Innovative Collaboration for Education Advancement in Europe
"Explore how the NEWTT project fosters multi-national collaboration to address challenges in the teaching profession across Europe. Discover alternative pathways to enhance teacher training, recruitment, and integration strategies for improved educational outcomes. NEWTT Consortium partners work together to innovate and empower new talents in education."
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Presentation Transcript
NEWTT: A New Way for New Talents in Teaching Multi-National Collaboration for Innovation in Education Across Europe
The Teacher profession in Europe: Shared challenges Lack of interest in the profession and increase in average teacher age; Inability to respond adequately to the changing needs of 21st century learners; Insufficient practical training of beginner teachers leading to leaving the profession early on; Inability to integrate students from vulnerable, low-income communities and positively influence their life outcomes through education
The NEWTT Consortium Launched: January 25, 2016 | Official End-date: January 2019 Agreement number: Project number: 2015-3741/001-001 564718-EPP-1-2015-2-BG-EPPKA3-PI-POLICY
NEWTT Partners PARTNER COUNTRIES NATIONAL MINISTRIES OTHER NATIONAL PARTNERS NATIONAL NGOS Ministry of Education and Science BULGARIA University Plovdiv Ministry of National Education ROMANIA University of Bucharest Teach for Romania Vienna Board of Education Federation of Austrian Industries AUSTRIA Teach For Austria SPANISH BASQUE COUNTRY Basque Ministry of Education, Language Policy, and Culture Ministry of Education and Science LATVIA EVALUATOR
A possible answer to the challenges: Alternative pathways : Design and definition 3. Comprehensive training aligned with national teacher certification requirements Professional development curriculum spanning 1-2 years 5 4 5. Ongoing training modules addressing the needs of students 3 1. Proactive recruitment Rigorous selection of top-talent 4. Induction in school through a school-based mentor and an expert coach 2 2. Practical on-the-job training Placement into schools serving under-performing, underprivileged students 1
NEWTT in Figures Across the Consortium Initial training 10 week s In- Offers given <10 % New Teacher Trainees 265 service training 40-60 days School s 145 Applie d 4000
Evaluation Results: groups enter teaching profession with differing job motivations Traditionally Trained Teachers NEWTT Trainees
Evaluation Results: teaching competences increase for both groups over time Self-Assessed Teaching Competences before school start and after one year of teaching 5 4.5 4 3.5 3 2.5 2 1.5 1 Support pupils in personal crisis Support pupils in solving conflicts Foster pupils social behaviour Take on pupils perspective
Traditionally trained teachers feel a higher need for support on several teacher tasks 2,63 3,00 2,89 2,98 2,52 3,07 Traditionally Trained Teachers NEWTT Trainees
CONCLUSIONS: KEY FACTORS FOR TEACHER SUCCESS Clear expectations for end result High criteria for entry in teaching profession RECOGNITION AUTONOMY Continue d training and support in school Diversif y teacher workfor ce Collaboratio n across stakeholder s EXCELLENCE for Teachers and Students
