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Innovative leadership and teacher training in autonomous schools - - PowerPoint PPT Presentation
Innovative leadership and teacher training in autonomous schools - - PowerPoint PPT Presentation
Innovative leadership and teacher training in autonomous schools Franoise Parillaud IA IPR (foreign language inspector) acadmie de Versailles My work place : the acadmie de Versailles Its main characteristics One of the 3 academies
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Its main characteristics
One of the 3 academies that correspond to the région
Ile de France (Paris, Créteil and Versailles)
Subdivided into 4 départements : les Yvelines (78),
l’Essonne (91), les Hauts-de-Seine (92) et le Val- d’Oise (95).
The first in numbers among the 30 French academies 1 100 000 primary and secondary school children
(9% of the children and teenagers attending school in France)
100 000 staff members (teaching and administrative
personnel, technicians, health care workers,…)
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The challenges it faces
Contrasted situations within a department or even
within a more local unit.
- The highest percentage of schoolchildren from a privileged
background (45% vs 34% for the whole country)
- A high percentage of schoolchildren from an underprivileged
background (30%)
Our goal : to improve our knowledge of such diversity
in order to improve our way of dealing with it.
Our ambition : to provide each school with more
accurate and more efficient guidance and support.
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Emphasis on teacher training
The académie de Versailles welcomes a great number of
- trainee teachers.
this year: 1 238 primary school trainee teachers 1 349 secondary schools trainee teachers
- and young teachers with little experience.
10% of the teaching staff is below 30 years old 1 out of 22 teachers in the académie has just completed his training
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the role and missions of a regional pedagogical inspector
contributing to managing the education
system at a regional level and to overseeing the implementation of education policies and new reforms in classes and schools
assessing and advising secondary school
teachers
contributing to the management of teaching
staff as part of their career development
supervising the set of continuing training
programs for English teachers in the academy
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Exerting more effective leadership through joint efforts
we help connect various levels
(national, regional, local),
we do not manage schools, our expertise can combine with that of
school managers,
teacher training is our main lever for
action
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Initial teacher training
A new provider : the Ecole Supérieure du
Professorat et de l’Education (a strong partnership between universities and the académie (=the teachers’ employer)
The model now adopted: the combined
building of strong subject expertise and high professional skills.
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Continuing training
The provider: a division called DAFPA (Direction
d’Appui à la Formation des Personnels de l’Académie) in charge of designing, engineering and implementing the training offered to the Versailles staff.
Le Plan Académique de Formation and its
training offerings : every year teachers can individually apply for and attend a whole range of training courses and workshops
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Continuing training
A flexible efficient option that is more and more privileged.
A local scale : a sub territorial unit that is smaller than un department and gathers about 30 primary schools, 15 colleges and 5 or 6 lycées.
Team training instead of individual training (disciplinary, pluri or interdisciplinary)
Training workshops that meet local demands and answer specific needs (school leaders, teachers and inspectors analyse together the needs of the teachers within a school or a network of schools and get in touch with the local correspondent of the organization in charge of providing training – a local negotiating process)
Collaborative work and peer training/coaching among teachers in schools (ICT, interdisciplinary projects to help the students attain the seven key competences of the common core of knowledge and skills, tailored support,…)
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Joint role of the school heads and
take advantage of the autonomy - limited as it may
be – that schools have gained to organize schedules, plan a structure that fosters change, questions traditional approaches and meets local needs
identify the human resources within the school and
work in closer contact with a pool of teachers that are ready to show the way and that are likely to be followed by others.
provide regular support, supervision and follow-up.
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Collaborative platforms
A multifaceted objective:
strengthen schoolchildren’s skills by integrating a
range of preferred learning styles
develop a common virtual space that facilitates
exchanges between teachers and students, among students and among teachers.
professionalize teachers, encourage the sharing of
knowledge and pedagogical techniques and the development and transfer of good practices.
for school leaders and inspectors: it is an effective
means and medium to stimulate both students and
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