European TRAINING FOUNDATION Practice and principles in accrediting programmes of professional development for teachers Julian STANLEY, European TRAINING FOUNDATION 22TH May 2017, banja luka

What is CONTINUING PROFESSIONAL DEVELOPMENT? Training events out of school - programmes Training events in school Induction Mentoring Placements in industry On line learning Conferences Observation and feedback Group or network projects Academic and professional programmes, e.g. Masters

Principles for continuing professional development Well matched to needs of teachers and schools Builds on experience and knowledge of participants Focused on teacher’s roles: e.g. instruction, leadership etc. Robust evidence that it works Supports critical and reflective approach Collaborative Ongoing and intensive Coherent with respect to professional and organisational expectations Delivered effectively Evaluated .

% of vocational teachers that had (any type of ) professional development of 1-30 hours and more than 30 hours (out of the total number of respondents) Source: Surveys ETF and National Ministries 2015

What is the purpose of accreditation To quality assure providers To quality assure programmes, To ration funding or time, EG Germany To set national priorities, eg. In montenegro 16 + 16 + 8 hours To classify programmes, e.g. serbia To communicate availability of programmes To support recognition and incentivisation of professional learning

Misuse of accreditation To protect existing providers, including pedagogical institutes To make money To permit the regulatory body to exercise power To follow rules

Stakeholders – what do they each want from a process of accreditation? Teachers Schools Learners Providers of professional development Government regulators

Task 2 Discuss and agree what each stakeholder wants from the accreditation process

Professional standard Standards for career long professional learning Values Justice Respect Professionalism Knowledge & Skills Pedagogy, learning and subject knowledge; Curriculum and assessment; Enquiry and research; Educational contexts and current debates in policy, education and practice; Sustaining and developing professional learning; Learning for sustainability.

Example 1: SCOTLAND Professional standard & accreditation The General Teaching Council for Scotland (SINCE 1965) Independent – set up by Parliament Governed by a council of elected teachers (4 year term) plus nominated stakeholders Managers and Administrative officers

CRITERIA FOR ACCREDITATION Clear rationale Enquiry and research as set out in Professional Standard for Teachers Focus on personal and professional development linked to area of expertise – includes personal self-evaluation Enhanced academic and professional knowledge of subject or topic or issue Relevant enhanced professional actions Critical reflection Collaborative practice Professional discussion with line manager – professional development review Evidence of professional learning

ElectRonic submission of documents and first assessment by officer DOCUMENTS REQUIRED programme specifications, structure and content assessment arrangements partnership arrangements relevant information to demonstrate how the required specific features set out above are embedded within the programme Professional profiles of the staff responsible for delivering the programme.

PANEL Minimum of 2 Council Members plus external expert in relevant context Questions prepared 10 minute presentation Meeting after panel 3 possible outcomes: To accredit the programme unconditionally To accredit the programme conditionally To refuse accreditation (if accreditation is not granted, providers will be given the opportunity to submit revised proposals).

Example 2: england framework without accreditation Professional development should have a focus on improving and evaluating pupil outcomes. Professional development should be underpinned by robust evidence and expertise. Professional development should include collaboration and expert challenge. Professional development programmes should be sustained over time. And all this is underpinned by, and requires that: Professional development must be prioritised by school leadership.

Framework gives responsibilities to actors Teachers Professional development providers School leaders In future may be role for professional body of teachers College of teachers See ‘standard’

FOR FURTHER INFORMATION Visit our website: www.etf.europa.eu To learn more see the ETF CPD virtual platform at Email: https://connections.etf.europa.eu/wikis/home?lang=en- gb#!/wiki/W5d6783a44efb_4f07_b375_e897124cc465/page/Bosnia%20Herzegovina %20Demonstration%20Project%202017 Julian.stanley@etf.europa.eu ON twitter: #ETFCPD