Cyprus Pedagogical Institute Cyprus Educational System: changing schools through teachers’ professional learning Dr Athena Michaelidou Director Cyprus Pedagogical Institute

Basic issues to address: A. The Cyprus educational system B. Teachers’ professional learning, as a way to the quality of education – changing schools

Cyprus Educational System The Cyprus Educational System (CES), in its present form, is the outcome of the developments that established the Republic of Cyprus in 1960 Education is considered not only as a basic human right, but as an essential investment Cyprus society attributes great value to education The aim of the legal framework, the structure, the curriculum, the staffing and the policy reforms is to upgrade the quality of education

IMPORTANT DATES 1965: Establishment of the Ministry 1974: Turkish invasion / separation of the island 1992: Establishment of the first public university 1993: Compulsory primary and lower secondary education (up to 15 years) 2004: Accession to the EU 2004: Introduction of compulsory and free pre- primary education 2011-today: New curricula and new timetables

ORGANISATIONAL STRUCTURE OF THE CES Centralised educational management/ educational system Highest authority of the Ministry of Education and Culture (MOEC): the Minister followed by the Permanent Secretary Education is offered into five main stages (pre primary, primary, secondary, technical / vocational education, tertiary education) Other departments and services help the overall functioning of the system The Cyprus Pedagogical Institute is responsible for teachers’ professional development, leaders in service training and educational research

Primary (6 years) Pre primary Lower secondary (Gymnasium) (3 years) Upper secondary (Lyceum) University College Post secondary Institutes (VET) Market Primary (6 years) Pre primary (Technical Vocational Education and training)

ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND CULTURE * 07/16/96 ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND CULTURE MINISTER ADMINISTRATION AND HUMAN RESOURCE UNIT ACCOUNTS OFFICE INTERNAL AUDIT UNIT PERMANENT SECRETARY CULTURAL SERVICES OTHER AND UNITS PEDAGO-GICAL INSTITUTE PRIMARY EDUCATION HIGHER AND TERTIARY TECHNICAL AND VOCATIONAL SECONDARY GENERAL CYPRUS RESEARCH CENTRE COUNSELING AND CAREER EDUCATION SERVICE CURRICULUM DEVELOP-MENT UNIT STATE INSTITUTES OF FURTHER EDUCATION ADULT EDUCATION CENTRES CYPRUS LIBRARY CENTRE FOR EDUCATIONAL RESEARCH AND EVALUATION TECHNICAL SERVICES EDUCATIONAL PSYCOLOGY SERVICE EUROPEAN FUNDS MANAGEMENT UNIT POLICY AND STRATEGIC PLANNING UNIT ICT UNIT *

BUDGET 2012-2018

SOME NUMERICAL DATA (number of pupils and teachers in school education in 2017-2018) Type (public) Number of schools Number of pupils Number of teachers Kindergartens 271 12074 772 Primary schools 332 51082 4257 Gymnasia (lower secondary) 64 37712 5979 Unified lycea (upper secondary) 45 Technical schools 12 4964 543 TOTAL 724 105832 11551

COMPREHENSIVE STRATEGIC PLAN STRATEGIC GOALS ACTION PLAN - BUDGET KEY PERFORMANCE INDICATORS MISSION OBJECTIVES ACTIVITIES VISION

MODERNIZATION OF THE EDUCATION SYSTEM TIMETABLES & STRUCTURE OF SCHOOL PROGRAMMES CONTENT OF EDUCATION TEACHERS’ APPOINTMENT SYSTEM SCHOOLS FUNCTIONING MODERNIZATION OF THE EDUCATION SYSTEM TEACHERS’ PROFESSIONAL LEARNING TEACHERS’ EVALUATION SYSTEM

Highlights of our educational system: We spend a big budget on education (among the first in EU) Most of our school graduates follow attend tertiary education Our teachers have high academic qualifications Attend/participate in various in service training activities (in and out of the school) Challenges regarding student results (PISA) – action pans to upgrade them

Teachers’ Professional Learning as a way to quality

Target: Quality of education Better student outcomes/results The joy of learning Innovation and creativity Teachers as change agents School autonomy …

Cooperation between teachers is the way to change and improvement (Hargreaves & O’Connor, 2017)

Teachers’ Professional Learning (TPL) Teachers need time to develop, discuss and practice learning activities need to be systematic, sustained and intensive (Garet et al, 2001) Teachers learn effectively when learning activities are school based are integrated into daily work require collective participation (Opfer and Pedder, 2011)

“Traditional” way of teachers’ support SCHOOL AND TEACHERS’ NEEDS PRIORITIES OF THE EU MINITRY PRIORITIES SCHOOL TEACHER

Alternative way of teacher support *EU PRIORITIES *NEW TRENDS IN EDUCATION AND PEDAGOGY *MINISTRY PRIORITIES SCHOOL AND TEACHER NEEDS

Teaching and Learning School improvement plan Activities to fulfill the plan Teachers Professional Learning (TPL) Teaching and Learning

TEACHER and STUDENT head teacher Co-ordinator supporter “ROLES”

Criteria for success (based on research) 1. Trust between the teachers 2. Cooperation and positive school climate 3. Concentration on teachers’ needs and school “micro” level 4. Use teachers’ knowledge and competencies 5. Simple and measurable target 6. Accountability and responsibility for all 7. Constant monitoring and self evaluation

Teachers’ seminars and activities within the school

Findings from year 2017-18 Teachers’ learning and change Change of culture Challenging the nature of teaching and teacher learning Challenging the teachers’ perceptions of students and their work Raising the students’ and teachers’ voices Gradual participation and collaboration in reflection Focusing on actual teaching through active participation in teacher learning activities Caring about the impact of their learning experiences on their students

Thank you! athmich@cyearn.pi.ac.cy