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Cyprus Educational System: changing schools through teachers’ professional learning

Cyprus Educational System: changing schools through teachers’ professional learning. Dr Athena Michaelidou Director Cyprus Pedagogical Institute. Basic issues to address:. A. The Cyprus educational system

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Cyprus Educational System: changing schools through teachers’ professional learning

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  1. Cyprus Educational System: changing schools through teachers’ professional learning • Dr Athena Michaelidou • Director • Cyprus Pedagogical Institute

  2. Basic issues to address: • A. The Cyprus educational system • B. Teachers’ professional learning, as a way to the quality of education – changing schools

  3. Cyprus Educational System • The Cyprus Educational System (CES), in its present form, is the outcome of the developments that established the Republic of Cyprus in 1960 • Education is considered not only as a basic human right, but as an essential investment • Cyprus society attributes great value to education • The aim of the legal framework, the structure, the curriculum, the staffing and the policy reforms is to upgrade the quality of education

  4. IMPORTANT DATES • 1965:Establishment of the Ministry • 1974: Turkish invasion / separation of the island • 1992: Establishment of the first public university • 1993:Compulsory primary and lower secondary education (up to 15 years) • 2004:Accession to the EU • 2004:Introduction of compulsory and free pre- primary education • 2011-today: New curricula and new timetables

  5. ORGANISATIONAL STRUCTURE OF THE CES • Centralisededucational management/ educational system • Highest authority of the Ministry of Education and Culture (MOEC): the Minister followed by the Permanent Secretary • Education is offered into five main stages (pre primary, primary, secondary, technical / vocational education, tertiary education) • Other departments and services help the overall functioning of the system • The Cyprus Pedagogical Institute is responsible for teachers’ professional development, leaders in service training and educational research

  6. ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND CULTURE MINISTER INTERNAL AUDIT UNIT PERMANENT SECRETARY PRIMARY EDUCATION SECONDARY GENERAL EDUCATION TECHNICAL AND VOCATIONAL EDUCATION HIGHER AND TERTIARY EDUCATION PEDAGO-GICAL INSTITUTE CULTURAL SERVICES CYPRUSRESEARCH CENTRE OTHER SERVICES ANDUNITS CYPRUS LIBRARY TECHNICAL SERVICES ADULT EDUCATION CENTRES EDUCATIONAL PSYCOLOGY SERVICE STATE INSTITUTES OF FURTHER EDUCATION COUNSELING AND CAREER EDUCATION SERVICE CENTRE FOR EDUCATIONAL RESEARCH AND EVALUATION CURRICULUM DEVELOP-MENT UNIT POLICY AND STRATEGIC PLANNING UNIT EUROPEAN FUNDS MANAGEMENT UNIT ADMINISTRATION AND HUMAN RESOURCE UNIT ACCOUNTS OFFICE ICT UNIT

  7. BUDGET 2012-2018

  8. SOME NUMERICAL DATA(number of pupils and teachers in school education in 2017-2018)

  9. COMPREHENSIVE STRATEGIC PLAN STRATEGIC GOALS ACTIONPLAN - BUDGET KEY PERFORMANCEINDICATORS MISSION ACTIVITIES OBJECTIVES VISION

  10. SCHOOLS FUNCTIONING MODERNIZATION OF THE EDUCATION SYSTEM TIMETABLES & STRUCTURE OF SCHOOL PROGRAMMES CONTENT OF EDUCATION TEACHERS’ APPOINTMENT SYSTEM MODERNIZATION OF THE EDUCATION SYSTEM TEACHERS’ PROFESSIONAL LEARNING TEACHERS’ EVALUATION SYSTEM

  11. Highlights of our educational system: • We spend a big budget on education (among the first in EU) • Most of our school graduates follow attend tertiary education • Our teachers have high academic qualifications • Attend/participate in various in service training activities (in and out of the school) • Challenges regarding student results (PISA) – action pans to upgrade them

  12. Teachers’ Professional Learning as a way to quality

  13. Target: • Quality of education • Better student outcomes/results • The joy of learning • Innovation and creativity • Teachers as change agents • School autonomy • …

  14. Cooperation between teachers is the way to change and improvement (Hargreaves & O’Connor, 2017)

  15. Teachers’ Professional Learning (TPL) • Teachers need time to develop, discuss and practice • learning activities need to be systematic, sustained and intensive (Garet et al, 2001) • Teachers learn effectively when learning activities • are school based • are integrated into daily work • require collective participation (Opfer and Pedder, 2011)

  16. “Traditional” way of teachers’ support

  17. Alternative way of teacher support

  18. “ROLES”

  19. Criteria for success (based on research) 1. Trust between the teachers 2. Cooperation and positive school climate 3. Concentration on teachers’ needs and school “micro” level 4. Use teachers’ knowledge and competencies 5. Simple and measurable target 6. Accountability and responsibility for all 7. Constant monitoring and self evaluation

  20. Teachers’ seminars and activities within the school

  21. Findings from year 2017-18 • Teachers’ learning and change • Change of culture • Challenging the nature of teaching and teacher learning • Challenging the teachers’ perceptions of students and their work • Raising the students’ and teachers’ voices • Gradual participation and collaboration in reflection • Focusing on actual teaching through active participation in teacher learning activities • Caring about the impact of their learning experiences on their students

  22. Thank you! athmich@cyearn.pi.ac.cy

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