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Hermann J. Abs Justus-Liebig-University, Giessen www.uni-giessen.de/cms/abs REFORM OF TEACHER INDUCTION IN GERMANY.

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Presentation on theme: "Hermann J. Abs Justus-Liebig-University, Giessen www.uni-giessen.de/cms/abs REFORM OF TEACHER INDUCTION IN GERMANY."— Presentation transcript:

1 Hermann J. Abs Justus-Liebig-University, Giessen REFORM OF TEACHER INDUCTION IN GERMANY

2 Concept: Teacher Induction  Definition: Planed learning environment in schools for the development and assessment of professional teacher competences after the completion of academic studies  Core Elements of teacher induction:  Reduced amount of teaching hours for Beginning Teachers  Fixed time structure for the transfer of more and more duties and teaching hours  Mentoring, feedback by experienced teachers  Instruction together with other Beginning Teachers (BTs)  Assessment by state institutes for teacher induction

3 Responsibilities in teacher induction SchoolsInstitutes for Teacher Induction Beginning Teachers (BTs): Teacher Trainers:  Lecture group of BTs on subject specific teaching or psychology  Prepare visitations of BTs’ class  Assess lessons and papers of BTs  Cooperate with mentor teachers Mentor Teachers:  Provide exemplary lessons  Counselling of BTs on schooling and teaching  Support the school principal in the assessment of BTs  cooperate with teacher trainers  Educating, instructing, assessing and grading students  Teacher-parent conferences  Participating in the school‘s development  Integrate didactical knowledge with practical experience  Reflect on instruction and personal role as a teacher,  Prepare class/lesson visitations

4 Reform of Teacher Induction  Causes for Reforms  Changes in the Preconditions and Qualifications of Beginning Teachers  Changes in the Objectives of Schooling  Changes of Resource Allocation  Technical Progress  Current Approaches to Reform in German Länder  New duration of teacher induction  Modularisation of former more comprehensive, long-term courses  New tasks for state institutes in university education  Organisational development for state institutes

5 Example: Teacher Induction in the Land of Hesse  30 State Institutes for Teacher Induction  each cooperating with up to 100 schools  each specialised on certain tracks/ school types  ca Beginning Teachers per year  1. Reform 2006: Modularisation  2. Reform 2012: duration cut form 24 to 21 month  Official regulations  Standards for Teacher Education by the Conference of Ministers of Cultural Affairs of the German Länder (2004 & 2008)  Hessian Law on Teacher Education & respective by-law (2011)  2006 & 2008 Scientific evaluation of the complete cohort of beginning teachers and staff from state institutes

6 Status of reform: Duration of teacher induction in Germany 2013

7 Development of Teacher Self Efficacy: Study of Hoy & Spero 2005 start of teacher induction end of program after one year one year after end of program ** Open Question Is the levelling out or even decrease of Teacher Self Efficacy after one year due to a)finishing the teacher induction before professional competences are stable enough? b)job frustration that comes with professional teaching anyway, if done for more a year? * teacher efficacy

8 N Result from Evaluation Study 2006 & 2008: Significant increase in Self-Efficacy over time

9 Reform in Hesse: Modularised Teacher Induction Programme

10 Modul IV: Diagnosing, Supporting, Assessing Competence: BTs diagnose preconditions and processes of learning, support students, assess them in a transparent and responsible manner and advise pupils and parents. Standards: BTs... ...measure current learning progress of the learners and comprehend general framework for instruction. ...diagnose individual learning progress, learning potential and learning obstacles ...support and foster according to individual learner‘s needs. ...measure, assess and evaluate student achievement based on transparent assessment- and evaluation and point out prospects for further learning.

11 Exemplary content in the area of diagnosing… 1. Recognising students‘ misconceptions and using them as a starting point for teaching 2. Application of attribution theory on the causes of success and failure 3. Knowledge of typical forms of bias in assessing students 4. Application of the three frames of reference in grading 5. Distinction of formative and summative assessment and its consequences 6. Using feedback from central assessment for the adaptive planning of teaching units

12 Instructional approach to diagnosing in Module IV: Working with an exemplary case  First subdomains are focused, which will be prepared theoretically  Then Method 1: Video analysis, evaluation of lesson observations BTs document a learning process including the elements diagnosing, fostering and assessing.  Or Method 2: Portfolio assessment: BTs decide a point in time at which they show part of their practical work: Planning, and reflection of a stimulating learning arrangement for the class or one individualised learning arrangement for a particular pupil.

13 Acquired qualifications during induction programme 60% Module IV 5% Module VI 5% Module VIII 5% Module III 5%yy Module V 5% Module VII 5% Module I 5% Module II 5% Term paper 10% Headmaster report 10% Second state examination 40% Demonstration lesson I 15% Demonstration lesson II 15% Oral exam 10% How are BTs themselves assessed? - Composition of final grade -

14  Professional Development for Teacher Mentors and Trainers  Resources for mentoring  Analysis and Assessment of instruction  Continuity of teacher trainer support vs. objectivity of assessment  Link between academic teacher education at university and teacher induction at state institutes  Consequences of the Bologna-Reform Current Challenges of Teacher Induction in Germany

15 Annex

16 Assessment within the induction programme  8 assessed modules:  4 modules in the competence field of instruction (subject specific)  2 school track specific modules  1 module „Educating, advising, coaching“  1 module „Diagnosing, fostering, assessing“  Assessment of modules: 2 lesson visitations per module  Assessed Term paper with pedagogical focus  Assessment by headmaster of school in form of report  Second State Examination (oral exam, 2 demonstration lessons)

17 Simplified overview of teacher education for all newly qualified teachers in the state of Hesse 1 st advanced Phase 4 assessed Modules Duration of Induction Programm: 21 Months Start of school term Feb.1 st / Aug.1 st Instruction on NQTs own responsibility + observation of instructionObservation 2 nd advanced Phase 3 assessed Modules Exam Phase 1 assessed Module Induction Phase no assessment Start of Induction Programm: Nov.1 st / May 1 st Start of school term Feb.1 st / Aug.1 st Start of school term Feb.1 st / Aug.1 st Start of examination dates May1 st / Nov.1 st

18 Induction programme in Hesse: key elements  Organisation…  in 8 assessed modules and additional training courses (mainly during first 3 months)  over 3,5 semesters (21 months)  Modules…  have fixed workload  rely on binding module descriptions  Assessment beginns after induction phase (first 3 months)  Observing and teaching  BTs teach on their own responsibility

19 Aims of the induction programme in Hesse  The Induction Programme is to qualify newly qualified teachers (NQTs)  to instruct  to educate, advise and coach  to diagnose, foster and assess students of varying abilities and diverse social and cultural background as well as  participate in the development of the school  Abilities and qualification obtained during the first phase of teacher education are interlocked with practical application in the classroom  manifest teacher competences* in teacher actions *specified by the teacher education law of Hesse (HLBG)

20 Duration of teacher induction in Germany varies between 12 and 24 months Duration of Programme Constituent States 12 monthsSaxony (Master of Education), Berlin (Master of Education) 15 months Rhineland-Palatinate (Primary school) 16 monthsSaxony-Anhalt 18 months Baden-Württemberg, Bremen, Hamburg, North Rhine-Westphalia, Mecklenburg-Western Pomerania, Lower Saxony, Saarland, Rhineland-Palatinate (all tracks except primary school), Schleswig-Holstein, Thuringia (Primary School) 21 monthsHesse 24 months Bavaria, Berlin (first state examination), Brandenburg, Saxony (first state examination), Thuringia (all tracks except primary school)

21 Opportunities to Learn: Instruction (Modules I,II,V,VI ) OTL Phase of Teacher Induction Programm Induction Phase First advanced Phase Second advanced Phase Exam Phase Instruction on BTs‘ own responsiblility hours 6-8 hours Observation of professional instruction 10 hours2 hours Additional guided instruction If necessary if necessary


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