1. 7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY ALEXANDRA MARQUES LILIANA MARQUES

2. DIMENSIONSCOMPETENCIES Profissional and ethics Encourages the development of students' autonomy and their full inclusion in society, taking into account the complex and differentiated the learning process Development of teaching and learning Promotes meaningful learning in the context of the objectives of the class curriculum, developing core competencies Participation in school Promotes interactions with families, particularly in the context of life projects and training of their students Professional development and training Reflect on their practices, relying on experience, research and other resources relevant to the assessment of their professional development, particularly in their own training project Teacher profile

3. Starting point: early childhood education degree Teachers career: different for professionals working in 0-3 services or in 3-6 services

4. Pre-school teachers career The same working conditions and remuneration levels than primary and secondary teachers Progress according to their professional evaluation (including supervised practice) and development (including in-service education and training)

5. Auxiliary staff Employment and management is now under the responsibility of local authorities. Education: secondary (12 years); no specific initial training. Professional certification through specific programmes of recognition and validation of professional competencies (new opportunities centres)

6. Continuous training of pre-school teachers Different lengths and formats (workshops, projects, courses). Continuous training is mandatory (25 hours per school year); must be relevant school project.

7. 50% of the training must be specific for ECEC. Training provided by training centres or central services of the Ministry of Education (when new guidelines or documents are published). Some subject areas of training are co-financed by European funds.

8. Post-graduate studies Teachers doing Master and PhD studies may reach upper career levels in less years Teachers can apply for: -a period of time without teaching to improve qualification (full salary) -grants provided by the Ministry of Science, Technology and Higher Education

9. Strategies for improving teaching practice Booklets for pre-school teachers – support guides for implementing curriculum guidelines of pre-school education: –Mathematics – Oral and Written Language – Experimental Science – Art and Musical Expression Provide training of trainers: 700 teachers (In-service training).

10. Develop an effective strategy to better evaluate and improve the quality of learning. Implement a collaborative, systematic and rigorous process of self-evaluation, externally supported and validated. Train 250 teachers ’ trainers (In-service training). Disseminate the Evaluation Model Project Developing Quality in Partnerships - DQP Effective Early Learning - EEL

11. DQP booklets Developing Quality in Partnerships (DQP) - case studies: -examples of how to use instruments provided by the handbook -adaptation to the Portuguese context Developing Quality in Partnerships (DQP) Handbook: -contains a theoretical background and instruments for quality evaluation and assessment Books describing projectwork, based on child listening