KAUNAS REGION EDUCATION CENTRE Lithuania, Kaunas

Introduction of the Kaunas Region Education centre An institution of non-formal adult education and pedagogical- psychological counseling which aims to follow the trends of European, national, regional, educational and cultural policy as well as the knowledge society. The Centre is founded in 1994.

Range of activities: Organizing teacher training activities; Organizing teacher training activities; programme - project activity, programme - project activity, dissemination of best work practice, dissemination of best work practice, preparation of educational - informational material, preparation of educational - informational material, research, surveys, research, surveys, coordinating life-long adult education in Kaunas Region, coordinating life-long adult education in Kaunas Region, consulting of teachers and school headmasters and other staff, consulting of teachers and school headmasters and other staff, Vocational information and consultation. Vocational information and consultation.

Our Clients Over 10 thousand adult learners (teachers, school staff) a year; Over 10 thousand adult learners (teachers, school staff) a year; 3 thousand students (preschool, basic school, gymnasium); 3 thousand students (preschool, basic school, gymnasium); other: officers, chefs, the unemployed, senior citizens - students of Third Age University (U3A). other: officers, chefs, the unemployed, senior citizens - students of Third Age University (U3A).

International project activity (16 years of experience): Grundtvig 2 IMPROCOMAS “Modules for Improvement of Social and Professional Adults’ Competency”); Grundtvig 2 IMPROCOMAS “Modules for Improvement of Social and Professional Adults’ Competency”); Grundtvig 2 MORGANA “The Models of Adult Education Organizations”; Grundtvig 2 MORGANA “The Models of Adult Education Organizations”; Socrates Refine “Recognition of Non-formal Adult Education”; Socrates Refine “Recognition of Non-formal Adult Education”; Lifelong Learning Program Grundtvig Learning Partnerships “Promoting ICT Learning Processes in Europe PILPE” ( ); Lifelong Learning Program Grundtvig Learning Partnerships “Promoting ICT Learning Processes in Europe PILPE” ( ); Lifelong Learning Program Grundtvig Learning Partnerships “Innovative and Non-traditional Educational Forms and Methods in Promoting Adult Health Culture HELP ( ) Lifelong Learning Program Grundtvig Learning Partnerships “Innovative and Non-traditional Educational Forms and Methods in Promoting Adult Health Culture HELP ( ) Developing health education culture in Italian and Lithuanian educational institutions ( ); Developing health education culture in Italian and Lithuanian educational institutions ( ); Baltic Sea Region Program BERAS Implementation: Baltic Ecological Recycling Agriculture and Society ( ); Baltic Sea Region Program BERAS Implementation: Baltic Ecological Recycling Agriculture and Society ( );

International project activity : TALIS Trainers in Adult Education Innovative Strategies ( ). TALIS Trainers in Adult Education Innovative Strategies ( ). Erasmus+KA2 “D eveloping adult educators’ competences to promote learners’ lifestyle entrepreneurship” ( ); Erasmus+KA2 “Better Educating – Better learning“ ( ) NORDPLUS “ Raising Adults‘ Cultural Awareness and Expression through Cultural Heritage” ( );

Publications :

Regional Health Promoting Schools Network Established in schools of general education Core areas: Safe and healthy environment;Safe and healthy environment; Healthy eating;Healthy eating; Physical activities;Physical activities; Prevention of harmful habits;Prevention of harmful habits; Ecological education.Ecological education.

Continuous in-service teacher training

Forms of countinuous learning Formal education - education implemented according to education programmes approved and registered in accordance with a procedure laid down by legal acts of the Republic of Lithuania on level of universities: 1. Bachelor studies (Universities and Colleges) 2. Master studies ( Master’s degree of Educology); 3. Postgraduate studies ( Doctoral degree)

Informal education Independent learning is based on information a person obtains from various sources and his practical experience. Independent learning is based on information a person obtains from various sources and his practical experience.

Non-formal education Non-formal education is implemented according to a variety of programmes geared to satisfy education needs; provides in-service training and acquisition of additional competences, with the exception of formal education programmes. Non-formal education is implemented according to a variety of programmes geared to satisfy education needs; provides in-service training and acquisition of additional competences, with the exception of formal education programmes.

Juridical documents Law of the Ministry of Education and Science (2011): Article 49. Teacher’s Rights and Duties: Law of the Ministry of Education and Science (2011): Article 49. Teacher’s Rights and Duties: 1. to attend in-service training events at least 5 days per year; to upgrade their qualifications. Law on Non- formal Adult Education (1998); Law on Non- formal Adult Education (1998); Description of Teachers professional competencies (2007); Description of Teachers professional competencies (2007); Conception of teachers training (2012); Conception of teachers training (2012); Regulation of development of teachers professional qualification (2007); Regulation of development of teachers professional qualification (2007); The Strategy for Assuring Lifelong learning (2008). The Strategy for Assuring Lifelong learning (2008).

Funding of teachers continuous education 1. Education of students in Lithuanian schools is financed through a state budget target grant under the principle of the students voucher. This voucher includes money for teaching process, teacher salaries, textbooks, teaching aids and in- service training of teachers; 2. Personal funds; 3. Resources of project and programmes (EU structural funds, Lifelong programme).

Administration of continuous teachers’ training The system of in-service teacher training is decentralized in Lithuania. Schools and teachers operate on development of professional qualification of teachers. They are responsible for planning, for quality of continuous teacher training, assessment and results.

Providers in-service teacher’s training Every municipality has a Teacher Education Centre, in which teachers can upgrade their qualifications. All Centres by the Ministry of Education and Sciences. Every municipality has a Teacher Education Centre, in which teachers can upgrade their qualifications. All Centres are accredited by the Ministry of Education and Sciences. High schools: universities, colleges; High schools: universities, colleges; Private institutions. Private institutions.

Forms of non-formal teachers training 1. Workshops; lectures 2. Courses; 3. Conferences; 4. Spread of best pedagogical experience; 5. Educational trips; 6. Traineeship 6. Traineeship in other schools (countries); Distance and blended learning courses; Consultations.

Content of the programmes Educational management; Educational management; Programmes for different education levels: pre-school; basic school, secondary school; Programmes for different education levels: pre-school; basic school, secondary school; Programmes of different education subjects: the Lithuanian language, Mathematics, Geography, Psychology...; Programmes of different education subjects: the Lithuanian language, Mathematics, Geography, Psychology...; Courses: on ICT use, English as a foreign language, Ecology, Civic education, Health education Courses: on ICT use, English as a foreign language, Ecology, Civic education, Health education

Cycle of organization of teachers’ training in the Education Centre Annual survey of teachers’ and SLs’ learning Annual survey of teachers’ and SLs’ learning needs and analysis; Analysis of the results of internal and external evaluation of schools; Analysis of the results of internal and external evaluation of schools; Preparation and evaluation of programmes; Preparation and evaluation of programmes; Accreditation of the programmes and presentation for schools; Accreditation of the programmes and presentation for schools; Organization of seminars, assessment, certification and feedback; Organization of seminars, assessment, certification and feedback; Close communication and collaboration with pedagogical communities, headmasters, teachers regarding the improvement of teachers’ skills. Close communication and collaboration with pedagogical communities, headmasters, teachers regarding the improvement of teachers’ skills.

Methodical activity of teachers Methodical activity is defined as an organized activity of teachers, school staff and other specialists to develop teacher competence and professional qualifications through exchange of teaching experience, educational and informational material.

Methodical activity of teachers The aim of the methodical activity is to achieve continuous professional development of in-service teachers and ensuring the effectiveness of the educational process.

Methodical activity of teachers Methodical activity is implemented at the local (school) and regional levels. Methodical activity of pedagogues in Kaunas region is coordinated and regulated by Kaunas Region Education Centre

Methodical activity of teachers Objectives at regional level: 1. ensuring collaboration of in-service teachers at regional level. 2. promoting innovation and pedagogical exchange for teacher development, sharing examples of best practices.

Forms of Methodical activity of teachers Teacher meetings; round - table discussions; Teacher meetings; round - table discussions; Teacher seminars; conferences; Teacher seminars; conferences; Open lessons; Open lessons; Student competitions; Student competitions; Subject Olympiads; Subject Olympiads; Preparation of educational material:publication, audio and video material; Preparation of educational material:publication, audio and video material; Exhibitions of teachers work; Exhibitions of teachers work; Sharing good work experience. Sharing good work experience.

The organizational structure : There are 27 so-called “Methodical Circles” for different subject teachers. Each circle consists of a chairman and 4-8 members. All the members of the MC are highly qualified teachers. The circle members are elected at a X subject regional teachers’ meeting and approved by the director of Kaunas Region Education Centre. Circle members are elected for the tenure of three years. The chairman of the circle is elected by the circle members by open vote.

The functions of the Methodical Circle: prioritizing methodical activities; analyzing the success of the implementation of the curriculum, initializing exchange of teachers' best practices; organising seminars and meetings, initiating creation of teacher development programs; reviewing and assessing methodological tools prepared by teachers, initiate dissemination of these tools; organizing Olympiads and competitions at school, regional and national levels; organizing exhibitions, conferences, educational trips for teachers. initiating national and international projects

Management and cooperation The Methodical Circle operates according to the self-developed annual plan. The members of the MC work on voluntary basis. Cooperation is performed during face- to- face meetings and by e- mail, skype.

Importance of methodical activity Methodical activity is a keystone which ensures the continuous professional development of in-service teachers. It is implemented through practical activities, sharing best practices solving educational issues, creating educational tools and helping young (inexperienced) teachers.

Importance of methodical activity Methodical activity as such promotes teacher cooperation and provides an opportunity to learn together in order to implement innovation at school. It also helps to improve the school curriculum, ensure the quality of the education process and help to create a learning-friendly environment.

What schoolleader’s competencies are essential ?

Core competences of a School Leader: personal efficiency strategic thinking and management of change managing people communication and information

School Leader's Competencies in the Management Area: Strategic management of an educational institution Leading education and learning Management of teachers’ professional development Managing school structure, processes and recourses Developing school partnership and collaboration

The Educational Leadership Program for Future School Leaders ICT courses; Foreign language courses (language level B1); Preparatory Training Course (24 acad. h.): theory – 12 acad. h. practice – 12 acad. h.

Content of the Educational Leadership Program The changing context of education and the core competences of a modern school leader; Similarities and differences between leadership and management; The styles of experiential learning; Self-analysis; Leadership planning

Supporting Continuous Professional Development of School Leaders Data analysis from conclusions drawn from: (school external evaluation, internal evaluation, results of standardized tests, exams); Objective analysis of school leaders and teachers’ professional development needs; Suggestions and recommendations born in conferences, round-table discussions, teacher meeting sessions;

Content of School Leader’s Professional Development Programs Educational process management; Human recources and financial management; Education policy and school strategic planning; Collaboration with parents; Measuring and ensuring classroom quality; Public speaking; Labor law, etc.

Content of School Leader’s Professional Development Programs Formulating result-oriented learning outcomes; Personalization and differentiation of learning in the classroom; Education of gifted children; Improving teaching quality; Measuring students’ progress and achievements; Building school community

Training for School Vice-Principals Project “Developing the Competence of Evaluating Teaching Effectiveness” ( ) Target Group: school leaders and vice-principals; Activities: classroom observation, assessment of teacher performance, preparation of recommendations; planning of the teaching process, preparation of the lesson observation sheet; practical tasks and providing feedback Feedback

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