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New Leadership in Education: The Pedagogical Foundation for Teachers & Trainers

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New Leadership in Education: The Pedagogical Foundation for Teachers & Trainers

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LCA TDF - Pedagogical Framework within the New Leadership in Education & Training

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LEARNER-CENTRED APPROACH

Development Phase 1 - competent replicators

Development Phase 2 - aware practitioners

Development Phase 3 - expert facilitators

1.Active Learning

Is familiar with basic teaching methodsencouraging active learning;

Uses basic teaching methods supporting active learning;

Is able to keep learners motivated in cognition and learning;knows and uses tasks enabling active discovery in the process of learning, problem solving, brainstorming, discussion,critical thinking, experimenting, experiential learning, research activities, flipped learning; uses means to encourage learner curiosity and imagination; provides support to learners (scaffolding); uses group work and blended learning

Creates space for learners´ own activity; supports creativity and deep experiencing of one's own active work; encourages learners to adopt effective strategies and methods aimed at identifying and solving problems, verification of the correctness of solutions; can reduce learnerbehaviour leading to passive participation in classroom activities;

Can guide novice teachers, inspire and motivate colleagues to take on an active approach; monitors the work of his/her colleagues and provides constructive feedback aimed at activation oflearners;

Provides help and counselling to his/hercolleagues in the area of activating learners; provides demo lessons followed by analysis; holds educational seminars (webinars) and workshops aimed at the means of learners´ activation within their school and other educational institutions; initiates and submits proposals for improvement in the given instituion;seeks for good practice examples (benchmarking opportunities)

2. Learning Content

Is familiar with approaches aimed at structuring and modifying of thelearning content to make it meaningful and relevant for learners;

Uses approaches aimed at structuring and modifying of the learning content to make itmeaningful and relevant for learners;

Creates space and guides learnerstowards personalizing the learning content; towards effective structuring of their own body of knowledge, towards applying the acquired theoretical knowledge in their lives; towards interdisciplinary approach in learning, towards using the acquired theoretical knowledge to develop learners' skills and competences;

Creates space and guides learners to actively connect new knowledge with prior knowledge and experience; encourages learners to seek and use their own materials supporting learning; enables learners to modify learning content so that it becomes relevant, meaningful and personalized for them, usable in everyday life; focuses on the quality of learning instead of onthe quantity of knowledge; encourage students for interdisciplinary approach in learning;

Can guide novice teachers, inspire and motivate colleagues to take on an active approach; monitors the work of his/her colleagues and provides constructive feedback aimed at modification of the learning content so that it becomes meaningful, relevant, usable in learners´ everyday lives with their understanding of the interactions between school subjects;

Provides help and counselling to his/hercolleagues in the area of structuring and modification of the learning content; provides demo lessons followed by analysis; holds educational seminars (webinars) and workshops focused on adopting the learning content within his/her school and other educational institutions; initiates and submits proposals for improvement of the given institution; Is seeking for good practice examples (benchmarking opportunities)

3. Cognitive and affective (emotional and personality) domains

Is familiar with the characteristics of cognitive processes. Is aware of the role of affective factors (motivation, emotions, needs, interests, attitudes, personality of learners) in increasing the effectiveness of learning; knows the means and methods increasing motivation to learn a given subject;

Supports the development of cognitive processes, uses the means and methods increasing motivation to learn a given subject; can well balance the emphasis on cognitive (perception, thinking, memory, attention, speech) and affective processes;

Supports the development of higher cognitive processes (analysis, synthesis, evaluation);leads learners towards understanding relations; encourages the development of learners' critical thinking; can respect the needs, interests, emotions, attitudes and opinions of learners in the teaching process; has the overall ability to maintain learners' motivation;

Can provide challenges for learners that encourage increased learning effort; is able to reveal talent and potential of learners, utilize and develop it in the space of the given subject;

Can guide novice teachers, inspire and motivate colleagues to take on an active approach; monitors the work of his/her colleagues and provides constructive feedback focused on a balanced emphasis on cognitive and affective domains;

Provides help and counselling to his/hercolleagues in the areas of a balanced focus on cognitive and affective domains; provides demo lessons followed by analysis; holds educational seminars (webinars) and workshops focused on a balanced emphasis on cognitive and affective domains within his/her school and other educational institutions; initiates and submits proposals for improvement inthe given institution; seeks for good practice examples (benchmarking opportunities).

4. Classroom climate and learning atmosphere, classroom relations

Is familiar with the factors influencing social climate and positive learning atmosphere in the classroom;knows problem solving strategies

Creates positive learning atmosphere in the classroommaking learnersfeel safe and secure;perceives learners positively and openly expresses his/her love and care, knows and respects the developmental and individual differences of learners (learners diversity) ; applies problem solving strategies to practice,

Creates and maintains positive social climate in the classroom without stress and frustration; supports the development of a good rapport, positive relations with learners and among classmates; controls the display of his/her possible negative emotions, creates conditions for the development of cooperation and teamwork instead of individual competitiveness; is able to fully accept learners with their individual differences, reveal their strengths and through them develop the potential of learners in a given subject; maintains natural discipline in the classroom;

Creates conditions for full self-actualization of learners within the given subject; prevents negative phenomena (ridicule, mockery, punishment, creation of barriers, truancy, cheating, demotivation, bullying); can deal with any resulting negative phenomena; prevents conflicts situations; can solve or guide learners in resolving conflicts situations;

Helps to solve various problems and develop problem solving strategiesin the classroom; can guide novice teachers, inspire and motivatecolleagues to take on an active approach; monitors the work of his/her colleagues and providesconstructive feedback aimed at preventing negative phenomena, conflictsand creating natural discipline in the classroom;

Provides help and couselling to his/hercolleagues in preventing and dealing with negative phenomena and conflicts; cooperates with school and counselling psychologists, holds educational seminars (webinars) and workshops aimed at preventing and dealing with negative phenomena and conflict situations within his/her school and other educational institutions; initiates and submits proposals for improvement of the given institution;

5. Evaluation and feedback

Is familiar with methodological guidelines for evaluation and pedagogical-psychological principles of reward and punishment;

Uses assessment methods focused on the learning process (including effort and commitment to the learning process); uses mainly encouragement and positive feedback; shows belief in learners'potential for progress;

Uses assessment tools increasing inner motivation, creating a positive self-image,self-esteem and adequate self-confidence of learners; leads learners to critical-analytical self-reflection and self-evaluation as well as peer evaluation;

Provides learners with constructive feedback emphasising their strengths and optimal development of their potential; createsatmosphere of objective critical and constructive assessment, self-assessment and peer assessment; encourages learners to think responsibly about their potential abilities and future ambitions;

Can guide novice teachers, inspire colleagues to take on an active approach; monitors the work of his/her colleagues and provides constructive feedback focused on effective assessment motivating learners and developing their healthy self-esteem;

Provides help and counselling to his/hercolleagues in the areas of effective assessment and development of healthy self-esteem of learners; provides demo lessons followed by analysis; holds educational seminars (webinars) and workshops aimed at the effective assessment of learnersand providing constructive feedbackwithin his/her school and other educational institutions; initiates and submits proposals for improvement in the conditions of the given institution; seeks for good practice examples (benchmarking opportunities)

6. Teacher´s roles, relations with learners

Is familiar with the methods and strategies of facilitating effective learning of learners. He or she knows the principles of creating and maintaining natural authority;

Uses methods and strategies for facilitating effective learning of learners; builds partnerships with learners based on mutual respect and trust; builds his/her natural authority;

Can effectively facilitate the learning of learners so that they can optimally develop their knowledge, skills and competences within their potential; creates space for learners to openly express their opinions and attitudes; knows the methods and strategies developing learners' metacognitive awareness (self-knowledge - learning styles and strategies, individual pecularities ); enables learners to participate in classroom decision making so as to develop their independence and sence of responsibility for their own learning;

Guides learners towards self-knowledge, towards creating positive relations with themselves, towards creating a positive self-image, self-esteem and adequate self-confidence; leads learners towards developing metacognitive awareness (self-knowledge - styles and strategies of learning, individual differences); involves learners in planning and decision-making in the classroom; through his/her overall actions forms autonomous learners managing their learning processes responsibly;

Can guide novice teachers, inspire colleagues to take on an active approach; monitors the work of his/her colleagues and provides constructive feedback aimed at effective facilition of the teaching process, creating partnerships with learners andupbringing autonomous learners;

Provides help and counselling to his/hercolleagues in the areas of effective facilitation of learning, provides demo lessons followed by analysis; holds educational seminars (webinars) and workshopsaimed at the effective facilitation of learning, the creation of partnerships with learners and the education of autonomous learners within his/her school and other educational institutions; initiates and submits proposals for improvement in the given institution; seeks for good practice examples (benchmarking opportunities)

Development Phase 1 - competent replicators

Development Phase 2 - aware practitioners

Development Phase 3 - expert facilitators

7. Self-awareness (metacognition)

Is aware of the need to learn about his/her strengths and weaknesses;

Seeks the tools (tests, professional articles, courses) for self-learning, develops self-reflection skills;

Knows his/her strengths and weaknesses (talent, assertiveness, empathy, intuition, perseverance, patience, flexibility, expertise, critical thinking skills, ability to take decisions etc.), purposefully grows to achieve full self-actualisation;

Has mastered the strategies for utilizing his/her strengths and compensating for his/her weaknesses, with his/her proactive approach he/sheencourages and inspires others;

Provides incentives for self-reflection and the development of metacognition tocolleagues;

Provideshelp and counselling to his/her colleagues; holds educational seminars (webinars) focusing on self-awareness; initiates and submits proposals for improvement in thegiven institution; benchmarking

8. Guiding one´s further development

Feels the need for personal and professional growth, is ready for lifelong learning and growth both professionally and personally;

Actively seeks opportunities for his/ her further development and is able to set goals for his/her professional development;

Participates in various educational events and seizes self-learning opportunities;

Has developed regular habits of education and self-learning, encourages others to self-education;

Provides incentives for self-education; initiates educational and project activities focused on professional and personal development;

Provides help and counselling in the given field, holds educational seminars (webinars) focused on professional and personal development, initiates and submits proposals for improvement in the given institution; benchmarking

9a. Communication and co-operation with colleagues and school management

Knows the principles of effective communication; is open to cooperation;

Applies the principles of effective communication, can perform tasks in a team;

Listens to and respects the opinions of others (and diverse views, knows when to compromise), can appreciate the efforts of others, reliably completes his/her work in a team; resolves conflicts effectively,

Can collaborate effectively, accepts the distribution of roles, actively participates in the management of teamwork; can create and maintain positive working atmosphere;

Can initiate cooperation with others, develops his/her leadership skills; able to manage and coordinate interdisciplinary groups; search for inovative cooperation partners outside the school

Provides help and counselling in the given field; holds educational seminars (webinars) focused on communication and cooperation; initiates and submits proposals for improvement in the given institution; benchmarking

9b. Communication and co-operation with learners' parents or legal guardians

Knows the principles of effective communication with parents, is able to inform about learner's achievements and progress on regular basis

Applies the principles of effective communication with parents;is open to cooperation with parents,

Listens to and respects the opinions of parents, can appreciate their efforts, develops and maintains partnerships with parents (makes parents aware of how to progress)

Shares positive and negative findings with parents and proposes solutions

Is able to cooperate with parents on informal level, organizes free time activities after school with families

Provides help and counselling in the given field; holds educational seminars (webinars) focused on communication and cooperation with parents; initiates and submits proposals for improvement in the given institution; benchmarking

10. Resilience and stress management

Knows effective strategies to handle stressful situations (stress, frustration, conflict), knows the principles of psychohygiene;

Uses strategies to handle stressful situations both in work and personal life, adheres to the principles of psychohygiene;

Uses effective strategies to handle stressful situations both in workplace and personal life, increases his/her resistance against stressful situations (resilience and frustration tolerance), can recognize signals of burnout syndrome; is emphatic and aware of their own emotions

Can preventstressful situations in workplace, manages stress without an impact on the efficiency of his/her pedagogical activity, can preventburnout syndrome, cares about his/her overall well-being;

Can initiate early intervention aimed at prevention of stressful situations in workplace, actively participates in creating positive interpersonal relations and positive working atmosphere;

Provides help and counselling in the given field; holds educational seminars (webinars) aimed at prevention and management of stressful situations; initiates and submits proposals for improvement in the given institution; benchmarking

11. Global context orientation

Is aware of the need to link education with the wider socio-cultural, economic and political context;

Is interested incurrent affairs, updates and links his/her pedagogical activities with current events (content of teaching, approach, methods, resources, etc.);

Examines and considers the possibilities of developing his/her competences in accordance with the needs of social development (analytical and critical thinking, creativity, use of interdisciplinary relations, digital literacy, complex problem solving, emotional self-regulation and intercultural competence);

Develops his/her competences in accordance with the needs of the development of society, inspires and encourages his/her colleagues in the given field;

Innovates teaching materials, initiates and submits project proposals in the field, expandsinterdisciplinary relations; able to see the "big" picture, helps to build a school climate and learning culture

Provides help and counselling in the given field; holds educational seminars (webinars) focused on innovations and updates of pedagogical activities, able to anticipate new educational needs; initiates and submits proposals for improvement in the conditions of the given institution; perceived as role model in the community; benchmarking

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LCA TEACHER DEVELOPMENT FRAMEWORK - Welcome to the Learner-centred Approach

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LEARNER-CENTRED APPROACH Development Phase 1 – competent replicators Development Phase 2 – aware practitioners Development Phase 3 – expert facilitators Key areas 1.1 1.2 2.1 2.2 3.1 3.2 1.Active Learning Is familiar with basic teaching methods encouraging active learning; Uses basic teaching methods supporting active learning; Is able to keep learners motivated in cognition and […]

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TEACHER SELF-ASSESSMENT IN PROGRESS… - Welcome to the Learner-centred Approach

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2. Teacher Observation Sheet for the implementation of a learner-centred approach ULCA (1)

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The Garden Metaphor for Happy School, LLI Vision 2030_2025-V2.pptx

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Check out this Presentation designed by Learn & Lead Innovation.

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This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Prolant Cap (CLIL Teacher Development Framework)

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Prolant Cap (CLIL Teacher Development Framework)

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You can choose your profile here - a teacher, an assessor or a manager. You can carry out your self-assessment (teacher) or assessment of your teachers (assessor or manager). You can follow and support your team development and help them succeed in their careers.

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Gabriela Lojová: Learner-centred Approach 

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Gabriela Lojová: Learner-centred Approach 