1. In-service training of teachers in Cyprus The work of the Pedagogical Institute
Dr Elena Hadjikakou
Department of Teacher Training
Cyprus Pedagogical Institute
16 March 2009 1

2. Structure of Presentation
In-service training of teachers in Cyprus - an overview
Induction Program – a case study
Today´s presentation will attempt to present the Induction Programme in Cyprus that is being offered for the first time. More specifically an overview will be given about the necessity to offer such a programme taking into consideration the situation in Europe and in Cyprus. Moreover, the content of the Programme will be presented and a description about the different procedures that are followed will take place in order to implement the Programme
A special reference will be done about the evaluation scheme that is applied 2

3. Improving the Quality of Teacher Education, 3 August 2007
Life long learning – Coherent system
Initial Teacher Education
Induction into the profession during the first three years with structured guidance and mentoring
Career-long continuing professional development
On another report the “Improving the Quality of Teacher Education, 3 August 2007”, it is clear that the Induction into the profession is considered to be very important to be done at the early stages through a structured and guided approach 3

4. Improving the Quality of Teacher Education, 3 August 2007
Teachers
Continue to reflect on their practice
Undertake classroom-based research
Incorporate into their teaching the results of classroom and academic research
Assess their own learning needs
Moreover on the same report a very interesting list of the characteristics of teachers is included. Teachers’ reflection on their practice is an element we consider very highly. 4

5. Teachers’ in-service training
The case of Cyprus
Before moving to present the Induction Programme in Cyprus it would be useful to present some basic information about the Cyprus Educational System and the provision of in-service training. 5

6. Cyprus Educational System
Highly centralised
At the Ministry of Education and Culture:
Department of Primary Education
Department of Secondary Education
Department of Vocational Education
Department of Higher Education
Cyprus Pedagogical Institute
Cyprus Center of Research and Evaluation
The Cyprus Educational System is highly centralised which means that all teachers report directly to the Ministry of Education and Culture.
At the Cyprus Ministry of Education and Culutre there are now six Departments and all Departments report directy to the General Director and the Minister of the Ministry of Education and Culture

7. Teachers
All teachers are appointed by an Independent Body: the Education Committee Service (a list)
Primary School Teachers get appointed usually after 3-5 years they complete their studies
Secondary/Vocational School Teachers, depending on the subject they teach, may be appointed 3-25 years after they complete their studies
In Cyprus all teachers are appointed by an Independent Body the Education Committee Service where all graduates who want to work as teachers register. There is what someone would call a “waiting list” and all the teachers get a position at schools based on their ranking order in the list
It is highlighted that in Secondary Education it is compulsory for teachers to attend a pre-service course offered by the University of Cyprus if they are to get a school appointment. The teachers who fail the pre-service course they basically loose the right to be appointed.

8. Pre-service training
It is compulsory for Secondary/Vocational School Teachers to attend a pre-service course offered by the University of Cyprus

9. Cyprus Educational System some numbers ……
Number of schools
Number of teachers
Primary* Education
350
4048
Secondary Education
120
6000
Vocational Education 14
600
In Primary Education:
Schools 349
Pupils 52,558
Teachers 4048
In Pre-Primary Education:
Schools 253
Pupils 9,894
Teachers 625
In Special Education:
Schools 9
Pupils 276
Teachers 118
* Pre-primary education is not included

10. Current Developments Phase of Educational reform
Commitment of the Ministry of Education and Culture to promote and improve the provision of teachers’ in-service training for
Newly appointed teachers (Induction Courses)
Experienced Teachers
Teaches who work on a temporary basis
At the time the Cyprus Educational System is going through an educational reform. The provision of appropriate in-service training for teachers throughout the various stages of their career is a priority.

11. Pedagogical Institute

12. Pedagogical Institute
The Pedagogical Institute was founded in 1972
Departments (since September 2008)
Department of Educational Documentation
Department of Educational Technology
Department of Teachers’ Training

13. Designing the in-service training courses
Priorities given by the MOEC
Satisfaction of teachers needs
Diagnosing teachers needs
Data collection through:
Instrument for the Heads of the Departments of the MOEC
Instrument for the school units
Meetings with Teachers Unions 13

14. Pedagogical Institute
The Pedagogical Institute offers:
Compulsory in-service training
Optional courses
Seminars/workshops/conferences
Support for the school units

15. In-Service courses (1)
The in-service training courses aim at long-term development of teachers.
These courses are offered to school leaders:
Newly promoted Deputy Head teachers of Secondary Schools
Newly promoted Head teachers of Secondary Schools
Newly promoted Head teachers of Primary Schools

16. In-service courses (2)
Teachers of Greek origin who reside in the countries of eastern Europe
Induction Program for novice teachers

17. Evaluation of the Programs
External evaluation (CERE)
Formative evaluation (CPI)

18. Optional courses Parent training on request
School based courses on request
Short courses offered centrally, for teachers of all levels
Are held in the afternoon
Meet the professional needs of teachers as those needs are identified by the Pedagogical Institute or suggested by the Departments of Ministry of Education and Culture
Emphasis on action research at the school unit

19. In-service training Throughout the year the CPI organises:
Seminars
One-day workshops
Conferences
Considering the:
Needs of the teachers
Priorities of the MOEC
New trends

20. An example …

21. Induction Programme In Cyprus
Now is time to present the Induction Programme in Cyprus

22. Funding Secondary/Vocational Education
Co-funding by the European Social Fund,
ΚΥΠΡΙΑΚΗ ΔΗΜΟΚΡΑΤΙΑ ΕΥΡΩΠΑΪΚΗ ΕΝΩΣΗ

23. Characteristics of the Cyprus Induction Programme
It does not focus on assessing the participants
There are no exams
There are few seminars
It is not a prerequisite for teachers to get a permanent position 23

24. Induction Programme in Cyprus: main features
Involves teachers of Primary, Secondary and Vocational Education
Training of newly appointed teachers
Training of mentors
Definition of Newly Appointed Teachers competences

25. Induction Programme in Cyprus: main features
Emphasis on the satisfaction of INDIVIDUAL, PERSONAL NEEDS
Emphasis on school-based training
Aims at developing “reflective practitioners”
Support group at the Cyprus Pedagogical Institute (CPI)

26. Newly Appointed Teachers Competences
Teachers know their pupils and how they learn
Teachers plan, assess and report for effective learning
Teachers communicate effectively with their pupils
Teachers use classroom management skills
Teachers continually improve their professional knowledge and practice
Teachers are actively engaged members of their profession and the wider community
Teachers know their subject and how to teach that content to their pupils
Newly Appointed Teachers Competences
New Institute of Teachers (2006). Professional Teaching Standards.
Available on line at: 26

27. Model The CPI support group: does not evaluate visits the schools
makes use of new technologies ( 27

28. Training of Newly appointed teachers
Aim:
To enable the induction of newly appointed teachers in the teaching profession by providing support to:
their Personal/emotional needs
their Professional and practical needs/Solving Problems
the Development of their critical reflection in relation to their teaching practice

29. Training of Mentors Aim:
To promote the successful development of the mentoring relationship between the mentors and the newly appointed teachers, especially since the mentors are expected to play an influential role in the school unit 29

30. Emphasis on the reflection
Assessment
Certain instruments have been developed by the Cyprus Pedagogical Institute for:
Diagnosing each novice teacher’s needs
Developing an Individual personal plan
Using whenTeaching, Co-teaching, Observing lessons
Emphasis on the reflection 30

31. Material Booklets Notes for the Instructors
CPI’s web-site for Induction Programme ( under development

32. Evaluation of the Programme
Formative Evaluation carried out by the CPI
External evaluation CERE