Elementary demonstration school, high school and elementary art school of the Eszterházy Károly College (Eger)

2 Our motto „School itself is good for learning how to learn,good for creating desire for knowledge, for getting the taste of well-done work, the taste of excitement while creating,good for learning to love what we do and for finding the job we will love while doing it.„ by Albert Szent-Györgyi Nobel-prize winner

3 Focuses of education Communication –On mother tongue –In foreign languages (English, German, French) –Through information technology –In art (visual, music, dance) Health –Everyday physical education –Swimming –Leisure time sport activities –Recovery gymnastics Successes –Caring for talented students –Development groups (generative pedagogy, speech therapist, motion therapy) –Educating art –Competition sports

4 History of the school Two separate demonstration schools of the College united Goal: –Creating a new, flexible school for managing the changes in public and higher education 1st September 2005

5 Infrastructure 42 classrooms altogether 11 specialized classrooms (3 information technology, 3 art, 3 science labs and 2 music rooms) 11 classrooms suitable for group-work ( 2 language labs) 3 gyms 2 sportfields 3 workshop rooms 3 art workshop rooms 2 development-rooms 2 libraries (with reading rooms, teacher and student departments) Buildings

6 Infrastructure 136 teachers, 20 people in technical and economic staff Teacher degrees specified –28 teachers for lower elementary classes (19 with advanced special exams) –108 teachers for higher classes (56 with advanced special exams) Human resources

7 Infrastructure Teachers who are –Mentor teachers 62 people –Mentors for afternoon activities 11 people –Teaching part-time at faculties and on methodology courses12 people –Digital Database for Education26 people –County counsellors25 people –In country lists of pastmasters 15 people –In country examination boards12 people –Coursebook author 1 person Human resources

8 Infrastructure Teachers who are –Art teachers 12 people –Leisure-time organizers 2 people –Librarians 4 people –Responsible for child protection 2 people –Guards for child-welfare 3 people –Special advanced degrees on pedagogy 5 people –Speech therapist 1 person –Expert for students with disabilities 1 person –Specialized on recovery gymnastics 1 person Human resources

9 Data about students Elementary school Secondary school Special training Elementary Art education Total sum LowerHigherFull- time Night school 2 years3 yearsartmusicdance

10 Data about students About students –Full board 417 students –School canteen (lunch only) 667 students –Member of sport clubs 1522 students –Local (resident)835 students –commuters564 students –In student hostels120 students –With poor social background142 students –Taking part in catch-up courses 45 students

11 Major activities For students (ages 6-14 years) –Special music education –Special foreign language teaching –For young learners every-day P.E. lesson For students (ages over 14 years) –General/ordinary education –Special music education –Special art education –Special English –Special information technology –Preparation class for foreign language learning Full board service Special training –Special training based on GCSE

12 Major activities Basic/elementary art education –Music –Arts and crafts, applied art –Dance After lesson activities for catch-up and talent-cared goals Special services –Speech therapy –Recovery gymnastics Professional services –Educational, pedagogical, methodological services –Working-out pedagogical methods for educational purposes –Defining content knowledge requirements –Post-graduate courses for teachers with a college degree Practice field for college students

13 Directions of development Public education –Creating a model school and school-structure based on our wide educational offers,which saves students from choosing school at a very young age –Introduction and dissemination of completence- based education and in college-students’ teaching practice (we have won a HEFOP application) Special training –Introduction of new trainings according to the requirements of labour market

14 Directions of development Challenges of recent years –Masses of participants in education ↔ decreace of applicants for teacher profession ↔ less time approved for dealing with one student ↔ demand for preparation for new areas Local pedagogical programme Local curricula Dealing with learning and social problems Changes in methodological approaches Higher education - Teacher training

15 Directions of development Current times –Switchover to the Bologne procedure ↔ decrease in the number of applicants for basic phase keeping up interest in teacher profession arousing interest for teacher profession  Developing a teaching programme suitable for master phase Higher education – Teacher training

16 Structure of practice BachelorMaster Term Introduction to teacher profession General competences for teachers vagy Pedagogical Content Knowledge Competences Complex teacher Competences

17 Bachelor phase Introduction to teachers competences Aims: –The teacher profession, interest in it Structure: –30 contact lesson within one term + practical activities connected to each lesson –Applicants complete 7 modules during 2 terms –A mentor teacher is responsible for the module’s content

18 Content –1. the school’s aims and connections –2. management –3. parents’ community, students’ self-government –4. after school activities –5. child protection, inclusive education –6. teacher roles – classmaster role –7. environment - conscious education

19 Introduction to teacher competences

20 Master phase „General competences for teachers” Aims: –Thoroughful knowledge of teacher profession –Self – and child - cognition –Development of teacher competences Personality development Group dynamics Pedagogical assessment Professional cooperation etc. Structure: –45 contact lessons within one term (preparation, visit, evalution) + a week’s practice at school –A mentor works in a team with 5 student - teachers

21 General competences for teachers – organising the practice methodologist Mentor teacher TTdep

22 Master phase „Pedagogical Content Knowledge Competences” Aims: –Acquisition of the actual pedagogical content knowledge, its methodology –Knowledge and skills of the actual pedagogical content –Assessment and evaluation procedures Structure: –Within 2 terms 45 contact lessons + a two weeks’ teaching practice –A mentor works with 5 students in a team

23 Pedagogical content knowledge- teaching practice faculty

24 Complex teacher competences Complex practice in the base school Aims: –Adaptation of pedagogical, psychological and professional skills acquired during training structure: –In coordination with base school mentor teacher,College methodology teacher, practice school mentor teacher –Visit, school and after school activities

25 Complex teaching practice Mentor teacher faculty methodologist Deputy headmaster Base school mentor teacher Mentor teacher TT dep Base school mentor teacher Base school mentor teacher Base school mentor teacher Base school mentor teacher

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