Induction year programme

Ingrid Koni17.04.2015

Tartu

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The Estonian Teachers’ Standard (2014) emphasises the creation of an attitude and understanding of the teacher as a reflective practitioner and a life-long learner.

Teacher education in Estonia has for some years focused on developing support structures for novice teachers in the early stages of their career. In 2004, the induction year programme was implemented in Estonia as part of teacher education.

Induction year

• The induction year is an important period in-between pre-service teacher education and in-service teacher education courses.

• The induction year is based on constructivist reflective teaching principles used in combination with learning at the working place.

Aims of the induction programme

• •Supporting the adjustment of novice teachers to the school as organisation,

• •Developing basic competences in new teachers, • Providing support in solving problems.

The induction system provides opportunities for school development and also feedback to the institutions for initial teacher education to improve the quality of their curricula.

Induction year

• Induction year centers (University of Tartu and University of Tallinn) organise young teachers´ support programmes, mentors´ training, common seminars and consult kindergartens and schools during the induction year.

• The university centers together monitor, analyse and plan changes of the programme, but also train involved persons into the programme.

Funding

Both induction year and mentors´ in-service training courses last 160 hours and are financed by the Ministry of Education and Research in Estonia.

‘Actors’ of the Induction year

The mentor has three important tasks in the Estonian school system:

• to support the professional development of a novice teacher,

• to support the socialization of a novice teacher to the school as an organization,

• to participate in school development.

The general idea and principles of the induction year should support:

• Application of learning school ideology;• Creation and development of teachers´ networking;• Possibilities for deep reflection;

• Positive experiences of learning collaboratively.

Types of support for new teachers

• Personal and emotional support - group mentoring, support programme sessions for self reflection, self evaluation and self analysis

• Social support – on school level and through group mentoring

• Professional support – competence based (mentors and academics)

Target groups• Teachers of

– Pre-school childcare institutions

– Primary schools

– General education schools

– Vocational training institutions

– Special education teachers

• The managers and members of executive staff of– Pre-school childcare institutions

– General education schools

– Vocational training institutions

• Other members of educational institution staff (secretaries, financial managers, assistant teachers)

Meeting schedule and general topics

Module Schedule General topics

Opening seminar

1 day End of September

An introduction to the induction year; getting to know the participants. Joys and concerns as a teacher.

Module I 2 days 1st school holiday in October

Joys and concerns as a teacher. Forming cooperation skills in an institution.

Module II 2 days 2nd school holiday in January

Joys and concerns as a teacher. Managing a group; relations in a group.

Module III 2 days 3rd school holiday in March

Joys and concerns as a teacher. Teacher as the designer of the learning environment and the supporter of pupils’ development.

Closing seminar 1 days End of May

Joys and concerns as a teacher. Summing up the induction year. Self-analysis and self-help for the teacher.

Table 1. The schedule and general topics of University of Tartu’s induction year seminars

Example 1: action plan for self reflection (1st module)

• Personal action plan (developement as a teacher using Deming cycle)

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Example 2: ME as a teacher (self analysis with drawing) (2nd module)

• Drawing myself (based on instruction which itself bases on Estonian Teacher’s standard)

• The aim is not a beautiful art

• Strengths and weaknesses are emphasised with

- the size of details,

- lines (curves, thick and narrow lines etc.),

- colours.

Example 3:

Engagement and feedback cards

• What did you learn today?

• What was interesting for you?

• What more would you like to know about the new topic?

• Where can you use the knew knowledge?

• Why is the new topic useful for you?

• Have you used this kind or any similar method in lessons?

• Your opinion?17

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Something new from this morning?

Thank you!