Hermann J. AbsJustus-Liebig-University, Giessenwww.uni-giessen.de/cms/abs

REFORM OF TEACHER INDUCTION IN GERMANY

Concept: Teacher Induction Definition: Planed learning environment in

schools for the development and assessment of professional teacher competences after the completion of academic studies

Core Elements of teacher induction: Reduced amount of teaching hours for Beginning

Teachers Fixed time structure for the transfer of more and

more duties and teaching hours Mentoring, feedback by experienced teachers Instruction together with other Beginning Teachers

(BTs) Assessment by state institutes for teacher induction

Responsibilities in teacher inductionSchoolsInstitutes for Teacher

Induction

Beginning Teachers (BTs):

Teacher Trainers: Lecture group of BTs on

subject specific teaching or psychology

Prepare visitations of BTs’ class

Assess lessons and papers of BTs

Cooperate with mentor teachers

Mentor Teachers: Provide exemplary lessons Counselling of BTs on

schooling and teaching Support the school principal

in the assessment of BTs cooperate with teacher

trainers

Educating, instructing, assessing and grading students

Teacher-parent conferences Participating in the school‘s

development

Integrate didactical knowledge with practical experience

Reflect on instruction and personal role as a teacher,

Prepare class/lesson visitations

Reform of Teacher Induction Causes for Reforms

Changes in the Preconditions and Qualifications of Beginning Teachers

Changes in the Objectives of Schooling Changes of Resource Allocation Technical Progress

Current Approaches to Reform in German Länder New duration of teacher induction Modularisation of former more comprehensive, long-

term courses New tasks for state institutes in university education Organisational development for state institutes

Example: Teacher Induction in the Land of Hesse

30 State Institutes for Teacher Induction each cooperating with up to 100 schools each specialised on certain tracks/ school types ca. 2500 Beginning Teachers per year

1. Reform 2006: Modularisation 2. Reform 2012: duration cut form 24 to 21

month Official regulations

Standards for Teacher Education by the Conference of Ministers of Cultural Affairs of the German Länder (2004 & 2008)

Hessian Law on Teacher Education & respective by-law (2011) 2006 & 2008 Scientific evaluation of the complete cohort

of beginning teachers and staff from state institutes

Status of reform: Duration of teacher induction in Germany 2013

Development of Teacher Self Efficacy: Study of Hoy & Spero 2005

start of teacher induction

end of program after one year

one year after end of program

**

Open QuestionIs the levelling out or even decrease of Teacher Self Efficacy after one year due to

a) finishing the teacher induction before professional competences are stable enough?

b) job frustration that comes with professional teaching anyway, if done for more a year?

*

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Teacher Self-Efficacy of (Beginning) Teachers in Hesse

N 547 1137 1786 1026 799 1771

Result from Evaluation Study 2006 & 2008:Significant increase in Self-Efficacy over time

Reform in Hesse: Modularised Teacher Induction Programme

Modul IV: Diagnosing, Supporting, Assessing

Competence: BTs diagnose preconditions and processes of learning, support students, assess them in a transparent and responsible manner and advise pupils and parents.

Standards: BTs... ...measure current learning progress of the learners and

comprehend general framework for instruction. ...diagnose individual learning progress, learning potential

and learning obstacles ...support and foster according to individual learner‘s needs. ...measure, assess and evaluate student achievement based

on transparent assessment- and evaluation and point out prospects for further learning.

Exemplary content in the area of diagnosing…

1. Recognising students‘ misconceptions and using them as a starting point for teaching

2. Application of attribution theory on the causes of success and failure

3. Knowledge of typical forms of bias in assessing students

4. Application of the three frames of reference in grading

5. Distinction of formative and summative assessment and its consequences

6. Using feedback from central assessment for the adaptive planning of teaching units

Instructional approach to diagnosing in Module IV: Working with an exemplary case

First subdomains are focused, which will be prepared theoretically

Then Method 1: Video analysis, evaluation of lesson observations BTs document a learning process including the

elements diagnosing, fostering and assessing. Or Method 2: Portfolio assessment:

BTs decide a point in time at which they show part of their practical work: Planning, and reflection of a stimulating learning arrangement for the class or one individualised learning arrangement for a particular pupil.

Acquired qualifications during induction programme

60%

Module IV5%Module VI5%Module VIII5%

Module III

5%yyModule V

5%Module VII5%

Module I5%

Module II

5%Term paper10%

Headmaster report

10%

Second state examination

40%Demonstration

lesson I15%

Demonstration lesson II

15%Oral exam

10%

How are BTs themselves assessed? - Composition of final grade -

Professional Development for Teacher Mentors and Trainers

Resources for mentoring Analysis and Assessment of instruction Continuity of teacher trainer support vs.

objectivity of assessment Link between academic teacher education at

university and teacher induction at state institutes

Consequences of the Bologna-Reform

Current Challenges of Teacher Induction in Germany

Annex

Assessment within the induction programme 8 assessed modules:

4 modules in the competence field of instruction (subject specific)

2 school track specific modules 1 module „Educating, advising, coaching“ 1 module „Diagnosing, fostering, assessing“

Assessment of modules: 2 lesson visitations per module

Assessed Term paper with pedagogical focus Assessment by headmaster of school in form of report Second State Examination (oral exam, 2

demonstration lessons)

Simplified overview of teacher education for all newly qualified teachers in the state of Hesse

1st advancedPhase

4 assessedModules

Duration of Induction Programm: 21 Months

Start of school term

Feb.1st/ Aug.1st

Instruction on NQTs own responsibility + observation of instruction Observation

2nd advancedPhase

3 assessed Modules

ExamPhase

1 assessedModule

InductionPhase

no assessment

Start of Induction Programm:

Nov.1st/ May 1st

Start of school term

Feb.1st/ Aug.1st

Start of school term

Feb.1st/ Aug.1st

Start of examination dates

May1st/ Nov.1st

Induction programme in Hesse: key elements Organisation…

in 8 assessed modules and additional training courses (mainly during first 3 months)

over 3,5 semesters (21 months) Modules…

have fixed workload rely on binding module descriptions

Assessment beginns after induction phase (first 3 months)

Observing and teaching BTs teach on their own responsibility

Aims of the induction programme in Hesse

The Induction Programme is to qualify newly qualified teachers (NQTs) to instruct to educate, advise and coach to diagnose, foster and assessstudents of varying abilities and diverse social and cultural background as well as participate in the development of the school

Abilities and qualification obtained during the first phase of teacher education are interlocked with practical application in the classroom

manifest teacher competences* in teacher actions *specified by the teacher education law of Hesse (HLBG)

Duration of teacher induction in Germany varies between 12 and 24 months

Duration of Programme

Constituent States

12 months Saxony (Master of Education), Berlin (Master of Education)

15 months Rhineland-Palatinate (Primary school)

16 months Saxony-Anhalt

18 monthsBaden-Württemberg, Bremen, Hamburg, North Rhine-Westphalia, Mecklenburg-Western Pomerania, Lower Saxony, Saarland, Rhineland-Palatinate (all tracks except primary school), Schleswig-Holstein, Thuringia (Primary School)

21 months Hesse

24 months Bavaria, Berlin (first state examination), Brandenburg, Saxony (first state examination), Thuringia (all tracks except primary school)

Opportunities to Learn: Instruction (Modules I,II,V,VI )

OTL

Phase of Teacher Induction Programm

Induction Phase

First advanced

Phase

Second advanced

PhaseExam Phase

Instruction on BTs‘ own responsiblility

- 10-12 hours 10-12 hours 6-8 hours

Observation of professional instruction

10 hours 2 hours 2 hours 2 hours

Additional guided instruction

If necessary if necessary if necessary if necessary