Transcript Small Steps, Big Futures

ISSA: An innovative network of early childhood education and development
professionals and organizations
Competent Teachers of the 21st Century:
ISSA’s Way to Quality Pedagogy
Aija Tuna
December 9 - 10, 2008
At the core of ISSA actions are believes that
* all children need stimulating quality early childhood
development experiences that honor their unique
characteristics, provide love and care, and develop strong
foundations for positive and successful learning
experiences throughout the life
* all families need encouragement and support from their
community so they can achieve their own goals and provide
a safe and nurturing environment for their children
* special policies are needed and all sectors and
stakeholders have to work together to promote and
provide high quality education for each child and support
for professionals who work with children
Education is the pathway to democracy
Education is the most powerful weapon you can use to
change the world.
Nelson Mandela
Main areas of attention:
- Focus on key competences
- High quality education for all
- Crucial role of teachers and other staff
Active learning is important to citizenship education because
being a citizen is essentially a practical activity – it is
something we “do’’.
Huddleston and Kerr (2006)
Key Messages from the Recent International Events
on Quality Early Childhood Education
* Early education is an instrument for social cohesion
* Access without quality is of little merit; democratization in
education is not “massification”;
* Highly qualified staff and ongoing support for professional
development is crucial
* Progressive universalism; education for all with special
attention to inclusion of vulnerable children and respect for
diversity
* Holistic development rather than care and early
“schoolarization”
Key Messages (2)
* Teacher education and professional development as a
crucial issue; all teachers must be well educated and
committed
* It is important to promote teaching profession as a highly
respected career in the society
* Teachers have to have authority to make decisions and do
their work (to choose materials, methods etc.)
* Diversity is not the enemy of quality
* The most important resources are human resources; the
most powerful strategy is quality interactions
Key Messages (3)
* Highly qualified teachers at all levels of education need to
be able to work with diverse populations
* The teacher has to be a reflective practitioner
* We are/should be both learners and teachers all the time
* Funding has to be secured for ongoing support to teachers’
professional development – every year!
* Education is a very specific area; commercial rules do not
apply here
Key Messages (4)
* Focus on well-being rather than human capital
development (people are not only economic actors; they are
also socio-emotional actors)
* Schools and kindergartens have to develop as learning
communities
* There are tree levels of inclusion: Presence, Participation
and Achievement
* We have to listen not only to the voice and opinions of
children but also notice and interpret silence! Children’s
participation in decision making is essential
* Learn to measure what you value!
Quality Pedagogy: ISSA approach
* Very practical, hands-on support to educators
* Is a framework rather then prescriptive curriculum/program
* Easy to adapt to and to incorporate within national
frameworks
* Solid theoretical and philosophic base
* Clear program rational to make it easy to implement in a
systemic way
* Strong links and partnership with parents, families and
communities
In the rapidly changing world, a child more than ever
requires and deserves service that is holistic in approach,
- which assumes the inseparability of care and education,
reason and emotion, body and mind;
- which has the potential for an infinite range of possibilities cultural, linguistic, social, aesthetic, ethical, political and
economic; and
- which is a meeting place for children and adults in the
physical but also the social, cultural and political sense of the
word
(Young children and their services, 2008).
In general a child-centered classroom is built
around two core principles:
* Children create their own knowledge from their experiences and
interactions with the world around them
* Teachers foster children’s
growth and development
by building on the
interests, needs and
strengths of the children
Competent Teachers of the 21st Century:
ISSA’s definition of quality pedagogy
Teachers of the 21st Century:
International Pedagogical Standards
Компетентные педагоги 21 века:
Международные стандарты
педагогической практики
Competent Teachers of the 21st Century: ISSA’s
definition of quality pedagogy
* Promote child-centred, interactive methodology
with professionals, families and communities as partners
* Developed by group of professionals from the region with input
from the key experts from around the world
* Reflects latest research
findings about quality
pedagogy; aligned with
the international trends
and policy documents
Structure
* Seven Focus Areas
* 3-4 standards in each area
* Indicators of performance
Variety of printed and on-line materials for different purposes
and audiences
Provides framework for dialogue on quality education and
tools for implementation of quality practice and ongoing
professional development as well as pre-service teacher
training
Focus Areas
1. Interactions
2. Family and Community
3. Inclusion, Diversity, and the Values of Democracy
4. Assessment and Planning
5. Teaching Strategies
6. Learning Environment
7. Professional Development
1.
Interactions
1.1 The teacher interacts with children in a friendly and
respectful manner that supports the development of each
child’s construction of self/identity and learning.
1.2 The teacher’s interactions promote the development of a
learning community where each child feels s/he belongs and
is supported to reach his/her potential.
1.3 The teacher engages in purposeful, reciprocal
interactions with key adults to support children’s
development and learning.
2. Family and Community
2.1 The teacher promotes partnerships with families and
provides a variety of opportunities for families and
community members to be involved in children’s learning
and development.
2.2 The teacher uses formal and informal opportunities for
communication and information sharing with families.
2.3 The teacher uses community resources and family
culture to enrich children’s development and learning
experiences.
3. Inclusion, Diversity and the Values of Democracy
3.1 The teacher provides equal opportunities for every child
and family to learn and participate regardless of gender,
race, ethnic origin, culture, native language, religion, family
structure, social status, economic status, age, or special
need.
3.2 The teacher helps children understand, accept, and
appreciate diversity.
3.3 The teacher develops children’s understanding of the
values of civil society and the skills required for participation.
4. Assessment and Planning
4.1 The teacher regularly and systematically monitors each
child’s progress, learning processes, and achievements.
4.2 The teacher plans for teaching and learning based on
information about children and national requirements.
4.3 The teacher includes children, families, and relevant
professionals in the assessment and planning process.
5. Teaching Strategies
5.1 The teacher implements a variety of teaching strategies
that actively engage children to develop knowledge, skills,
and dispositions as defined by national requirements and
builds the foundation for lifelong learning.
5.2 The teacher uses teaching strategies that promote
children’s emotional and social development.
5.3 The teacher designs activities taking into account
children’s experiences and competences to support and
expand further development and learning.
5.4 The teacher uses strategies that promote democratic
processes and procedures.
6. Learning Environment
6.1 The teacher provides a learning environment that
promotes each child’s well-being.
6.2 The teacher provides an inviting, safe, healthy,
stimulating, and inclusive physical environment that
promotes children’s exploration, learning, and independence.
6.3 The teacher provides an environment that promotes
children’s sense of community and participation in creating
the classroom’s culture.
7. Professional Development
7. The teacher continually improves his/her competences to
reach and maintain high quality in the teaching profession
according to the changing demands of today’s world.
The future doesn’t just happen; we have to create it!
It takes collective will and abilities to make it happen.
www.issa.nl