LICEUL TEORETIC “GEORGE CALINESCU” CONSTANTA, ROMANIA.

LICEUL TEORETIC “GEORGE CALINESCU”CONSTANTA, ROMANIA

TEACHER’S COMPETENCES

Situations in which these roles are fulfilled:

•working with students•working with colleagues•the school’s working environment•working with him-/herself (personal development)

TEACHER’S PROFESSIONAL ROLES

• the interpersonal role• the pedagogical role• the organizational role• the role of an expert in subject matter and teaching methods

TEACHER’S COMPETENCESTEACHER’S PROFESSIONAL ROLES

• interpersonal competence• pedagogical competence• subject knowledge and methodological competence• organizational competence• competence for collaboration with colleagues• competence for collaboration with the working environment

KEY TEACHER’S COMPETENCIES

TEACHER’S COMPETENCES

• competence for reflection and development• social competence• “diversity competences” (identified by a team of European

specialists in teacher training between 2006-2009) Competences for dealing with sociocultural diversity and

inclusion in education Competence for dealing with ethnocultural diversity

• technological and IT competences• linguistic competence

KEY TEACHER’S COMPETENCIES

TEACHER’S COMPETENCES

GOOD PRACTICE IN EDUCATION

1. Encourages contact between students and school

This may be done by getting students involved in extracurricular activities and establishing good rapport between teachers and students.2. Develops reciprocity and cooperation among students

Good learning, like good work, is collaborative and social, not competitive and isolated.

A TEACHER:

GOOD PRACTICE IN EDUCATION

3. Uses active learning techniques Active learning is encouraged in classes that use structured

exercises, challenging discussions, team projects, and peer critiques. Active learning can also occur outside the classroom.4. Gives prompt feedback

Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses.

A TEACHER:

GOOD PRACTICE IN EDUCATION

5. Emphasizes time on taskLearning to use one's time well is critical for students and

professionals alike.6. Communicates high expectations

Expect more and you will get more.7. Respects diverse talents and ways of learning

There are many roads to learning. People bring different talents and styles of learning to school.

A TEACHER:

GOOD PRACTICE IN EDUCATION

• empathy• positive mental attitude• open to change• role model

• creative• sense of humor• presentation skills• calmness

QUALITIES OF A GOOD TEACHER:

GENERAL TEACHING SKILLS• passion to teach• patience• supportive• presentation skills• interpersonal skills• able to interact with all ages• listening skills• research skills• organizational skills• clear explanations• assertiveness

• action planning • techniques to reach your goals.• decision making skills • problem-solving skills • time management• language skills • striving for excellence • assertiveness • lateral thinking • creative thinking skills• critical thinking skills

WRITTEN COMMUNICATION• Able to express yourself clearly in writing. • Thinking through in advance what you want to say. • Gathering, analysing and arranging your information in a logical

sequence. • Developing your argument in a logical way. • Being able to condense information/produce concise summary

notes. • Adapting your writing style for different audiences. • Avoiding jargon.

VERBAL COMMUNICATION• Expressing your ideas clearly and confidently in speech . • Listening carefully to what others are saying. • Able to clarify and summarise what others are communicating. • Helping others to define their problems. Not interrupting. • Being sensitive to body language as well as verbal information. • Making the right impression by making effective use of dress,

conduct and speech. • Thinking up an interesting way to put across your message to

groups. • Successfully building a rapport with your audience when speaking to

groups.

FLEXIBILITY• Adapting successfully to changing situations and environments • Keeping calm in the face of difficulties • Planning ahead, but having alternative options in case things go

wrong • Thinking quickly to respond to sudden changes in circumstances

• Persisting in the face of unexpected difficulties

PERSUADING• Able to convince others, to discuss and reach agreement.• Putting your points across in a reasoned way. • Emphasising the positive aspects of your argument. • Understanding the needs of the person you are dealing with. • Handling objections to your arguments. • Making concessions to reach agreement. • Using tact and diplomacy.

TEAMWORK• Working confidently within a group. • Working cooperatively towards a common goal. • Contributing your own ideas effectively in a group. • Listening to others' opinions. • Taking a share of the responsibility. • Being assertive - rather than passive or aggressive. • Accepting & learning from constructive criticism. Giving positive,

constructive feedback.

LEADERSHIP• Able to motivate and direct others.• Taking the initiative. • Organising and motivating others. • Making decisions and seeing them through. • Taking a positive attitude to failure: persevering when things are

not working out. • Accepting responsibility for mistakes/wrong decisions. • Being flexible - prepared to adapt goals in the light of changing

situations.

PLANNING AND ORGANISING• Able to plan activities and carry them through effectively. • Setting objectives which are achievable. • Managing your time effectively/using action planning skills. • Setting priorities - most important/most urgent. • Identifying the steps needed to achieve your goals. • Being able to work effectively when under pressure. • Completing work to a deadline.

INVESTIGATING, ANALYSING AND PROBLEM SOLVING• Gathering information systematically to establish facts and

principles. • Clarifying the nature of a problem before deciding action. • Collecting, collating, classifying and summarising data

systematically. • Analysing the factors involved in a problem & being able to identify

the key ones. • Recognising inconsistencies in reasoning. • Using creativity/initiative in the generation of alternative solutions

to a problem. • Differentiating between practical and impractical solutions.

NUMERACY• Able to carry out arithmetic operations/understand data. • Multiplying and dividing accurately. • Calculating percentages. • Using a calculator. • Reading and interpreting graphs and tables. • Using statistics. • Planning and organising your personal finances effectively.

Managing a limited budget.

COMPUTING SKILLS• Word-processing skills. • Using databases (e.g. Access) • Using spreadsheets (e.g. Excel) • Using the Internet and email. • Designing web pages. • Programming skills.

DEVELOPING PROFESSIONALISM• Accepting responsibility for your views and actions. • Showing the ability to work under your own direction and

initiative. • Making choices based on your own judgement. • Paying care and attention to quality in all your work. • Taking the opportunity to learn new skills. • Developing the drive and enthusiasm to achieve your goals.

SPECIFIC TEACHING SKILLS• Subject expertise• Lesson planning• Class management• Selection• Self evaluation• Evaluating and providing feedback

SPECIFIC TEACHING SKILLS• Interactive exercise & tips for group work exercises.• Effective classroom teaching to varied audiences in terms of subject

matter.• Effective classroom teaching in terms of pedagogy.• Ability to convey the competence in subject matter and confidence in

one’s ability to teach. • Ability to develop course curriculum and individual lessons.• Effective use of common instructional aids, including audiovisual

techniques.• Ability to help students understand the general principles and concepts

underlying a particular lesson. • Ability to explain both basic and difficult concepts clearly.

SPECIFIC TEACHING SKILLS• Ability to put a specific lesson into larger context (clinical relevance,

prior material).• Ability to ask good questions (testing, study, case histories).• Awareness of the strengths and limitations of various means for

evaluating teaching performance.• Ability to adjust lesson plan based on information garnered from

student questions.• Ability to foster an effective learning environment including showing

respect for the student, encouraging their intellectual growth and providing a role model for scholarship and intellectual vigor.

• Use The Teaching EDGE—Explain, Demonstrate, Guide, and Enable.

CORE ABILITIES OF A TEACHER• Working productively within an organizational setting• Learning effectively• Communicating clearly• Working cooperatively• Acting responsibly• Valuing self positively• Thinking critically and creatively

21st CENTURY SKILLS FOR TEACHERS: THE NETWORKED TEACHER

COPYRIGHT: ALEC COUROS

TEACHERS NEED TO:• be facilitators, not orators nor wardens; • be learning problem designers;• be process facilitators;• be reflection guiders; • be content searchers;• design complex problems that spiral curriculum around the task; • model solving the problems, and they need to provide

opportunities and resources to work on those problems; • guide discussion and dynamically adapt to the individual outcomes; • maintain motivation and interest.

21st CENTURY EDUCATOR

COPYRIGHT: ANDREW CHURCHES

21st CENTURY EDUCATOR21st century educators are student-centric, holistic and they are teaching about how to learn as much as teaching about the subject area.CHARACTERISTICS:

1. Adapting2. Being visionary3. Collaborating4. Taking risks

5. Learning6. Communicating7.Modelling Behaviour8. Leading

SKILLS MAP

MENTOR’S PROFILE

• To have acquired as many teaching competences as possible.• To have acquired as many teaching skills as possible

(personal/general and specific/professional).• To have experience in teaching different levels and different

group ages.• To be proficient in the subject he teaches.• To have some experience in working with adults.• To have been certified in teacher training.• To have good knowledge of the educational system.

TEACHER TRAINING SYSTEM IN ROMANIA

PRE-SERVICE TRAINING•Academic courses as part of the academic curriculum (psychology, pedagogy, methodology, sociology) –3 years•Teaching practice supervised by a mentor –1 year ( in the final academic year)IN-SERVICE TRAINING•Probation period of teaching guided by a mentor – 1-2 years, followed by exam.•Refresher courses, every 5 years.•Courses organised by CCD (educational centres) on very specific topics (e.g. creative teaching of mathematics, class management, evaluation, etc.)