Download - Reform of Teacher Induction in Germany
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Hermann J. AbsJustus-Liebig-University, Giessenwww.uni-giessen.de/cms/abs
REFORM OF TEACHER INDUCTION IN GERMANY
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Concept: Teacher Induction Definition: Planed learning environment in
schools for the development and assessment of professional teacher competences after the completion of academic studies
Core Elements of teacher induction: Reduced amount of teaching hours for Beginning
Teachers Fixed time structure for the transfer of more and
more duties and teaching hours Mentoring, feedback by experienced teachers Instruction together with other Beginning Teachers
(BTs) Assessment by state institutes for teacher induction
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Responsibilities in teacher inductionSchoolsInstitutes for Teacher
Induction
Beginning Teachers (BTs):
Teacher Trainers: Lecture group of BTs on
subject specific teaching or psychology
Prepare visitations of BTs’ class
Assess lessons and papers of BTs
Cooperate with mentor teachers
Mentor Teachers: Provide exemplary lessons Counselling of BTs on
schooling and teaching Support the school principal
in the assessment of BTs cooperate with teacher
trainers
Educating, instructing, assessing and grading students
Teacher-parent conferences Participating in the school‘s
development
Integrate didactical knowledge with practical experience
Reflect on instruction and personal role as a teacher,
Prepare class/lesson visitations
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Reform of Teacher Induction Causes for Reforms
Changes in the Preconditions and Qualifications of Beginning Teachers
Changes in the Objectives of Schooling Changes of Resource Allocation Technical Progress
Current Approaches to Reform in German Länder New duration of teacher induction Modularisation of former more comprehensive, long-
term courses New tasks for state institutes in university education Organisational development for state institutes
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Example: Teacher Induction in the Land of Hesse
30 State Institutes for Teacher Induction each cooperating with up to 100 schools each specialised on certain tracks/ school types ca. 2500 Beginning Teachers per year
1. Reform 2006: Modularisation 2. Reform 2012: duration cut form 24 to 21
month Official regulations
Standards for Teacher Education by the Conference of Ministers of Cultural Affairs of the German Länder (2004 & 2008)
Hessian Law on Teacher Education & respective by-law (2011) 2006 & 2008 Scientific evaluation of the complete cohort
of beginning teachers and staff from state institutes
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Status of reform: Duration of teacher induction in Germany 2013
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Development of Teacher Self Efficacy: Study of Hoy & Spero 2005
start of teacher induction
end of program after one year
one year after end of program
**
Open QuestionIs the levelling out or even decrease of Teacher Self Efficacy after one year due to
a) finishing the teacher induction before professional competences are stable enough?
b) job frustration that comes with professional teaching anyway, if done for more a year?
*
teac
her e
ffica
cy
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Induct
ion ph
ase
First
advan
ced ph
ase
Secon
d adva
nced p
hase
Exam ph
ase
Mentor
teach
ers
Teach
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iners
3.203.604.004.40
Teacher Self-Efficacy of (Beginning) Teachers in Hesse
N 547 1137 1786 1026 799 1771
Result from Evaluation Study 2006 & 2008:Significant increase in Self-Efficacy over time
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Reform in Hesse: Modularised Teacher Induction Programme
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Modul IV: Diagnosing, Supporting, Assessing
Competence: BTs diagnose preconditions and processes of learning, support students, assess them in a transparent and responsible manner and advise pupils and parents.
Standards: BTs... ...measure current learning progress of the learners and
comprehend general framework for instruction. ...diagnose individual learning progress, learning potential
and learning obstacles ...support and foster according to individual learner‘s needs. ...measure, assess and evaluate student achievement based
on transparent assessment- and evaluation and point out prospects for further learning.
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Exemplary content in the area of diagnosing…
1. Recognising students‘ misconceptions and using them as a starting point for teaching
2. Application of attribution theory on the causes of success and failure
3. Knowledge of typical forms of bias in assessing students
4. Application of the three frames of reference in grading
5. Distinction of formative and summative assessment and its consequences
6. Using feedback from central assessment for the adaptive planning of teaching units
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Instructional approach to diagnosing in Module IV: Working with an exemplary case
First subdomains are focused, which will be prepared theoretically
Then Method 1: Video analysis, evaluation of lesson observations BTs document a learning process including the
elements diagnosing, fostering and assessing. Or Method 2: Portfolio assessment:
BTs decide a point in time at which they show part of their practical work: Planning, and reflection of a stimulating learning arrangement for the class or one individualised learning arrangement for a particular pupil.
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Acquired qualifications during induction programme
60%
Module IV5%Module VI5%Module VIII5%
Module III
5%yyModule V
5%Module VII5%
Module I5%
Module II
5%Term paper10%
Headmaster report
10%
Second state examination
40%Demonstration
lesson I15%
Demonstration lesson II
15%Oral exam
10%
How are BTs themselves assessed? - Composition of final grade -
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Professional Development for Teacher Mentors and Trainers
Resources for mentoring Analysis and Assessment of instruction Continuity of teacher trainer support vs.
objectivity of assessment Link between academic teacher education at
university and teacher induction at state institutes
Consequences of the Bologna-Reform
Current Challenges of Teacher Induction in Germany
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Annex
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Assessment within the induction programme 8 assessed modules:
4 modules in the competence field of instruction (subject specific)
2 school track specific modules 1 module „Educating, advising, coaching“ 1 module „Diagnosing, fostering, assessing“
Assessment of modules: 2 lesson visitations per module
Assessed Term paper with pedagogical focus Assessment by headmaster of school in form of report Second State Examination (oral exam, 2
demonstration lessons)
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Simplified overview of teacher education for all newly qualified teachers in the state of Hesse
1st advancedPhase
4 assessedModules
Duration of Induction Programm: 21 Months
Start of school term
Feb.1st/ Aug.1st
Instruction on NQTs own responsibility + observation of instruction Observation
2nd advancedPhase
3 assessed Modules
ExamPhase
1 assessedModule
InductionPhase
no assessment
Start of Induction Programm:
Nov.1st/ May 1st
Start of school term
Feb.1st/ Aug.1st
Start of school term
Feb.1st/ Aug.1st
Start of examination dates
May1st/ Nov.1st
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Induction programme in Hesse: key elements Organisation…
in 8 assessed modules and additional training courses (mainly during first 3 months)
over 3,5 semesters (21 months) Modules…
have fixed workload rely on binding module descriptions
Assessment beginns after induction phase (first 3 months)
Observing and teaching BTs teach on their own responsibility
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Aims of the induction programme in Hesse
The Induction Programme is to qualify newly qualified teachers (NQTs) to instruct to educate, advise and coach to diagnose, foster and assessstudents of varying abilities and diverse social and cultural background as well as participate in the development of the school
Abilities and qualification obtained during the first phase of teacher education are interlocked with practical application in the classroom
manifest teacher competences* in teacher actions *specified by the teacher education law of Hesse (HLBG)
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Duration of teacher induction in Germany varies between 12 and 24 months
Duration of Programme
Constituent States
12 months Saxony (Master of Education), Berlin (Master of Education)
15 months Rhineland-Palatinate (Primary school)
16 months Saxony-Anhalt
18 monthsBaden-Württemberg, Bremen, Hamburg, North Rhine-Westphalia, Mecklenburg-Western Pomerania, Lower Saxony, Saarland, Rhineland-Palatinate (all tracks except primary school), Schleswig-Holstein, Thuringia (Primary School)
21 months Hesse
24 months Bavaria, Berlin (first state examination), Brandenburg, Saxony (first state examination), Thuringia (all tracks except primary school)
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Opportunities to Learn: Instruction (Modules I,II,V,VI )
OTL
Phase of Teacher Induction Programm
Induction Phase
First advanced
Phase
Second advanced
PhaseExam Phase
Instruction on BTs‘ own responsiblility
- 10-12 hours 10-12 hours 6-8 hours
Observation of professional instruction
10 hours 2 hours 2 hours 2 hours
Additional guided instruction
If necessary if necessary if necessary if necessary