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

2. 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

3. 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 .

4. % 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

5. 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 hours
To classify programmes, e.g. serbia
To communicate availability of programmes
To support recognition and incentivisation of professional learning

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

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

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

9. 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.

10. 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

11. 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

12. 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.

13. 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).

14. 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.

15. 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’

16. FOR FURTHER INFORMATION
Visit our website:
To learn more see the ETF CPD virtual platform at gb#!/wiki/W5d6783a44efb_4f07_b375_e897124cc465/page/Bosnia%20Herzegovina %20Demonstration%20Project%202017
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