Transcript Quality Systems for Quality Teachers

Ministry of Education and Higher Education
Quality Systems for Quality Teachers :
Towards the Implementation of the
National Strategy for Teacher
Education.
Strategic frameworks
 2nd Five Year Education Development Strategic
Plan (EDSP) ( 2008-2012) highlights the need for
policies and strategies towards sustaining
guaranteeing education for all, improving the quality
of education, and enhancing management
effectiveness.
 Palestinian Reform and Development Plan(20082010) considers the development and implementation
of polices and programmes focusing on quality
education at all levels through pre-service and inservice teacher training.
 The government (2009) plan to end occupation
and establish the state highlights the role of the
 As a crucial response towards achieving the EFA
and MDG goals as reflected in the MOEHE
strategic plans, particularly those relating to the
enhancement of quality education, the need for
policies and strategies towards improved status,
management, effectiveness, and motivation of the
teaching force has been highlighted.
 The Teacher Education Strategy is the response
Situational Analysis of teacher education
Pre-service
 Diversity of training to student teachers.
 Lack of consensus as to minimum qualifications
required at different educational levels/subject areas.
 Needs for faculty development at HEI’s.
 Theoretical nature of teacher training.
 Insufficient opportunities for practical school
experience.
 Limited knowledge of Teacher Trainers of the
classroom realities
Situational analysis-findings
In-service:
 Uncoordinated in-service training
 Not based on needs analysis
 Not enough differentiation of programme
design/delivery mechanisms to reflect teachers’
needs/capacities.
 Record keeping system not sufficiently developed.
 Roles and responsibilities of MOEHE institutions to be
clarified.
National Teacher Education Strategy
 Technically supported by UNESCO with funding from
Norway– partnership between different stakeholders, a
model to be reflected in implementation
 Overall aim is to develop a sufficient number of
qualified, capable teachers to improve learning
opportunities for students at Palestinian schools
 It highlights the importance of:
 Improving status of teachers.
 Management of the system and improved provision
 Evaluate, reform and harmonisation of pre-service and
in-service teacher education activities.
The Strategy.
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Identifies a “Vision of Teachers”.
(Committed to their students, Possess general knowledge, Bare the
responsibility, Think systematically, and Work with their colleagues).
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Proposes revision of the “Teacher Education Programs”
(Pre-service and In- service).
 Calls for the development of a framework for
“Continuous Professional Development Programs”.
 Introduces a scheme for “Teaching Profession”.
 Highlights the need to develop “Management of the
Teacher Education System”
5 Coordinated Schemes
 Evaluation and
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review of the
current programs at
HEI’s
Development
scheme for the new
programs.
Capacity Building
for better
management of the
system.
Coordinated efforts
to achieve
objectives.
Development of
 AQAQ’s program : (HEI’s self evaluation,
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External evaluators based on the strategy and
international experiences.
CDTP’s efforts to develop national standards.
Active discussion on the programs framework.
QIF call for proposals on teacher education.
Faculty development programs.
Ongoing support from WB, EC, USAID,
UNESCO, AMIDEAST, Norway, Finland,….
Development of MIS.
Institutional development (CDTP,
NEIT,AQAQ,…)
National Advisory Board, and Task Force .
Coordination structure for the international
partners.
Licensing and grading system,….
Quality Systems for Quality Teachers
 UNESCO/ EU support
 Will support realising the goals articulated in EDSP and
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PRDP
Is implementation of the Teacher Education Strategy
Will be implemented over three years
Will focus on enhancing national capacities needed for
managing teaching progression towards effective learning
in schools
Will achieve this through the development of operational
frameworks, partnership and collaboration and technical
skill development
Quality Systems for Quality Teachers
Three interrelated, parallel, components:
1. Improved management and institutional capacity of
teacher education (pre-service, in-service and career
development)
2. Improved status and motivation of teachers
3. Enhanced relevance and coherence of teacher training
and professional development
QSQT – Component 1
Improved management and institutional capacity of
teacher education (pre-service, in-service):
i)
Institutional analysis of MOEHE Directorates
responsible for planning and delivery of the Teacher
Education Strategy
ii) Commission for Developing the Teaching Profession
(CDTP) and appropriate support mechanisms in order to:
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Develop National Professional Standards (NPS).
Mechanism for Licensing of teachers established.
Framework for accreditation of CPD of teachers in place.
iii) Teacher data base established within existing
MoEHE EMIS structure
iv) CDTP portal to disseminate information, support
QSQT– Component 2
Improved status and motivation of teachers:
i) Research on key areas in relation to teacher status and
motivation
ii)General advocacy for teaching profession
iii)Development of career stages
iv)Strengthening capacity of teacher organisations
v)Development of a Communication Strategy
QSQT– Component 3
Enhanced relevance and coherence of teacher training
and professional development
i) Development of Admission Policy for Teacher Training at
HEIs.
ii)Development of pre service courses in line with National
Professional Standards Framework for teachers.
iii)Development of QA mechanism for pre service within
existing QA structure.
iv)Development of capacity for effective deployment of ICTs
and e learning for teacher professional development
(linking with Avicenna programme).
v) Annual National Conference on Quality Teachers for
Quality Education.
QSQT – Progress to Date
- Institutional analysis of MoEHE directorates
responsible for planning and delivery of teacher education
programmes undertaken.
- Commission for Developing the Teaching Profession
under establishment
 Premises rented, furnished, and equipped.
 CDTP framework document and by-laws finalized.
 Technical assistant, two Heads of the Qualifications and
Standards Units, IT person, and secretary recruited.
 Two working committees (Standards and
Qualifications)
Progress
cont’d
- Draft of Core National Professional Standards for Teachers.
- Initial Proposal for Professional Licensing System.
- Draft Code of Conduct.
- Review and upgrading of the teacher education database.
- Data available on the qualifications of teachers in the
system.
- 23 PhD scholarships awarded in teacher education.
- A comprehensive communication strategy developed.
Future Challenges:
- Enough awareness at all levels.
- Commitment of the various partners and stakeholders.
- Ministry’s capacity to coordinate efforts, and institutional setup.
- Attracting the best (admission and recruitment policies).
- Learning from pilot schemes.
- Adoption of a successful coordination scheme for local and
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international partners.
Adoption of a significant M&E system for sufficient reporting.
Unification and upgrading of the Incompatible databases, and
guaranteeing flow of information.
Enough capacity at HEI’s.
Progress in adopting licensing and grading system for teachers.
THANK YOU