Professional Learning Communities 'What can we do in our kindergarten to JOINTLY enhance the quality of our work' Zorica Trikic ISSA Senior Program Manager Kyiv, 20 -21, April, 2017.

The ISSA Network Today

The core of ISSA network’s work in the region ISSA is a membership association, which serves as learning community and a champion for quality and equity for all children and their families. The ISSA network embodies over 70 members from across Europe and Central Asia ISSA champions the right of all children to reach their unique, full potential Advocates for and supports competent Early Childhood systems for all children, especially the most vulnerable. Works on awareness raising of the importance of Early Childhood Development and of a qualified workforce Promotes quality, equitable and integrated services for children, families and practitioners

Start from the basis: Everything we do with regards to education depends on what IMAGE we have: ……of the CHILD …. of the TEACHER …..and of the PARENTS.

The philosophy guiding ISSA’s work Changing the image of the child by making the shift from didactic teacher-centered approach to ECE to a child-centered approach – the competent child and child-driven learning Changing the image of the teachers from passive recipients of new knowledge to active contributors to their professional development – the competent teacher and the critical reflective practitioner Changing the image of the parents from isolated and incompetent actors in their children’s education to key partners and key-stakeholders in ECEC Creating the foundations for a competent system in ECEC, by involving practitioners, experts, civil society, policy makers and academics in dialogue and action towards QUALITY, ACCESS and EQUITY in ECEC.

What image of the teachers do we have in mind when thinking of increasing their professionalism? A practitioner who has to apply research- or evidence-based knowledge and practices? A reflective practitioner that questions the practice and individually or collectively seeks ways to give answers to challenging practice-based questions? A researcher that contributes to knowledge creation based on his/her everyday practice/expertise, as a witness of growing uncertainty and diversity in children’s and families’ lives?

What is needed for a sustainable model of quality improvement of teachers’ practices/ISSA’s experience Shared understanding of the concept of quality practices Trust in teachers’ professionalism and build on their individual practice-based competences Nurture teachers’ critical reflection, initiative, and autonomy Strengthen self-assessment and collegial professional dialogue Mechanisms and tools to create a network of support among and for teachers Trainings – classic way of going wider – group approach Mentoring – support and assistance for deeper understanding – individual approach Building Learning Communities – setting the scene for continuous improvement of quality – individual approach supported by peer and group learning Involvement of teachers and principals Involvement of methodologists and inspectors Involvement of parents Involvement of higher education institutions Involvement of policy/decision makers

SHIFT IN UNDERSTANDING PROFESSIONAL DEVELOPMENT

What is in the ISSA Quality Resource Pack ISSA’s Definition of Quality: Competent Educators of 21st Century – Principles of Quality Pedagogy Putting Knowledge into Practice – A Guidebook for Educators Professional Development Tool for Improving Quality of Practices in Kindergarten/in Primary School An Online Video Library on Quality Pedagogy Instrument for Assessing Quality Practices in ECE Services Leaflets on Advocating for Quality (advocacy tools for parents, educators and policy makers)

Focus Areas of Teaching Practice Outcomes Outcomes for Children Family and Community Inclusion, Diversity, and the Values of Democracy Interactions Outcomes for Children Outcomes for Children Outcomes for Children Assessment and Planning Professional Development Learning Environment Teaching Strategies

Professional Learning Communities Warming up Reflection on performed activities Developing common understanding Planning next steps

Introductory meeting Warming up... Giving informations Seting time and place of meetings Norms of behaviour Presenting ISSA Definition of Quality Selecting area of priority All educators and members are informed about the professional learning community. The time and the place for meetings are agreed upon. Norms of behaviour are agreed upon (Signing contracts). The ISSA Definition of Quality Pedagogy and QRP are presented. The priority area for improving quality of teachers' work is selected (according to The ISSA Definition of Quality Pedagogy, "Competent teachers of the 21st century"). All educators have developed individual, initial professional development plans.

Reflecting on performed activities or working on a problem takes several steps:  1. The educator who reports speaks briefly about the activities, impressions, dilemmas, and ideas for improvement. (10 min.) 2. Other educators ask questions, seek clarification, and offer their ideas for improvement, problem solutions, etc. (15 min.) 3. The educator has an opportunity to say which proposals she/he found useful. (5 min.) 4. Everybody has an opportunity to share opinions and impressions. (5 min.)

Developing common understanding Joint reading of articles, chapters from professional literature or research on learning and teaching Short workshops on different strategies which can be implemented in the classroom Very short expert lectures Collegial observation of the work in the classroom (via video recording or 'live) Self-evaluation of the quality of work Joint exploration of problems, including considering and analysis of data, action research

Benefits of PLCs (ISSA, 2017) an effective way to transform educators’ practice in early childhood centers and schools, Operationalizing quality and competences and building shared understanding of the meaning of high quality practice Supporting self/group -reflection and autonomy in educators, as well as cooperation among educators within learning communities resulting in higher quality and more democratic interactions, as well as increasing educators’ autonomy, decision-making, leadership and collaboration around professional issues. It can move mentoring from being a hierarchical practice - to the use of peer mentoring where more horizontal dialogue among educators can occur. It takes time and patience – acquiring the new way of working, thinking and understanding

THANK YOU AND WE INVITE YOU TO JOIN US AT THE ISSA CONFERENCE 2017: www. http://issa2017.net/ Zorica Trikic, Senior Program Manager, ISSA ztrikic@issa.nl www.issa.nl