1. Praha, 1. – 2. 12. 2016 www.konference.nidv.cz
2. ročník mezinárodní konference k profesnímu rozvoji pedagogických pracovníků Profesní rozvoj pedagogů uvnitř škol
Marianna Hajdukiewicz
In-service teacher training.
Polish experience in school development
Center for Educational Development
Praha, 1. –

2. CENTER FOR EDUCATIONAL DEVELOPMENT
We are a national public in-service teacher training institution.
The purpose is implementing activities to improve the quality of general and vocational education in accordance with the state education policy.
we support teacher training institutions, psychological and pedagogical counselling centers and pedagogical libraries
we aid schools in their task
we generate information and methodology materials
we implement projects financed by European Social Fund

3. WHO DO WE WORK FOR? Support schools superintendents
pedagogical libraries
psychological and pedagogical counselling centers
Support
in-service teacher training centers
schools
(teachers, principals and parents)
local government

4. SCHOOLS IN POLAND
Total number of schools:

5. IN-SERVICE TEACHER TRAINING CENTERS2
Total number of centers: 495 2 3 6 2 7 4 35
In-service teacher training centers - central 3 19 17 4 60
Public in-service teacher training centers - provincial 3 11 4 5 3 10 78
In-service teacher training centers - communal and district 2 19 3 1 6 33
352
In-service teacher training centers - nonpublic 33 2 4 2 1 4 1 6 21 2 18 3 24 1 20 29 3 5 4 5 10 4 3 4 30 10 46

6. NUMBER OF PSYCHOLOGICAL COUNSELLING CENTERS31
Total number of counselling centers: 728 17 31 27 21 1 4 5 2
579
Counselling centers - public 1 1 28
116
Counselling centers - nonpublic 4 58 77 22 33 3 24
Counselling centers - specialized 1 2 5 37 1 8 38 3 8 55 18 18 3 10 2 51 2 7 26 41 4 3 16 12

7. PEDAGOGICAL LIBRARIES
Total number of pedagogical libraries: 278 19 14 7
278
pedagogical libraries 13 4 32 9 33 22 10 26 13 5 27 21 22

8. Total number of teachers: 654 183
TEACHERS’ PROFESSIONAL DEVELOPMENT
Total number of teachers:
trainee teacher
probation 9 months
a contract teacher
probation
33 months
an appoined teacher
chartered teacher
STAGE 4
1 year
2 years
STAGE 3
STAGE 2
STAGE 1

9. PARTICIPATION IN IN-SERVICE TEACHER TRAINING
94% of teachers in Poland declare that they participate in in-service teacher trainings
short forms of trainings – conferences, one day workshops
their aim is to develop the competence of teaching the subjects
lack of supporting system in implementing innovation in every day work
the barriers are costs of trainings and unmatched offer.

10. IN-SERVICE TEACHER TRAINING SYSTEM SHOULD ….
shift from occasional, single, mutually unrelated forms of assistance, to comprehensive service provision not only to individual teachers but to the whole school.
whole school.

11. IN-SERVICE TEACHER TRAINING SYSTEM SHOULD ….
be located close to schools
be adapted to the needs of schools
use the potential of various institutions
support schools in the field of problem solving
motivate teachers for further training at the workplace – individual and in the team

12. CHANGER TO EDUCATION-RELATED LEGISLATION
Minister of National Education implemented new tasks:
on in-service teacher training institutions
on pedagogy libraries
on public psychological counselling centres.

13. NEW TASKS OF SCHOOL SUPPORT INSTITUTION
To organise and conduct training according to:
national education policy directions
standards for schools established by Ministry od Education,
results of educational supervision (external school evaluation)
test and examination results
implementation of core curricula
school community needs (students, parents, teachers).

14. NEW FORM OF SCHOOL SUPPORT
organisation and provision to school of long-term support based on the process (not to the individual teacher but to the teacher team from one school)
organisation and conducting of cooperation and self-development networks for teachers and school leaders.

15. SUPPORT OF SCHOOL DEVELOPMENT
DIAGNOSIS
SCHOOL
PLANNING ACTIVITIES
IMPLEMENTATION
EVALUATION
CONCLUSIONS

16. TASKS OF EXTERNAL CONSULTANT OF SCHOOL DEVELOPMENT
Common diagnosis of school needs
Action and task planning
Training organisation
Involving teachers and the school principal
Ensuring access to necessary materials and tools
Supporting teachers in the implementation of new solutions
Evaluation of provided activities
Common development of recommendations

17. TEACHER NETWORKS
A cooperation and self-development network is a team of about 20 teachers or principals from different schools or pre-schools, who cooperate with each other in an organised way.
Sharing knowledge and skills,
Acquiring new skills and knowledge,
Joint implementation of tasks,
Commonly seeking ways of coping with problems,
Establishing contacts and starting cooperation.

18. PILOT PROJECT
Pilot implementation of the new model of in-service teacher training and external support to (5%) preschools and schools.
Assistance to school and pre-school principals in their preparations for the implementation of the state’s new education policy.

19. THE CONCLUSIONS OF PILOT PROJECTS
The new model is assessed positively.
Better responds to the needs of the school.
Better contribute to improving the quality of activities in selected areas, than existing forms of support.
An important feature is focus on a chosen area, as well as development in this area in the long perspective.

20. CHALLENGES OF NEW MODEL
School support versus individual teacher trainings
Understanding of the idea of new model among all partners
Providing the process: Diagnosis of school and implementation of innovations
Competences of external consultant and school principles
School work culture
Organizational issues, included financial aspects

21. THE SCHOOLS ARE CHANGING …