Cofunded by the Erasmus Programme of the European
"Co-funded by the Erasmus+ Programme of the European Union" ERASMUS + PROTEACH Promoting teachers’ success in their induction period
Work package 2. 1 – Implementation models of communication Tasks • Managing communication platform Expected Outcomes Done so far Needs to be done • Summary report on the implementation of MITs. • A Designed templet based on the input of each of the partners • receive annually reports from all participant • first report due – May , 2017 • Write a final summary report - 2019
Work package 2. 1 – Implementation models of communication Tasks • amplifying beginning teachers' voice Expected Outcomes Done so far • summary report & recommendations on means for amplifying beginning teachers' voice. • A designed templet based on the input of each of the partners Needs to be done • receive annually reports from all participants • first report due – May , 2017 • write a final report - 2019
Work package 2. 1 – Implementation models of communication Tasks • organizing workshops Expected Outcomes • national workshops at HEIs and at schools. Done so far • preliminary discussion Needs to be done • receive workshops plan from all partners including optional dates
Work package 2. 1 – Implementation models of communication Tasks • curriculum and syllabi for teachers' accreditation Expected Outcomes • academic course for students in teacher education programs Done so far • suggested topics were discussed Needs to be done • receive written offers by April, 2017: • topics • target population • year of study
sample documents • Task 1: Carrying out the work between the colleges and the “partnerships” • Task 2: Means for amplifying novice teachers’ voices in schools, colleges and policy makers • Task 4: Recommended curriculum & syllabi for teachers’ accreditation implementation of MIT beginning teachers’ voice workshop s curriculum & syllabi
Task 1: Carrying out the work between the colleges and the “partnerships” • name of MIT : ________ • name of Facilitators: __________ • participants’ names : ______ grade & subject matter: ____ • dates and duration of meetings: __________ • identifying goals : ________ • Implementation against goals: _____________ • What worked well: _________ • Even better if: ____________ implementation of MIT beginning teachers’ voice workshop s curriculum & syllabi
Task 2: Means for amplifying novice teachers’ voices in schools, colleges and policy makers • Report for beginning teachers • 1. was my voice heard? y/n • 2. how much was heard? on a scale 1 -4 (1 - not at all, 4 completely) • 3. how do you know it was heard? • 4. what action/s did the school take in relation to the issues you brought up? • 5. what could you have done differently? • 6. what could the school have done differently? implementation of MIT beginning teachers’ voice workshop s curriculum & syllabi
Means for amplifying novice teachers’ voices in schools, colleges and policy makers • Report for facilitator Dilemmas/topics/case studies/burning issues discussed in the MIT (in short bullet form) • A short description of the situation and specific people involved • Outcomes/solutions/ suggestions for solving the dilemma • How did the solution amplify/enhance BT's voice? • Specific examples in bullets • Comments or suggestions • Problems encountered in the process • implementation of MIT beginning teachers’ voice workshop s curriculum & syllabi
National workshops at HEIs and at schools Suggestions for workshops’ program: • Developing leadership skills among beginning teachers • Developing beginning teachers’ professional identity • How to get your voice heard? • The school as the beating heart of the community • Conflict resolution and communication skills within the educational milieu • The school as an educational organization - from micro to macro • Developing a sense of belonging to school • Teachers’ well-being and resilience • Other implementation of MIT beginning teachers’ voice workshop s curriculum & syllabi
Task 4: Recommended curriculum & syllabi for teachers’ accreditation • • School culture, organization and politics New and innovative teaching methods and techniques The school as a ‘Community of Practice’ Conflict resolution in the educational workplace Developing leadership skills and professional identity Educating versus teaching- amplifying the teachers’ voice Digital pedagogy and use of technology Traditional, progressive and other school models implementation of MIT beginning teachers’ voice workshop s curriculum & syllabi
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