1. Teachers and Education Staff
in Poland
Karolina Zięba
Rafał Szczepanik

2. The national legislation distinguishes between teachers working in the school education system and academic teachers
School education teachers and academic teachers are subject to different regulations

3. Main legislative acts concerning teachers
Act of 26 January The Teachers’ Charter
School Education Act of 7 September 1991
Act of 27 July 2005, The Law on Higher Education

4. Initial Education for Teachers Working in Early Childhood and School Education

5. Initial training of early childhood and school education teachers is provided within two sectors of the education system:
the higher education sector
the school education sector

6. degree programmes, including:
The following types of programmes are available for future teachers in the higher education sector:
degree programmes, including:
first-cycle programmes (leading to a Bachelor's degree /licencjat or inżynier, depending on the field of study/ or an equivalent degree);
second-cycle programmes (leading to a Master's degree /magister/ or an equivalent degree);
long-cycle programmes (like second-cycle programmes, leading to a Master's degree /magister/ or an equivalent degree);
non-degree postgraduate programmes (leading to a certificate of completion of a non-degree postgraduate programme). 

7. teacher training colleges foreign language teacher training colleges
Initial teacher training institutions in the school education sector include:
teacher training colleges
foreign language teacher training colleges

8. Institutions, level and models of training

9. The concurrent model of teacher training is predominating in Poland
The concurrent model of teacher training is predominating in Poland. As part of degree programmes in individual fields of study at HEIs, students may choose a teacher specialization track, which means that they can undertake teacher training and complete teacher training (acquire a teaching /pedagogical/ qualification) as part of their degree programmes, in parallel to their subject-specific training.
Those who have not taken a teacher specialisation track and choose the teaching profession later may obtain a teaching qualification upon completion of a non-degree postgraduate programme or a qualification course. The latter option represents the consecutive model of teacher training.

10. HEIs train teachers for all levels of the education system
Colleges train teachers for nursery and primary schools and other institutions and foreign language teachers for schools at all levels of the school education system

11. Qualifications
Teachers are required to hold a qualification (degree or diploma) at a relevant level and to have completed teacher training (as part of a college programme, a degree or non-degree postgraduate programme or a qualification course)

12. The level of the qualification required depends on the level of the school education system at which teachers intend to teach:
Preschool education: a Bachelor’s degree or a Master’s degree or a college diploma;
Primary education: a Bachelor’s degree or a Master’s degree or a college diploma;
Lower secondary education: a Bachelor's or Master's degree;
Upper secondary and post-secondary education: a Master's degree is required.

13. Alternative training pathways
Alternative training pathways are available to prospective foreign language teachers and practical vocational training teachers.

14. In order to teach a foreign language, individuals who have a qualification in any specialization area at the level required in a given type of school should also obtain a certificate confirming language skills at 'proficient' or 'advanced' level, as well as a teaching qualification for foreign language teaching
The position of practical vocational training teacher can also be taken by individuals who hold the title of Master Craftsman in a given occupation and a teaching qualification and those who have a maturity certificate

15. Planning policy
The responsibility for teaching staff policies and planning for the school education sector rests with the Ministry of National Education, established on 5 May 2006.

16. Entry to the profession

17. Pursuant to the The Teachers’ Charter (1982), the position of teacher may be taken by a person who:
has a higher education diploma (degree) and has completed teacher training or has a diploma from teacher training college or foreign language teacher training college
respects fundamental moral principles
fulfils health requirements for practising the profession

18. Induction

19. In Poland there is no induction phase for teachers in terms of obtaining formal qualifications in the work place. Teachers taking their first job obtain the grade of trainee teacher
A trainee teacher is employed for one school year in order to complete a 'probation period' required for the promotion to the grade of contract teacher (the second grade in the promotion system)

20. Entry to the profession
Teachers are employed by the head of the school or other educational institution through an open recruitment procedure. They are employed on the basis of an employment contract or appointment, the latter providing greater legal protection.

21. Promotion, advancement

22. Teacher appraisal
The legislation distinguishes between teacher performance assessment which is an element of internal quality assurance, and assessment of the teacher’s professional achievements which is related to professional promotion. Teacher performance assessment covers all teachers, except trainee teachers as they apply for promotion to the second professional grade at the end of their first school year. Teacher performance assessment at all levels of the school education system is carried out by the school head.

23. Performance assessment is made in writing and concluded with one of the following general descriptive grades:
outstanding
positive
negative

24. Professional promotion
Pursuant to the Teachers’ Charter, teachers can obtain the following professional promotion grades:
a trainee teacher
a contract teacher
an appointed teacher
a chartered teacher
Chartered teachers who have outstanding professional achievements may be awarded an honorary title of education professor.

25. Salaries
Remuneration arrangements for teachers are established the Teachers' Charter and the Regulation of the Minister of Education of 18 July on the minimum rates of the basic pay for teachers.

26. of the basic amount determined annually in the Budgetary Act.
As from 2009, following amendments to the Teachers' Charter, the average remuneration of teachers is determined as follows:
for a trainee teacher: 100% - the basic salary
for a contract teacher: 111%
for appointed teacher: 144%
for a chartered teacher: 184%
of the basic amount determined annually in the Budgetary Act.

27. Teachers’ Dismissal
It is not easy to dismiss an appointed or chartered teacher. It involves a procedure defined by the law:
A teacher may be dismissed in the case of the total or partial liquidation of a school
Where a teacher may no longer be employed in the school, the school head either grants him/her the status of 'inactivity' or, at the teacher‘s own request, terminates their employment

28. The employment of an appointed teacher may be terminated in the following cases:
at the teacher’s own request;
in the case of an illness lasting longer than 2 years
when the teacher has reached the retirement age
when the teacher has been given a negative assessment for his/her performance

29. Continuing Professional Development for Teachers Working in Early Childhood and School Education

30. Continuing professional development is not obligatory in the Polish education system, though, pursuant to the Teachers’ Charter, teachers should improve their general and professional knowledge, taking advantage of their priority right to participate in all forms of professional development.

31. There are two strands of CPD activities:
further training
in-service training

32. Further training covers programmes and courses where teachers may gain higher-level formal qualifications or additional formal qualifications. An in-service training covers various activities which develop teachers' working techniques as part of the qualifications already held.
In-service training is provided by HEIs in the form of non-degree postgraduate programmes, and by teacher training colleges which offer various courses, but the main providers of this type of training are in-service teacher training institutions. 

33. Funding for both CPD strands is guaranteed in the Teachers’ Charter, which provides that the bodies managing schools and other educational institutions allocate for this purpose an amount equal to 1% of the planned annual expenditure on teachers’ salaries.

34. Initial Education for Academic Staff in Higher Education

35. 1) research-and-teaching staff; 2) research staff; 3) teaching staff; 4) qualified librarians and qualified scientific documentation and information staff

36. Unlike in the case of school education teachers, the legislation does not specify initial pedagogy training requirements or paths for academic teachers.

37. Who can teach at the university ?

38. Academic teachers take the lowest position for research-and-teaching and research staff (assistant) or any position for teaching staff are required to have a Master’s degree or an equivalent degree.

39. Conditions of Service for Academic Staff Working in Higher Education
Act of 27 July 2005 on the Law on Higher Education (LoHE)
Act of 14 March 2003 on the Academic Degrees and Title and the Degrees and Title in Art

40. Policy planning – new structure
The responsibility for teaching staff policies and planning for the higher education sector rests with the Ministry of Science and Higher Education, following the division of the former Ministry of Education and Science into the Ministry of National Education and the Ministry of Science and Higher Education.

41. Entry to the profession
Pursuant to the Law on Higher Education (LoHE), academic teachers may be persons who:
1. have the qualifications specified in LoHE;
2. have full legal capacity;
3. have not been convicted of an intentional offence by a valid court judgement;
4. have not been punished by a disciplinary penalty specified in LoHE; and
5. have full civic rights.

42. The lowest position (assistant) within the categories of research-and- teaching and research staff and all positions available to teaching staff may be taken by those who hold at least a Master's degree or an equivalent degree. However, in accordance with the rules laid down in the statutes of an HEI, students in one of the two final years of study may also prepare for this position. In accordance with the latest amendments to LoHE, academic teachers in public HEIs are employed, on a definite period of time, on the basis of an open competition procedure.

43. Professional status
Academic teachers are employed on the basis of appointment, employment contracts. They may now be employed on the basis of appointment only when they hold a professorial title and are employed on a full-time basis in a given HEI as the place of their primary employment. The employment relationship with academic teachers is established by the rector in public HEIs or by the body specified in the statutes of an HEI in non-public HEIs, in both cases in accordance with a procedure laid down in the statutes of an HEI.

44. Upon the rector’s consent, academic teachers in public HEIs may perform work under an employment relationship for only one additional employer involved in teaching or research activities (one additional working place on the university).

45. Academic teachers are an intellectual and scientific elite
Academic teachers are an intellectual and scientific elite. They enjoy the freedom to conduct scientific research, freedom of artistic creation and freedom of teaching. They benefit from the entitlements granted to creators in respect of copyright protection. Statutory duties of research-and-teaching staff and research staff include conducting scientific research and development work, developing research and artistic activities and participating in the performance of organisational tasks in their institution; research-and- teaching staff are also obliged to train and educate students. Statutory duties of teaching staff include training and educating students, upgrading professional qualifications and skills, and participating in the performance of organisational tasks in their institution.

46. the teacher’s inability to perform work due to health reasons
the liquidation of an HEI
the teacher being convicted by a valid court judgement or punished by a disciplinary penalty
negative assessment of the teacher’s performance

47. Promotion, advancement
The academic and professional career of academic teachers distinguishes between:
Bachelor's degrees and Master's degrees - 'professional titles';
doctoral and associate professor degrees - ’academic/research degrees’;
Professor;

48. research-and-teaching staff and research staff:
- assistant, lecturer, visiting professor, associate professor and full professor,
teaching staff:
instructor, foreign language teacher, lecturer and senior lecturer.
The Law on Higher Education (LoHE) specifies only academic qualifications (degrees and titles) required for holding individual positions, but additional requirements may be laid down in the statutes of an HEI.

49. The following qualifications are required for individual research-and- teaching and research staff positions according to the Law on Higher Education

50. Pursuant to the amended LoHE, competitions are now obligatorily held for all positions. The amended legislation concerning academic career has established a competition procedure for enrolment on doctoral programmes and increased financial support for doctoral students, and have enhanced the transparency and simplified procedures for the promotion of academic staff. The changes aim to motivate teachers and facilitate their promotion to higher positions for research-and-teaching and research staff.

51. Continuing Professional Development for Academic Staff Working in Higher Education
Pursuant to the Law on Higher Education (LoHE), academic staff is required to upgrade their professional skills. Detailed arrangements concerning professional development of academic staff are laid down in internal regulations of HEIs.

52. Mandatory periodic teacher performance assessment normally takes into account research and teaching achievements of academic teachers. Achievements of academic teachers are assessed as part of proceedings, conducted on the basis of separate national regulations, which lead to the award of doctoral degree and further professorial titles.

53. Upon the rector’s consent, academic teachers may take unpaid sabbatical leave. Till 2011, appointed teachers had a chance to take paid sabbatical leave, amounting up to one year, every seven years of employment in a given HEI, and a teacher preparing a doctoral thesis may take paid sabbatical leave of up to three months. Detailed rules for granting sabbatical leaves were laid down in the statutes of an HEI.

54. The Regulation of the Minister of Science and Higher Education on the conditions for sending individuals abroad for research, teaching and training purposes and their specific entitlements states that academic teachers can be sent abroad for training purposes, for example, to follow postgraduate, including doctoral, programmes, to undertake research, artistic or specialist assignments, to take language courses and other courses upgrading their professional skills, or to undertake practical placements.

55. Initial Education for Teachers and Trainers Working in Adult Education and Training

56. Adult education and training are provided by both schools for adults and specific types of educational institutions within the school education system, and by entities operating outside the school education system on the basis of the legislation on economic activity. There are no separate or additional qualification requirements for teachers working in schools for adults or adult education institutions within the school education system. They are subject to the same qualification requirements, and thus they follow the same initial training paths, as teachers in schools for children and youth.

57. Conditions of Service for Teachers and Trainers Working in Adult Education and Training
Teachers in schools for adults and other institutions providing adult education within the school education system are employed on the basis of the same regulations and under the same conditions as teachers in schools for children and youth and other institutions institutions within the school education system.