PROFESSIONAL DEVELOPMENT OF TEACHERS IN VOCATIONAL SUBJECTS

1. PROFESSIONAL DEVELOPMENT OF TEACHERS IN VOCATIONAL SUBJECTS Primošten, April 25, 2007 Ivan Šutalo

2. PROFESSIONAL DEVELOPMENT Individual In the school Other ways VET Agency County/Inter-County Professional Council

3. Introduction • The concept of professional development of teachers takes into account comprehensive changes in the educational process, in line with the new vision of education, and especially of vocational education, taking into account European principles, but also our orientation and positive experience. • It is a development concept, which makes it possible to offer diverse programs adapted to the needs of participants, taking into account their previous training, and respecting their opinion and proposals. • By implementing this concept of professional development of teachers, the Vocational Education and Training (VET) Agency fulfills its program task of improving vocational education and training and developing the educational system in cooperation and partnership with competent external experts.

4. Secondary vocational and arts schools (313 schools) employ 6 500 teachers, in the following subjects: - teachers of vocational/theoretical subjects, - practical training teachers, - teaching assistants, - master craftsmen-vocational teachers. CURRENT STATE OF PLAY • Teachers are entitled and obliged to attend professional development and pedagogy courses, and the program and organization of mandatory forms of professional development shall be regulated by the Minister (Article 82 of the Secondary School Act (Official Gazette “NN” 69/2003 from April 23, 2003).

5. Influence of social and political development of a country • National economy • Integration process at all levels • Decentralization of the school system and increased school autonomy • (Vocational) education and training oriented towards the needs of the labor market • Need to establish closer connections to parents and local community as partners in the educational process PROFESSIONAL DEVELOPMENT NEEDS

6. PROFESSIONAL DEVELOPMENT GOAL: to strengthen the role of teachers in the process of teaching and learning PROFESSIONAL DEVELOPMENT TASK: development of key competences of teachers

7. Being qualified for new methods of work in the classroom • Being qualified for new tasks outside of the classroom (in the school, and with social partners) • Being qualified to develop new competencies and new knowledge in students • Development of own professional competencies • Use of information and communication technology (ICT) TEACHERS’ COMPETENCIES

8. Pedagogy, psychology • New technologies • Work with children with special needs • External evaluation in the educational process • Programs related to the EU • Project related programs SUBJECT MATTER AREAS

9. Trainee teachers • Teachers of vocational and theoretical subjects • Teachers in charge of practical training outside the school • Vocational teachers and teaching assistants • Teachers for different occupations in the field of trades and crafts • Teachers for work with children with special needs • Teachers for the occupations of the teacher, mentor/advisor • Teachers, heads of county/inter-county professional councils and professional councils of the City of Zagreb • Teachers for different educational areas (18) • Homeroom teachers • Teachers in the CARDS 2003 program • Teachers in the Kulturkontakt project TARGET GROUPS

10. Plenary lectures • Pedagogical workshops • Consultations, working with mentors • Remote learning ( e-learning) FORMS OF IMPLEMENTING PROFESSIONAL DEVELOPMENT

11. seminars • workshops • series of lectures on specific topics • courses • consultations • study tours • symposiums • visiting exhibitions • remote learning (e-learning) ORGANISATIONAL FORMS OF PROFESSIONAL DEVELOPMENT

12. Active, experience-based and cooperative learning and team work • Oriented towards learning about processes, and not only learning about the contents • Oriented towards developing personal style of learning • Simulations, decoding, situational approach, problem solving, role plays WORK METHODS

13. Ensuring individual pace of work • Enable immediate information on results • Neutralize influences that would make one uncomfortable, tired or stressed • Support successful behavior ORGANISATION OF CONDITIONS FOR PROFESSIONAL DEVELOPMENT

14. EXPECTED EFFECTS OF PROFESSIONAL DEVELOPMENT • Personal benefits – increased confidence in performing one’s work, satisfying one’s need for socializing, supplementing and refreshing one’s knowledge, satisfying some specific needs, and advancement in one’s profession • Social benefits – improving the direct educational process, achieving better students’ results, promoting school’s reputation, more successful partnership with students, colleagues, principals, representatives of companies/employers and the local community

15. EVALUATION • Feed-back by participants (individual-group) • Feed-back by trainers Short-term – evaluation of how successful the implementation and the contents of the seminar were Long-term –monitoring the effects of professional development through: * self-assessment by participants of how they apply the acquired knowledge * evaluation overview of how the acquired knowledge and skills are applied in practice

16. DOCUMENTATION • Application – electronically, by filling in the application form posted on the Agency web site (www.aso.hr) • Participation – all participants of the conference are issued a certificate on professional development (program, which is implemented in modules, and participation is mandatory throughout the whole cycle) • Way of reporting – teachers (Teachers’ Council, School Professional Council) - head of the County/Inter-County Professional Council (providing information and disseminating the contents to teachers within the coordination, delivering report to the senior professional advisor/professional advisor)

17. THANK YOU FOR YOUR ATTENTION