Teacher training of

Riga Ostwald
secondary school
You know, I still believe that if the
Earth survives, teachers will
become the supreme dignity of
the mankind some day.
(R.Rozhdestvensky)
  

Mainstream in work of our school

administration is permanent improvement
of pedagogical skills of teachers through
staff development.
The aims of teacher training are:

development of professional competence,

 building sustainable skills of systemic
reflection of the pedagogical process and its
results.

 
 Training tasks:
support and improvement of professional
skills of all teachers in accordance with modern
requirements;
 
creation of conditions for individual
development of teachers to the potential
professional level;
 activation of professional creativity, spirit of
competition in the pedagogical mastership;

meeting the needs of search and development of

advanced pedagogical experience, pedagogical
innovations and scientific advances.
The structure of the school teacher
training model consists of five
organizational levels:

individual
school
district-urban
state
international
 Individual level
takes the form of self-examination of theoretical
issues, development methodologies, and
technologies.
Upon completion of the school year a brief report
on the implementation of the self educational
obligations is prepared and becomes one of the
documents of the teacher’s portfolio. Number of
issues selected for exploration is chosen by the
teacher independently.
 Teacher’s portfolio

general information
about the teacher

Certificates of professional
educational courses diplomas,
education, including the amount of
experience hours attended certificates
 results of
pedagogical
activity

learning participation participation

achievement in competitions In Olympiads
 scientific -
methodical
activity

methodical
demonstration lessons, methodical savings
theme
speeches,reports on (tests,control
subject to self-education papers, etc.)
self-education
 implementation of
class teacher’s
work

work with achievements

upbringing of class
parents
plan
 Reflexive
part

personal plan
teacher’s
professional
self-assessment
self-education
 School Level

 participation in thematic teachers' meetings;

 work in methodical commission;
 demonstration lessons and extracurricular activities;
subject decades;
«round tables" ("My teaching experience");
advice for the modern lesson;
 workshops, training sessions, seminars for the
development of new educational technologies.
 District - Urban level

subject-methodological and thematic seminars at

the Riga-based educational and informative
methodical centre RIIMC;
contest "Teacher of the Year"
pedagogical meetings;
conferences;
master classes, etc.
 State level
within the state project ‘Support for official language
and bilingual education’(LVA) teachers had the
opportunity to get professional education certificate
(LAT2)
participation in the project of the European Social Fund
‘Competitiveness of the optimization the system of teacher
education.’
 International level
international conferences and seminars
  (sharing of the best teaching experience,
participation in international projects SELF,
eTWINNING, Comenius).
 The system of further professional
development
Pedagogical team is diverse in age, teaching
experience, professionalism. Therefore, multilevel
approach of training is used. The staff is divided into
three teams differ in level of teaching skills.
 Group1 Group 2
Group1 includes the Group2 consists of the teachers
teachers who are in who perfect their teaching skills.
the process of Teachers in this group have the
formation of their opportunity to improve their
pedagogical skills. It professional level, by increasing
consists of young knowledge about new
teachers. techniques, methods,
technologies and attending skills
training courses.
Group 3
Group 3 includes the
teachers who have
outstanding teaching skills.
They are pilots of new
technologies. The result of
their work is published
material, a description of
methods and techniques,
development of didactic
material, creation of
textbooks.
 Group 1 Group 2 Group 3

5 teachers 57 teachers 5 teachers

 From 2008/2009 to 2010/2011 the
teachers of our school attended courses
of professional education in the amount
of 3056 hours.
Teachers of grades 1-4
Further training of primary
school teachers

From 2008 / 2009 to 2010/2011 all the

teachers of primary school
have attended courses of professional
education.
Courses of professional education attended
for three years (in hours)
Courses of professional education attended
for three years (in hours)
Conclusions.
 ‘... what we know is limited
but what we do not know is infinite’
(Apuleius)
Thanks for attention!

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