LEVELS OF AUTONOMY OF TEACHERS AND RESPONSIBILITIES Policies and Measures Promoting creativity and Innovation – Schools’ response to the Challenges of Future Societies Slovenian Presidency of the European Union 9-10 april 2008, Bdro pri Kranju Arlette Delhaxhe, European Unit of Eurydice Nathalie Mons, Université de Grenoble II, France

COVERAGE 30 countries of the Eurydice network Data collection at central level ISCED 1 and ISCED 2 Public sector School year 2006/2007

MAIN AREAS COVERED 2006/07 Historical overview of education policies Levels of autonomy in educational matters Working time and duties CPD : Requirements and opportunities Teacher participation in reforms Accountability and incentives

STRUCTURE Teachers’ new responsibilities and innovation, such as: –Pedagogical autonomy and personalisation of teaching –Continuing Professional Development –… What are the impact and means for these new responsibilities?

I. Teachers’ new responsibilities/duties and innovation

New responsibilities and search for quality Over the last 2 decades, more responsibilities assigned to teachers Many causes –Decentralization and school autonomy –New social missions entrusted to schools –The search for enhanced performances of educational systems, triggered by national and international assessments (PISA)

4 pillars in this search for enhanced quality –Pedagogical autonomy and personalisation of teaching –Continuing Professional Development –Teamwork and the sharing of experience and knowledge –Teacher participation in reforms and educational innovation

New pedagogical autonomy Historically, centralized curriculum in most european countries Since 90’s, new pedagogical autonomy in developing school syllabi Benefits expected : - Better differentiated education provision - development of teachers’ creativity and ability to innovate (engagement and motivation)

Figure 1.1: Dates of major reforms that have increased the pedagogical autonomy of teachers (ISCED 1 and 2) between 1950 and 2007 Measures taken to increase educational autonomy (:) BG and IE Source: Eurydice.

New obligations for Continuing personal development CPD : an opportunity to enhance innovation CPD considered as a professional duty in 20 european countries Very few countries where CDP is optional and has no impact on career or individual level of salaries

Figure 4.1: Status of continuing professional development for teachers, ISCED 1 and 2, 2006/07 Professional duty Optional, but necessary for promotion Optional Source: Eurydice.

Level of responsibility at central level Figure 4.3: Establishment of a training plan for the continuing professional development of teachers, ISCED 1 and 2, 2006/07 Level of responsibility at school or local level No explicit training plan Data not available Source: Eurydice.

Teamwork In most EU countries, teamwork promoted through legislation or guidelines A requirement in more and more countries Specially in school-wide curriculum planning

Teamwork on school-wide curriculum planning, ISCED 1 and 2, 2006/07 Required Variable depending on the institution Not applicable Data not available Source: Eurydice.

Teacher participation in reforms and educational innovation Grass-roots initiatives and suggestions for future reforms Teacher involvement through : –a) large-scale consultations –b) pilot projects : « Pedagogical Test gardens » in Belgium (nl) Involvement of teachers in research in Finland « Demonstration school system » in Norway

II. What are the impact and means for these new teachers’ responsibilities/duties?

Constraints to pedagogical autonomy Research : no strong evidence of relations between school autonomy and innovation In countries with historical pedagogical autonomy, movement towards more centralization (development of standards…) : effectiveness and equality at school

Figure 1.1: Dates of major reforms that have increased or decreased the autonomy of teachers (ISCED 1 and 2) between 1950 and 2007 Measures taken to increase educational autonomy Measures taken to decrease educational autonomy (:) BG and IE Source: Eurydice.

Figure 2.1a: School autonomy regarding the content of the compulsory minimum curriculum, ISCED 1 and 2, 2006/07 Full autonomy Limited autonomy No autonomy Source: Eurydice.

CPD What are the means for CPD ? What are the consequences of teacher engagement in CPD activities ?

Figure 4.2: Minimum annual time (in hours) that teachers have to spend on continuing professional development, ISCED 1 and 2, 2006/07 No time indications Source: Eurydice. ISCED 1 and 2 >= 30 hours < 30 hours No time indications Not applicable

Figure 4.4: Incentives for participation by teachers in continuing professional development activities, ISCED 1 and 2, 2006/07 Promotions Salary increases No incentives Source: Eurydice.

Means for teamwork In most countries, no statutory definition including TW in working time No special premises dedicated to TW

Teachers and educational reforms Involvement of teachers on individual basis as experts Pilot projects are very limited Large-scale consultations are limited

Figure 5.2: Teacher or trade union involvement in curricula reforms, ISCED 1 and 2, 2006/07 Large-scale consultation with teachers Consultation with teacher trade unions Low-level participation (individual experts) Source: Eurydice. ISCED 2

Conclusion By entrusting teachers with new responsibilities, it is hoped the quality of education will be improved, through innovation, amongst other things These policies have to be consolidated : –Cannot only be defined in terms of professional duties –But also in terms of working conditions and means to match these new responsibilities