged from Eurydice

11. ITALIAN TEACHER TRAINING. HISTORICAL PERSPECTIVE OLD TRADITIONAL MODEL* – Public CONCORSI (Competition for a permanent position based on qualifications, examinationand selection) Model referring to most of today’s permanent teachers *** ***Image

12. TEACHER TRAINING SYSTEM. THE SSIS MODEL RECENT MODEL – SSIS Postgraduate School for SecondarySchool Teaching. To become a teacher = 6 years  4 years university + 2 SSIS years active from academic year 1999-2000 to 2007/08 Curriculum = theory + practice (university lessons + laboratory + practice training)  qualified Secondary School Teachers 400h lessons + 400 h practice training

13. TEACHER TRAINING SYSTEM. THE NEW MODEL ONCOMING MODEL (lower and upper secondary level) following latest school reform NOT YET ACTIVE To become a teacher = 3 + 2 years university + 1 year ACTIVE PRACTICE TRAINING Tirocinio formativo attivo (Tfa) Post-graduate Training will depend on an inter-universities consortiums and inter-institutional linkage: • the School Regional Office  responsible for access planning and placement of trainees to • the different school institutions on the territoryREAD FULL TEXT

14. BECOMING A TEACHER. SUMMING UP. • AT PRESENT teachers must hold • at pre-primary and primary level  a university Laurea in primary education sciences • at secondary levela Laurea magistrale +until 2007/08complete a 2-year specialisation course at SSIS: Post-graduate Trainingat Secondary Level - Scuola di specializzazione per l’insegnamento secondario. Access to SSIS courses has now been suspended. Primary school teachers are generalist teachers, but are responsible for a specific subject area. • Secondary school teachers are specialist teachers. • All teachers are civil servants.

15. A CLOSER LOOK AT THE REGULATION OF 10 SEPTEMBER2010 • MAIN POINTS • introduction ofone-year practical trainingat school to be carried out after Certificate of Laurea magistrale (3 + 2 years university) • planning of the number of new teachers according to requirements  to prevent teachers' temporary employment serious problem in Italy • admission to degree coursesfor prospective teachers will take place upon aselection based on the requirements of the national education system • specific degrees for teaching qualifications in the various subjects. • REGULATION  WHAT IS NEW ? •  • Languge competence (CEFR B2) +ICTcompetence (2006/962/EC) • + a better qualification for integration of disabled students. • The reform of initial teacher training and teacher recruitment system, is supposed to be implemented starting from school year 2011/12.

16. BECOMING A PERMANENT TEACHER INITIAL TRAINING AND INDUCTION A Permanent teacher position requires  following compulsory training(Legislation 270/1982). The probationary period“Anno di Prova” • 180 days’ teaching • being assigned a tutor ensuring support throughout teaching activities • following a one-year compulsory training course (art. 440. D. Leg.297/199)  a 40 hour-blended course (20+20) supported by an etutorfor online activities (virtual learning platform VLE) provided by the National Agency for School Autonomy (ANSAS) • writing a a report on didactic experiences carried out during teaching activities • evaluation of the report by an Evaluation Commitee composed of 4 members – experienced teachers and by the school principal.

17. THE CPD MODELIn-service Training • STEPS OF A TRAINING PLAN IMPLEMENTATION • Collecting teachers’ needs (questionnaire) • Data Processing • Presentation of results at teachers’ second annual meeting • Proposal of training courses implementation with reference to priorities expressed by teachers • Circular letter to ISIS and network of school in the area inviting participation to courses singled out • Courses implementation • Monitoring • Presentation of monitoring results at final school year teachers meeting • AN EXAMPLE

18. REFLECTING ON MY EXPERIENCES AS TRAINER What makes training non-attractive and the work of a trainer difficult? • Teachers’ low level of motivation (training is voluntary-based, and economically non-funded, time demanding, challanging …) • Too many training provisions from different sources without a structured policy, hierarchy or range of priorities • Difficulty in designing a training plan concretely responding to the needs of a school or institution • Teachers’ contrasting attitudes: enthusiasum versus skepticism in front of a complex and demanding society • Very rare recognition of professional merits and sense of isolation • High number of teachers that drop out courses along the process • Experimentation in the class context is only rarely experienced because it is time demanding • Teachers are often worried about the development of curriculum especially in final classes • Fear and skepticism in experimenting new techniques (case study, webquest, simulations, project work, competence-based leraning units, using multimedia formats, etc,..) • Most teachers are middle aged and do not feel at ease with ICT • Transmissive forms of training and lack of adequate equipment

19. REFLECTING ON MY EXPERIENCES AS TRAINER I What makes teachers training successful? • Curiosity and enthusiasm towards innovation • Responding to individual needs (labour market included) • Willingness to experimentation and action research • Positive attitude to ICT supported learning and teaching practices • Learning by doing • Laboratory practices (competence-based units) • Taking part in Project Work, EU projects, Regional and Local Initiatives • Positive student-teacher relationship • An intercultural, multilingual, inclusive mission • Wealth of materials (also in mobile learning formats) • Experiencing different role taking practice Feasibility • Readiness to self-evaluation and to put oneself to test • Blended formats (face to face+VLE) • Community Learning • Recognition and acceptance of one’s mistakes • Positive attitude to difficulties • Curiosity towards learning from colleagues • Decent level of self esteem • Desire to go in depth in both theory and practice

20. FOR A POSITIVE TRAINING EXPERIENCE … • Good policies • Definition of priorities • Shared planning • Awareness of trainees’ previous experiences • Constructivist approaches • Social networking • Virtual Learning Platforms • Curious attitude to cooperative learning • Accepting mistakes • Learning through laboratory practice • Collaborative and cooperative practices • Experimentation of roles • Action research • Monitoring • Reflection on process and products and eventual process re-definition • Blended formats • Suitable tools and equipment • Life long learning attitude • Assessment • Evaluation and self evaluation • Certification and recognition • Quality control

21. SUCCESSFUL TRAINING IS … CREATING OPPORTUNITIES • To meet • To promote (personal and professional assessment, life-long learning attitudes, structured policies, inclusion ) • To share (experiences, emootions, fears, ideas, institution inter-connections, practices, …) • To reflect • To collaborate and cooperate • To create learning communities • To create materials to be tested in class contexts • To experience a sense of belonging • To create positive relationships • To learn how to meet the other • To learn how to de-center oneself • To experiment critical thinking and problem solving • To create and support team-work • To change • To improve our learning and teaching environment A few products from some of my inservice- training courses The Sense of RulesLearning about America

22. A REFLECTION TO SHARE “My personally built culture has never closed on itself, I built it starting from everybody’s problems, with my attitudes, with my curiosity. I did not build it by accumulation, but gained it thanks to the diversity and multiplicity of approaches; not by summing, but by unveiling the strategic cognitive nodes there, where, that which is divided blends together: so that anyone – that is everyone, but I myself in the first place - could avoid the blindness of fragmentation and the ignorance caused by disciplinary boundaries.” E. Morin

23. THANK YOU FOR YOUR ATTENTION Marilena Beltramini www.marilenabeltramini.it mb@marilenabeltramini.it marilenabeltramini@alice.it