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Montenegro Continuous professional development of teachers in Montenegro

Montenegro Continuous professional development of teachers in Montenegro. Belgrade, June 2018. In this presentation we will look at:. Montenegro education system at a glance CPD Framework for teachers in Montenegro School-based professional development of teachers In-Company Teacher Training.

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Montenegro Continuous professional development of teachers in Montenegro

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  1. MontenegroContinuous professional development of teachers in Montenegro Belgrade, June 2018

  2. In this presentation we will look at: Montenegro education system at a glance CPD Framework for teachers in Montenegro School-based professional development of teachers In-Company Teacher Training

  3. Montenegro Education System • Ministry of Education • Bureau for Education Services (pre-school, primary and general secondary education) • Centre for Vocational Education and Training (vocational education) • Examination Centre • Institute for Textbooks and Teaching Aids

  4. Montenegro Education System Pre-school education • 21 pre-school institutions • children to school age Primary Education • 163 primary schools • students aged 6 - 14 Secondary Education • 48 secondary schools (general, mixed, vocational) • students aged 14 -18

  5. Continuous professional development framework for teachers in Montenegro – Legal Basis General Law on Education, as the basic law for education, closely defines professional development of teaching and administrative staff in education. Chapter XIII (development and advancement of teachers) Article 112 Rulebook on the traineeship of teachers Rulebook on the programme and organization of professional development of teachers Rulebook on the type of knowledge, conditions, manner and procedure of proposing and awarding the ranks of teachers Rulebook on detailed conditions, manner and procedure of issuing and renewing of work license of teachers, directors and deputy directors in education institution

  6. Continuous professional development framework for teachers in Montenegro • School-based professional development • Catalogue of teacher training programs • Mentorships for Beginner Teachers • Higher Ranks System • In-service teacher training

  7. School-based professional development of teachers (SbPD) Implemented in all pre-school institutions, primary and secondary schools in the period 2008-2011 • Each school has a CPD coordinator and a CPD team • Heads of schools, CPD coordinators and a CPD team member were trained for implementation of SbPD • BES published Handbook for schools with guidelines for SbPD implementation • Advisors from Department for CPD of BES – national CPD coordinators

  8. School-based professional development of teachers (SbPD) A full cycle of professional development: • Needs assessment • Establishing the priorities for CPD • Planning • Implementation • Monitoring and evaluation

  9. Implementation of SbPD Two-year PD plan at the school level: • Priorities, specific objectives, activities, target groups, time framework, indicators for monitoring the implementation • Most frequent activities – seminars, workshops, round tables, debates, focus groups, open classes, classroom observations, action research, mentoring…

  10. Implementation of SbPD • One-year PD plan of teachers • Set goals to enhance personal strengths and address personal weaknesses • Development area, goals, rationale, activities, time framework, progress checklist • Teacher professional development portfolio • Evidence on what has been accomplished • Developmental part for recording personal experience, progress, learning, reflection…

  11. Self-evaluation of SbPD • Schools conduct self-evaluation of SbPD and prepare a report • Necessary instruments are given in the SbPD handbook for schools • Department of CPD, BES prepares national report

  12. Key findings of the first National report on SbPD of teachers • Teachers are aware of the importance of CPD • SbPD provides opportunities for CPD for all teachers • All schools have SbPD plan • In 36% of schools more than 90% of teachers have PD plan, in 34% schools more than 60% of teachers have one • In 43% of schools more than 90% of teachers have portfolio, in 34% of schools more than 60% of teachers have one • The number, the type and frequency of PD activities have substantially increased

  13. Catalogue of teacher training programs Continuous professional development of teachers has been carried out via the programmes of professional development. Forms and types of professional development programmes are defined by adequate rulebook. Bureau for Educational Services and Centre for Vocational Education and Training each second year launch a public call for the selection of programmes of professional development of teachers. Committee for programme accreditation, following the public call and based on defined standards, assesses applied programmes. The programmes which fulfil envisaged standard i.e. with certain degree of quality are proposed to the Ministry of Education for accreditation and published in the catalogues of the Bureau or the Centre.

  14. Higher Ranks System • The system of higher ranks of teachers was established as motivational factor supporting teachers who are ready to enhance professionally and improve their knowledge and skills, and then to apply them in practice. • The system offers the possibility of progress of teachers into one of the following ranks: • mentor-teacher • adviser-teacher • senior adviser-teacher • research-teacher

  15. Mentorships for Beginner Teachers Traineeship period of a beginner teacher lasts one year and is implemented via mentorship process. This process requires trained teacher mentor who will, by their mentorship skills and knowledge,adequately introduce beginner teacher into his work. For this purpose, teacher training was conducted for the implementation of this process, publication Mentorship – manual for teachers was issued and Work programme of the mentor for trainee teacher was created.

  16. In-Company Teacher Training Demonstration project “Continuous Professional Development of Teachers and Mentors in Vocational Education in Montenegro” was implemented in academic 2015/2016. and 2016/2017. This project was aimed at supporting continuous professional development of teachers of vocational – theoretical subjects in VET. The Project was supported by the European Training Foundation (ETF).

  17. In-Company Teacher Training In order to make in-company training system efficient, coordination and good harmonization of work of allpartners are essential: Clear identification of needs of each individual teacher needs to be done before the training Company which may offer to a teacher the possibility of gaining relevant experience and skills has tobe selected Roles and responsibilities of teachers and employers have to be clearly defined so that the trainingmay offer appropriate scope of practical experience and learning opportunities to teachers

  18. Training of principals Article 79 of the General Law on Education prescribes that the person elected to the principal is obliged to complete the appropriate form of training and training for the school principal.

  19. Teacher Training Strategy 2017-2024 Train teachers who will respond to the requirements of active teaching and application of ICT; Introduce course/s at faculties so that future teachers may acquire skills for work with students with bodily, mental or sensor disorders; Increase the level of professional knowledge for work with talented students; Intensify cooperation among education institutions creating education policy and higher education institutions in terms of teacher training; Intensify cooperation among professors in charge of pre-service training of teachers; Intensify institutional cooperation between the University of Montenegro (faculties at for pre-service training of teachers) with universities from the region and wider with the aim of exchange of knowledge and improvement of the existing practice; Permanent professional development of staff in teacher education institutions.

  20. Weak points Insufficient acknowledgment of teacher profession in the society. In education model until academic year 2017/2018, there has been a imbalance of academic programmes/faculties which offer pre-service teacher training. As in other countries, a weak point is the monitoring and support to teachers in the application of new knowledge and skills acquired during training.

  21. Goals Make teacher profession attractive and acknowledged, opted for by the best students. Teacher education is based on flexible models corresponding to the needs of education system. During the in-service training, a teacher acquire adequate theoretical knowledge from subjects or areas, supported by development of adequate skills, provided in professional teacher standards, as well as practical experience. Professional development of teachers is continuous, systematic and consistent.

  22. Montenegro Thank you for your attention Ivan Marković; ivan.markovic@cso.gov.me Svetlana Čabarkapa; svetlana.čabarkapa@mps.gov.me Nataša Gazivoda; natasa.gazivoda@zzs.gov.me

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