AMSU - Course - Induction and Guidance of Newly Appointed Teachers (Ind 1)

Course

1 July to 8 July 2012

Induction and Guidance of Newly Appointed Teachers (Ind 1)

COURSE DESCRIPTION:

The themes and elements of the course are based on an international model of guidance and induction of newly appointed teachers developed within the IGNATIUS Comenius project.

The course has a highly interactive character. Through workshops and training sessions participants practice concrete techniques and discuss dilemmas. Each participant will work on a personal case related to his or her role within induction and guidance of newly appointed teachers at school.

‘Induction' refers to the process whereby newly qualified teachers are provided with additional support - e.g. through mentoring, coaching and training - in order to take on their new role within the school and the profession. It thus forms a bridge between initial teacher education and actual professional practice.

Induction is important to keep novice teachers on the job. Also it is a vital start for continuous professional development. Typically, novice teachers are ambitious, competent and vulnerable at the same time. For their own benefit and that of students, schools and society as a whole, they deserve adequate support in the first years of their profession.

The aim of this course is to learn how to support newly qualified and or appointed teachers through a school based induction program. The themes and elements of the course are based on an international model of guidance and induction of newly appointed teachers developed within the IGNATIUS Comenius project. Participants of this course acquire knowledge and skills on:

•-          elements , forms and functions of induction programs
•-          concerns of newly appointed teachers and their mentors
•-          matters related to organization, facilitation and formalization of induction and guidance of newly appointed teachers at school level
•-          realization of induction through teamwork

Preparation
Participants will receive an assignment in preparation of the course.

Applicant Profile
This course is intended for those involved or about to be involved in the induction and guidance of newly appointed teachers: teachers, teacher trainers, school leaders, human resource managers etc.

Application
Comenius/Grundtvig in service training grant applicants should submit their completed application form and a copy of a diploma prooving the sufficient level of English language as soon as possible, and no later than the 16th January, 2012. Applicants not seeking a Comenius/Grundtvig in service training grant can apply up to 1 May 2011.

Details
Dates: 1st to 8th July 2012.
Comenius/Gruntvig Application Deadline: 13th January, 2012.
Fee Paying Application Deadline: 30 May, 2012
Capacity: 25 participants.
Language of Instruction: English.
Location: This course will be held at the Katholieke Hogeschool Brugge-Oostende, Campus Bruges, Belgium.
Fee: € 745,- (including course materials, welcome drink, access to the cultural evening programme).
Grant: COMENIUS 2.2/GRUNDTVIG 3 In-Service Training Grant of the European Union.
Comenius in-service training grants' course code: NL-2012-265-002. For more information on these grants please visit the website of the Lifelong Learning National Agency of your country. A list of National Agencies can be found at: http://ec.europa.eu/education/programmes/llp/national_en.html
Grundtvig in-service training grants' course code: NL-2012-264-002. For more information on these grants please visit the website of the Lifelong Learning National Agency of your country. A list of National Agencies can be found at: http://ec.europa.eu/education/programmes/llp/national_en.html
Registration: Confirmed participants are expected to register on Sunday, 01 July, 2012 at the Katholieke Hogeschool Brugge-Oostende, Campus Bruges, Belgium. Exact location to be specified.
Work load: The course lasts for 1 week. It involves eight hours of teaching/sessions/practice a day, for 5 days a week.

Information:
Mr. Ruggero Lala, Programmes.
The Amsterdam-Maastricht Summer University(AMSU). P.O. Box 53066. NL-1007 RB Amsterdam. The Netherlands
Tel: +31 (0)20 620 0225; Fax: +31 (0)20624 9368 Email: office@amsu.edu

Course Leaders and Tutors

Mark Hoeksma (MA Communication Science) is a lecturer, project manager and teacher educator at the University of Amsterdam. His specialization is educational innovation in secondary schools and continuous professional development of teachers. He manages projects in sub-Saharan Africa using innovative approaches such as using digital video recording for professional development. In Amsterdam, Mark is responsible for optimising partnership between schools and teacher education institutes in guidance and induction of students and newly appointed teachers. In 2006, Mark coordinated the development and implementation of a new curriculum for teacher education at the University of Amsterdam.

Hans van der Linden Hans van der Linden is a teacher; he holds a Master of Education (pedagogy) degree. He taught Physical Education for over 25 years, but the last three years he has been the coordinator of the Regionale Opleidingsschool Westfriesland, a partnership of 13 schools and 3 teacher training institutes, where at least 50 % of the students' training time is spent in the schools. A lot of teachers are trained to guide students and newly appointed teachers, each school has a school based teacher educator, who is trained to do so to. Part of the teacher education curriculum is organized in the schools and is delivered by tandems of a school based trainer and a trainer from the institute. Hans organizes and delivers all these training sessions. He also is an experienced guide of students and (newly appointed) teachers.

Betty Laursen is a teacher educator at University College Copenhagen. More information will follow soon.

Ton Koet (Netherlands) - Teacher Trainer; Graduate School of Teaching & Learning (ILO), University of Amsterdam (UvA), Amsterdam School of Education (HVA). Ton Koet holds an MA in English Language and Literature from the University of Amsterdam, an MA in Anglo-Irish Studies from the National University of Ireland and a PhD from the University of Amsterdam. He is a teacher educator and works for the Amsterdam School of Education and the Graduate School of Teaching and Learning of the University of Amsterdam. He has taught a variety of courses in initial teacher education, ranging from English phonetics and phonology to the English speaking world and from 20^th century literature to English for classroom management. He has been active in the professional development of teachers, organising numerous courses on new technologies in language teaching. He is a Life Long Learning expert.

PROGRAMME

Sunday, 1 July 2012
Arrival. Welcome reception.

Monday, 2 July 2012
In the morning session the course participants will exchange their experiences regarding the induction practice of newly appointed teachers. Also they will help each other to clarify what results this course should bring to each individually. In the afternoon, the IGNATUIS model for guidance and induction will be introduced as a conceptual framework to work with throughout the week.

Morning session: Introduction in induction and guidance of newly appointed teachers

•¨       getting acquainted with each other and the programme
•¨       introductory interviews, peer work
•¨       starting point: what problems should be addressed by induction in the various countries

Afternoon session: Exploring concerns of newly appointed teachers with the aid of the IGNATIUS model.

17.30 Social and cultural programme

Tuesday, 3 July 2012
In the morning session international cases studies of induction of newly appointed teachers will be discussed. In the afternoon coaching techniques will be practiced that fit within the role of ‘teacher' in the IGNATIUS model. Finally the course participants will work together in the first stages of the product they will have finalized by the end of the week.

Morning session
•¨ case studies - clarifying responsibilities tasks and roles within the school
•¨ forms and functions of reflection of newly appointed teachers (structured by the IGNATIUS model)

Afternoon session
•¨ coaching techniques (1): video reflection & feedback
•¨ peer work on products participants will deliver at their own schools

17.30 Social and cultural programme

Wednesday, 4 July 2012
In the morning session skills training will take place that are suitable to support development of the newly appointed teacher in the IGNATIUS role of ‘person'. Also various observation techniques will be practiced. In the afternoon session the issue of organizing and managing induction and guidance at school will be addressed. Also the will have time to work together on their individual products.

Morning session: Skills training
•¨ coaching techniques (2): core quality method
•¨ practicing various observation techniques

Afternoon session
•¨ organizing & managing induction and guidance at school (1)
•¨ peer work: working on individual products to bring back home (structured by the IGNATIUS model)

18.00 Social and cultural programme

Thursday, 5 July 2012
The morning session will focus on interpersonal techniques mentors and coaches can use to support this in depth learning; this connects to the third role of the newly appointed teacher in the IGNATIUS model ‘learner'. Next the focus shifts to the conditions in which this in depth learning takes place: the school organization.

In the afternoon session there will be time for participants to discuss professional dilemma's in the field of guidance and induction at school and for peer work on the individual products.

Morning session: Skills training
•¨ coaching techniques (3) - how to support development of newly appointed teachers as ‘learners'.
•¨ organizing & managing induction and guidance at school (2) - team roles / team work

Afternoon session: Peer work
•¨ appreciative inquiry; sharing best practices
•¨ peer work: working on individual products to bring back home (structured by the IGNATIUS model)

18.00 Social and cultural programme

Friday, 6 July 2012
All participants have a final chance to use the group for the benefit of learning. They may for example try-out a coaching technique or organize a group discussion on a personal concern. In the afternoon sessions, each participant will present a plan for implementing what is learned on induction in this course.

Morning session: Personal dilemma's in coaching / monitoring
•¨ Presentations: each participant presents his or her dilemma and solutions / conclusions
•¨ Discussion and reflection

Afternoon session: Working together on plans for induction and guidance at school.

17.00 Closure cerimony and Certificates awarding/Social and cultural programme

Saturday, 7 July 2012
12.00 Social and cultural programme

Sunday, 8 July 2012
day of departure