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08. 03. 2013.

Project activities

In the first 6 months of the project implementation, the Component 1 activities were successfully implemented. The methodology and action plan for the INSETT System analysis and the TNA were prepared, discussed with the MPP and Working Group 1 during the first WG meeting and implemented according to the plan. Documents on the current INSETT provided by the ETTA and some other existing papers provided the basis for preparation of the questionnaires for five groups of teaching and non-teaching staff, which were defined as focus groups for the analysis: teachers, school directors, other non-teaching staff, county coordinators for teacher training (CCoTT) and senior advisers of ETTA.

The first part of the questionnaire implemented in the first component provided information about the existing system of INSETT run by the ETTA and how the five groups experience the system, how it meets their needs for training and what they think about its relevance and quality. The second part of the questionnaire asks the respondents to assess the importance of a number of teacher competences, and what their needs are for training in these competences.

 

Photo album: Working groups

The questionnaire was implemented as an on-line survey, using the ETTA teacher training application and management system ettaedu.eu. All groups were notified using e-mail messages with help of CARNet.

Beside three meetings of the working group, the first stakeholder consultation meeting took place in August 2012, providing information about activities and approaches different organisation are using in their in-service teacher training activities. It allowed for exchange of information and good practice and provided opportunities for future cooperation.

The INSETT related legislation and policy analysis took place in two workshops of Working Group 2, using a participatory approach and interactive methodology. The analysis included an overview of EU documents related to professional development of teachers to provide better understanding of the EU framework. An overview of INSETT related legislation of 4 EU countries and policy developments in 2 EU countries were provided as the basis for the discussions about the issues and the solutions and as platform to analyse the Croatian legislation and current INSETT strategy. This approach was introduced to strengthen the capacity of the ETTA staff involved in the project. The reports and the analysis were drafted and shared with the WG2 members to obtain their final comments, reinforcing the ownership of all the outputs in the Component 2.

Two study visits were organized to familiarise with other INSETT systems and discuss their advantages and disadvantages. The findings were feeding into the ETTA INSETT Strategy 2020.

Relevant host institutions were identified and briefed about the objectives and the expectations, as well as the facts about the Croatian system and ETTA’s and project’s role in it. Briefers for the participants were prepared to inform them better about the system and the institutions to be visited. Questions that focused their attention to what they should be looking for in the institutions were drafted. At the end of the study visits the participants reported their impressions to be used as points of discussion in the following workshop.

During this period the Strategy for visibility and external communication of the project was written and presented to the TA and MPP. A first revision was made after the comments of the TA team. On the basis of the comments of the MPP the revised and final version was adopted in December 2012. All visibility and awareness raising events will be organized by the end of the project according to the timeline proposed in this strategy.

 

The first task in the second period of six month was to draft and finalise the report on the analysis of the INSETT system and TNA. The initial analysis of the data collected in the survey was presented to and discussed with the TA team and the Working Group 1, who provided advice in matters of categorising answers on the open questions in the questionnaire. After finalising the analysis, the results and conclusions were presented in the shape of a draft report and discussed with the group of stakeholders and in a joint meeting of Working Groups 1 and 2. The finalisation of the report and the drafting of the ETTA INSETT Strategy 2020 went from that moment on in parallel. The final version of the Analysis of the Existing ETTA INSETT System and Assessment of the Needs for In-Service Training of Teachers was approved and published in April 2013.

The new long-term ETTA INSETT Strategy was being developed based on the analyses done in the Component 1 and Component 2 in a series of three two-day workshops following the workshop on the general principles of drafting policy documents. The results from the analysis of the current INSETT system and TNA obtained in C1 together with the findings of the study visits in Estonia and Scotland and the analysis of the INSETT related legislation and the current EU and Croatian policy documents performed in C2, formed the basis of the new strategy document. The first draft of the new ETTA INSETT Strategy 2014-2020 was presented to the Stakeholders in a working meeting organized on 19 March 2013, to elicit their comments, and support. Representatives from 12 INSETT stakeholders’ institutions and 33 participants participated in the meeting giving their recommendations and support for the new Strategy. Their comments and recommendations were incorporated in the second draft of the Strategy. The title of the Strategy was changed based on their recommendations. The second draft of the ETTA INSETT Strategy for Professional Development of Teaching and Non-teaching Staff (2014-2020) was presented to the ETTA Governing Board and members of the WG3 in a working meeting organized 12 April 2013. ETTA Governing Board supported the document with very few recommendations for improvement. In a separate working meeting Conclusions and Recommendations, based on the Strategy, were presented to and discussed with the WG 3 members to assist them in defining the areas for, as well as the methodology to be applied in the 5 new programmes that this WG will develop and implement on a pilot base. Throughout the rest of the implementation period of the project, there was room for amendments to this document; the final version is published in March 2014.

After the presentation of the strategy to WG3, the major focus in the project activities shifted towards the ones in C3. An analysis of the present INSETT work organisation in the ETTA was carried out by the TA team. The first workshop for WG 3 was implemented in March 2013, during which the major results of this analysis were presented. Based on the draft strategy document, which defines e-learning as one of the priority areas of development in INSETT, it was agreed that the major modality for the 5 new interdisciplinary training programmes will be e-learning. Once e-learning programmes are developed and implemented, they can be maintained with relatively few human resources, thus contributing to the efficiency in the ETTA. The WG 3 workshop in April 2013, the 5 interdisciplinary topics for the new ETTA training programmes were defined and agreed: “Assessment of Student Outcomes”, “Individualisation in the Educational Process”, “Teaching and Learning Strategies”, “Challenges of Mentoring”, and ”Pathway to Professional Development”. They represent 5 priority areas from the TNA report, taken over in the new INSETT strategy. The further process of designing and piloting 5 new training programmes in C3 was an ambitious endeavour, as the WG 3 members were facing three areas of novelties in their activities: (1) using e-learning as modality for delivery of trainings and mastering design of e-learning materials, (2) elaborating interdisciplinary topics, and (3) working in small production teams. In each of these areas the capacity of the ETTA was strengthened. Training of the whole WG in e-learning design, supported by experts from CARNet, as well as support by professional experts in the fields of the topics of the 5 new programmes fostered the development of both the capacity of the SA in the WG, and the quality of the programmes.

 

The third six-month period of the project implementation was fully concentrated on drafting the 5 new interdisciplinary e-learning INSETT programmes, uploading the materials on the Loomen learning management system, the design of an instrument for evaluation of the planned pilot implementation of the 5 new programmes, and the piloting itself, including its preparation. Designing and finalising the programmes was carried out in 7 workshops, in which small teams were each working on one programme. Frequently some tasks had to be carried out by WG 3 members between two workshops, putting a high workload on them. Materials used in the programmes included presentations (e.g. power-point slides, prezi), videos, reading materials, tasks and exercises, questionnaires and templates for use in practice. Each small development team recruited their own “pilot participants”, who participated in the pilot implementation, which took place in October and November 2013. The participants had to register through the etta-edu web tool, upon which they received a username and password with which they could log in to their programme. A certificate of participation was only issued for those participants who finalised the programme by completing the final on-line evaluation questionnaire.

The analysis of the data of the pilot evaluation questionnaires was carried out by the TA team and is presented in the report Evaluation of the Pilot Implementation of the Five New E-Programmes for INSETT, finalised and published in March 2014.

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