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Czech-Republic:Education Staff Responsible for Guidance in Early Childhood and School Education

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Czech-Republic:Organisation of the Education System and of its Structure

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Czech-Republic:Administration and Governance at Central and/or Regional Level

Czech-Republic:Administration and Governance at Local and/or Institutional Level

Czech-Republic:Statistics on Organisation and Governance

Czech-Republic:Funding in Education

Czech-Republic:Early Childhood and School Education Funding

Czech-Republic:Higher Education Funding

Czech-Republic:Adult Education and Training Funding

Czech-Republic:Early Childhood Education and Care

Czech-Republic:Organisation of Programmes for Children under 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children under 2-3 years

Czech-Republic:Assessment in Programmes for Children under 2-3 years

Czech-Republic:Organisation of Programmes for Children over 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children over 2-3 years

Czech-Republic:Assessment in Programmes for Children over 2-3 years

Czech-Republic:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Czech-Republic:Single Structure Education (Integrated Primary and Lower Secondary Education)

Czech-Republic:Organisation of Single Structure Education

Czech-Republic:Teaching and Learning in Single Structure Education

Czech-Republic:Assessment in Single Structure Education

Czech-Republic:Organisational Variations and Alternative Structures in Single Structure Education

Czech-Republic:Upper Secondary and Post-Secondary Non-Tertiary Education

Czech-Republic:Organisation of Upper Secondary Education

Czech-Republic:Teaching and Learning in Upper Secondary Education

Czech-Republic:Assessment in Upper Secondary Education

Czech-Republic:Organisation of Conservatoires (Arts Education)

Czech-Republic:Teaching and Learning in Conservatoires (Arts Education)

Czech-Republic:Assessment in Conservatoires (Arts Education)

Czech-Republic:Organisation of Follow-up and Shortened Study

Czech-Republic:Teaching and Learning in Follow-up and Shortened Study

Czech-Republic:Assessment in Follow-up and Shortened Study

Czech-Republic:Higher Education

Czech-Republic:Types of Higher Education Institutions

Czech-Republic:First Cycle Programmes

Czech-Republic:Bachelor

Czech-Republic:Short-Cycle Higher Education

Czech-Republic:Second Cycle Programmes

Czech-Republic:Programmes outside the Bachelor and Master Structure

Czech-Republic:Third Cycle (PhD) Programmes

Czech-Republic:Adult Education and Training

Czech-Republic:Distribution of Responsibilities

Czech-Republic:Developments and Current Policy Priorities

Czech-Republic:Main Providers

Czech-Republic:Main Types of Provision

Czech-Republic:Validation of Non-formal and Informal Learning

Czech-Republic:Teachers and Education Staff

Czech-Republic:Initial Education for Teachers Working in Early Childhood and School Education

Czech-Republic:Conditions of Service for Teachers Working in Early Childhood and School Education

Czech-Republic:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Czech-Republic:Initial Education for Academic Staff in Higher Education

Czech-Republic:Conditions of Service for Academic Staff Working in Higher Education

Czech-Republic:Continuing Professional Development for Academic Staff Working in Higher Education

Czech-Republic:Initial Education for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Management and Other Education Staff

Czech-Republic:Management Staff for Early Childhood and School Education

Czech-Republic:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Czech-Republic:Education Staff Responsible for Guidance in Early Childhood and School Education

Czech-Republic:Other Education Staff or Staff Working with Schools

Czech-Republic:Management Staff for Higher Education

Czech-Republic:Other Education Staff or Staff Working in Higher Education

Czech-Republic:Management Staff Working in Adult Education and Training

Czech-Republic:Other Education Staff or Staff Working in Adult Education and Training

Czech-Republic:Quality Assurance

Czech-Republic:Quality Assurance in Early Childhood and School Education

Czech-Republic:Quality Assurance in Higher Education

Czech-Republic:Quality Assurance in Adult Education and Training

Czech-Republic:Educational Support and Guidance

Czech-Republic:Special Education Needs Provision within Mainstream Education

Czech-Republic:Separate Special Education Needs Provision in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Early Childhood and School Education

Czech-Republic:Guidance and Counselling in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Higher Education

Czech-Republic:Guidance and Counselling in Higher Education

Czech-Republic:Support Measures for Learners in Adult Education and Training

Czech-Republic:Guidance and Counselling in a Lifelong Learning Approach

Czech-Republic:Mobility and Internationalisation

Czech-Republic:Mobility in Early Childhood and School Education

Czech-Republic:Mobility in Higher Education

Czech-Republic:Mobility in Adult Education and Training

Czech-Republic:Other Dimensions of Internationalisation in Early Childhood and School Education

Czech-Republic:Other Dimensions of Internationalisation in Higher Education

Czech-Republic:Other Dimensions of Internationalisation in Adult Education and Training

Czech-Republic:Bilateral Agreements and Worldwide Cooperation

Czech-Republic:Ongoing Reforms and Policy Developments

Czech-Republic:National Reforms in Early Childhood Education and Care

Czech-Republic:National Reforms in School Education

Czech-Republic:National Reforms in Vocational Education and Training and Adult Learning

Czech-Republic:National Reforms in Higher Education

Czech-Republic:National Reforms related to Transversal Skills and Employability

Czech-Republic:European Perspective

Czech-Republic:Legislation

Czech-Republic:Institutions

Czech-Republic:Bibliography

Czech-Republic:Glossary

Education Staff Responsible for Guidance in Schools

Generally, the following functions are established at all basic schools (základní škola), secondary schools (střední škola) and tertiary professional schools (vyšší odborná škola)

  • school advisors (výchovný poradce)
  • school prevention specialists (školní metodik prevence)

At some schools, there are also:

  • school psychologists (psycholog)
  • school special educational needs specialists (speciální pedagog)

Teacher's assistant (asistent pedagoga) can also cooperate in guidance and counselling.


School adviser

Generally, the function of a school adviser is established at all basic schools, secondary schools and tertiary professional schools, and there can be more than one school adviser at a school. The school adviser is a teacher appointed to the function by the school head.

Standard activities of an educational counsellor include:

  • career guidance and counselling on pupils' further educational and career paths;
  • providing or arranging (entrance and continuous) diagnostics of special educational needs and interventional activities for pupils with special educational needs;
  • creating conditions for the integration of pupils with disabilities into a school; coordination of counselling services provided to the pupils by a school and school guidance establishments, and coordination of educational measures for the pupils;
  • passing on professional information from the area of career guidance and care for pupils with special educational needs to school education staff.

Professional teaching qualifications for the relevant type or stage of school and completion of a study programme for a school adviser of at least 250 (45-minute) lessons finished with a defence of a thesis and final examination in front of the examining board, which is organized by the higher education institution as part of his/her life-long learning programme are the prerequisites for performing the specialised methodical activity and more complicated counselling activities of a school adviser.

The school advisers, in the case where they provide counselling service that require above the mentioned study programme for school advisers, are placed into the 13th pay category which is one level higher than teachers at primary and secondary level of education can be placed in (see the section on Salaries in part Conditions of Service for Teachers Working in Early Childhood and School Education).

As stated in the government regulation, the extent of a school adviser's direct teaching activity is reduced by 1 to 5 lessons a week according to the size of the school.

Direct teaching activity of a school adviser decreases as follows:

at a basic school and an upper secondary school with
at special schools with
up to 150 pupils
up to 250 pupils
up to 550 pupils
up to 800 pupils
over 800 pupils
up to 7 classes
up to 12 classes
over 12 classes
1 hour weekly
2 hours weekly
3 hours weekly
4 hours weekly
5 hours weekly
1 hour weekly
2 hours weekly
3 hours weekly


School prevention specialist

There have been school prevention specialists at schools since 1996, originally as school coordinators of prevention. A prevention specialist is usually a teacher with the minimum of 2 years of previous teaching experience. In agreement with the law, these specialists generally operate at all basic, upper secondary and tertiary professional schools.

Standard activities of the prevention specialist at school include above all:

  • coordination of creation and control of the implementation of the school preventive programme;
  • coordination and participation in school activities aimed at the prevention of truancy, addiction, violence, vandalism, molestation, sect abuse, pre-criminal and criminal behaviour, manifestation of self-destruction and other socio-pathological phenomena, or undesirable behaviour;
  • methodical supervision of the activities of school educational staff in the area of the prevention of socio-pathological phenomena (identifying behavioural difficulties, preventive work with classes, etc.);
  • coordination of the education of school educational staff in the area of the prevention of socio-pathological phenomena, or undesirable behaviour.

The decree on in-service training of educational staff states that prevention of socially pathological phenomena is one of the specialized activities for which educational staff have to obtain further qualifications (study programme of 250 lessons – the content of which is strictly set).

A school prevention specialist is entitled to receive an allowance of CZK 1000–2000 (EUR 36-73; EUR/CZK 27.407 (26 May 2015)); see the section on Salaries in the part on Conditions of Service for Teachers Working in Early Childhood and School Education.


School psychologist, school special educational needs specialist

There are school psychologists and school SEN specialists working at some schools. Their activities are specified in the regulation on the provision of guidance services at schools and school facilities. The decision on whether the psychologist or SEN specialist will work at school is up to a school head. The number of school psychologists is increasing.

The plans for guidance services provided at schools aim to gradually introduce these workers mainly to schools with 500 and more pupils. The activities of these specialists should not be less than 0.5 of the normal workload. Based on the Act on Educational Staff, psychologists and SEN specialists working at schools and school facilities are included within the education staff.

Psychologists and SEN specialists have the same qualification as those professionals at school guidance and counselling facilities (see below).


Teacher's assistant

At schools and school facilities with a child or a pupil with special educational needs participating in lessons, the school head may introduce the function of a teacher's assistant after approval by regional office. The Act on Education Staff distinguishes two categories of a teacher's assistant. For each of them, a different qualification is set.

a) A teacher's assistant who performs a direct pedagogical activity in a classroom, in which pupils and pupils with special educational needs are educated, or in a school providing education for children and pupils through the form of individual integration. Required qualification: higher education, tertiary professional or secondary education with a school-leaving examination in a pedagogical field or at least secondary education with a school-leaving examination in a different field supplemented by a programme of life-long learning at a higher education institution focused on pedagogy, by study of pedagogy or by study aimed at teacher's assistants.

b) A teacher's assistant who performs a direct pedagogical activity based on supplementary educational work in a school, in a school facility focused on interest education, in a school educational or boarding facility, in a school facility aimed at fulfilment of institutional or protective care, or in a school facility aimed at preventive and educational care. Required qualification: apart from letter a), secondary vocational education with an apprenticeship certificate supplemented by study of pedagogy, secondary education in a field focused on teacher's assistant training, secondary education supplemented by study of pedagogy or study aimed at teacher's assistants, basic education and study for teacher's assistants are sufficient to perform the profession of a teacher's assistant.


Legislation and bibliography:

Government Regulation on Determination of Direct Educational, Special Needs, and Educational and Psychological Activities of Pedagogical Staff

Decree on In-Service Training of Education Staff

Act on Education Staff

Decree on Providing Guidance in Schools and School Guidance Facilities

Labour Code



Education Staff at School Guidance and Counselling Facilities

Pedagogical and psychological counselling centre (pedagogicko-psychologická poradna) and special education centre (speciálně pedagogické centrum) are school facilities that provide special guidance services. Other facilities, centres for educational care (střediska výchovné péče), also help to provide guidance services; these centres are established according to the Act on Institutional Education and Protective Care in School Facilities and on Preventive Educational Care in School Facilities as a part of the system of school provision for institutional and protective education and preventive education care. For the duties of school guidance and counselling facilities and school provisions for preventive education care, see Guidance and Counselling in Early Childhood and School Education.

Specialist teams of school guidance and counselling facilities and school provisions for preventive education care consist of:

  • psychologists (psycholog)
  • SEN specialists (speciální pedagog)
  • prevention specialists in pedagogical and psychological counselling centres (metodik prevence v pedagogicko-psychologické poradně)
  • social workers (sociální pracovník)
  • in the case of the centres for educational care, also of educational childcare staff (vychovatel)

Within these institutions, psychologists are considered as education staff performing a direct pedagogical-psychological activity according to the Act on Educational Staff. SEN specialists are included among education staff performing direct special educational needs activity and the educational childcare staff are included among education staff performing direct educational activity. Social workers have generally not yet been included in the category of educational staff.

A school psychologist must have a Master's degree in psychology.

According to the Act on Education Staff, a SEN specialist must have completed a Master's study programme in the field of pedagogical sciences focused on special needs pedagogy. From the 1st of September 2012, also persons who completed their Master's study programme in pedagogical sciences focused on pre-primary pedagogy or teacher training for primary schools or teacher training of general subjects at secondary schools or educator training or who completed their Master's study programme in the field of pedagogy can become special needs teachers. However, these persons also have to complete a supplementary study for broadening their qualification carried out by a higher education institution in the framework of life-long learning education.

Prevention specialists in pedagogical and psychological counselling centres must acquire a degree at least in a Bachelor's study programme at a higher education institution.

Social workers must usually have completed an upper secondary school, or a higher education institution in the field of social work.

Educational childcare staff of the centres for educational care are required to have completed a higher education course focused on special needs pedagogy for educators, or to have extended the secondary or tertiary professional education prescribed for other educators by completing a Bachelor's degree or in a life-long learning programme with the focus on special needs pedagogy. See more in the section on Other Education Staff or Staff Working with Schools.


Legislation and bibliography:

Decree on In-Service Training of Education Staff

Act on Education Staff

Decree on Providing Guidance in Schools and School Guidance Facilities