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Poland:Continuing Professional Development for Teachers Working in Early Childhood and School Education

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Overview Poland

Contents

Poland:Political, Social and Economic Background and Trends

Poland:Historical Development

Poland:Main Executive and Legislative Bodies

Poland:Population: Demographic Situation, Languages and Religions

Poland:Political and Economic Situation

Poland:Organisation and Governance

Poland:Fundamental Principles and National Policies

Poland:Lifelong Learning Strategy

Poland:Organisation of the Education System and of its Structure

Poland:Organisation of Private Education

Poland:National Qualifications Framework

Poland:Administration and Governance at Central and/or Regional Level

Poland:Administration and Governance at Local and/or Institutional Level

Poland:Statistics on Organisation and Governance

Poland:Funding in Education

Poland:Early Childhood and School Education Funding

Poland:Higher Education Funding

Poland:Adult Education and Training Funding

Poland:Early Childhood Education and Care

Poland:Organisation of Programmes for Children under 2-3 years

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

Poland:Assessment in Programmes for Children under 2-3 years

Poland:Organisation of Programmes for Children over 2-3 years

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

Poland:Assessment in Programmes for Children over 2-3 years

Poland:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Poland:Primary Education

Poland:Organisation of Primary Education

Poland:Teaching and Learning in Primary Education

Poland:Assessment in Primary Education

Poland:Organisational Variations and Alternative Structures in Primary Education

Poland:Secondary and Post-Secondary Non-Tertiary Education

Poland:Organisation of General Lower Secondary Education

Poland:Teaching and Learning in General Lower Secondary Education

Poland:Assessment in General Lower Secondary Education

Poland:Organisation of General Upper Secondary Education

Poland:Teaching and Learning in General Upper Secondary Education

Poland:Assessment in General Upper Secondary Education

Poland:Organisation of Vocational Upper Secondary Education

Poland:Teaching and Learning in Vocational Upper Secondary Education

Poland:Assessment in Vocational Upper Secondary Education

Poland:Organisation of Post-Secondary Non-Tertiary Education

Poland:Teaching and Learning in Post-Secondary Non-Tertiary Education

Poland:Assessment in Post-Secondary Non-Tertiary Education

Poland:Higher Education

Poland:Types of Higher Education Institutions

Poland:First Cycle Programmes

Poland:Bachelor

Poland:Short-Cycle Higher Education

Poland:Second Cycle Programmes

Poland:Programmes outside the Bachelor and Master Structure

Poland:Third Cycle (PhD) Programmes

Poland:Adult Education and Training

Poland:Distribution of Responsibilities

Poland:Developments and Current Policy Priorities

Poland:Main Providers

Poland:Main Types of Provision

Poland:Validation of Non-formal and Informal Learning

Poland:Teachers and Education Staff

Poland:Initial Education for Teachers Working in Early Childhood and School Education

Poland:Conditions of Service for Teachers Working in Early Childhood and School Education

Poland:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Poland:Initial Education for Academic Staff in Higher Education

Poland:Conditions of Service for Academic Staff Working in Higher Education

Poland:Continuing Professional Development for Academic Staff Working in Higher Education

Poland:Initial Education for Teachers and Trainers Working in Adult Education and Training

Poland:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Poland:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Poland:Management and Other Education Staff

Poland:Management Staff for Early Childhood and School Education

Poland:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Poland:Education Staff Responsible for Guidance in Early Childhood and School Education

Poland:Other Education Staff or Staff Working with Schools

Poland:Management Staff for Higher Education

Poland:Other Education Staff or Staff Working in Higher Education

Poland:Management Staff Working in Adult Education and Training

Poland:Other Education Staff or Staff Working in Adult Education and Training

Poland:Quality Assurance

Poland:Quality Assurance in Early Childhood and School Education

Poland:Quality Assurance in Higher Education

Poland:Quality Assurance in Adult Education and Training

Poland:Educational Support and Guidance

Poland:Special Education Needs Provision within Mainstream Education

Poland:Separate Special Education Needs Provision in Early Childhood and School Education

Poland:Support Measures for Learners in Early Childhood and School Education

Poland:Guidance and Counselling in Early Childhood and School Education

Poland:Support Measures for Learners in Higher Education

Poland:Guidance and Counselling in Higher Education

Poland:Support Measures for Learners in Adult Education and Training

Poland:Guidance and Counselling in a Lifelong Learning Approach

Poland:Mobility and Internationalisation

Poland:Mobility in Early Childhood and School Education

Poland:Mobility in Higher Education

Poland:Mobility in Adult Education and Training

Poland:Other Dimensions of Internationalisation in Early Childhood and School Education

Poland:Other Dimensions of Internationalisation in Higher Education

Poland:Other Dimensions of Internationalisation in Adult Education and Training

Poland:Bilateral Agreements and Worldwide Cooperation

Poland:Ongoing Reforms and Policy Developments

Poland:National Reforms in Early Childhood Education and Care

Poland:National Reforms in School Education

Poland:National Reforms in Vocational Education and Training and Adult Learning

Poland:National Reforms in Higher Education

Poland:National Reforms related to Transversal Skills and Employability

Poland:European Perspective

Poland:Legislation

Poland:Institutions

Poland:Glossary

Continuing professional development (CPD) is not obligatory in the Polish education system, though, pursuant to the Teachers’ Charter, teachers should improve their general and professional knowledge, taking advantage of their priority right to participate in all forms of professional development. However, participation in CPD is necessary for professional promotion as the assessment of the teacher’s professional achievements, conducted as part of the promotion procedure, covers the extent to which the teacher concerned has implemented an agreed professional development plan. (See section “Promotion, advancement”)

CPD activities are undertaken as:

  • further training (dokształcanie)
  • in-service training (doskonalenie zawodowe).

Further training of teachers

Further training covers programmes and courses where teachers may gain higher-level formal qualifications or additional formal qualifications, whereas in-service training covers various activities which develop teachers' working techniques as part of the qualifications already held.

Further training is provided by higher education institutions (HEIs) as part-time degree programmes and non-degree postgraduate programmes, and by colleges (at present being phased out) as evening and extramural programmes or courses. Teachers choose the field of study or specialisation area depending on the level of qualifications already gained and their individual needs.

In-service training of teachers

In-service training is provided by HEIs in the form of non-degree postgraduate programmes, and by teacher training colleges which offer various courses, but the main providers of this type of training are in-service teacher training institutions.

Organizational aspects

In-service teacher training is provided by in-service teacher training institutions, HEIs and other institutions whose statutory tasks are related to in-service teacher training.

Upon the consent of the body exercising pedagogical supervision, accredited in-service teacher training institutions may provide:

  • the following types of qualification courses:

pedagogical qualification courses for practical training teachers;

special education / special pedagogy courses for practical training teachers;

pedagogical qualification courses in foreign language teaching and early foreign language learning;

  • qualification courses in school education management.

These institutions have the following tasks:

  • identifying and analysing needs in the area of CPD;
  • developing CPD programmes and other types of CPD activities based on such needs analyses and on the state-of-the-art knowledge in the area of methodology and education;
  • organising various types of CPD activities;
  • evaluating individual types of CPD activities.

The CPD system for teachers covers three levels:

  • central level: organised by the minister of education, the minister of culture and national heritage and the minister of agriculture (supervising, respectively, art and agricultural schools);
  • regional level: organised by province-level (województwo) local government bodies and supported by the heads of the regional education authorities in their respective provinces;
  • local level: organised by local government bodies at the commune (gmina) and district (powiat) levels.

At present, the following institutions are involved in CPD activities for teachers:

  • 3 central (national-level) in-service teacher training institutions administered by the Minister of National Education. They undertakes activities at national level, targeted, in particular, at in-service teacher training staff, in line with the priorities of the national educational policy. Funding for national-level in-service teacher training institutions is reserved annually in the budget managed by the Minister of National Education.
  • 1 in-service teacher training institution for teachers in art schools which is administered by the Minister of Culture and National Heritage. It undertakes activities targeted at art school teachers.
  • 1 in-service teacher training institution for teachers of vocational subjects administered by the Minister of Agriculture. It undertakes activities targeted at vocational subject teachers who teach in agricultural schools.
  • 38 public regional in-service teacher training institutions administered by regional government bodies at province (województwo) level. They develop and implement training programmes and projects targeted at all teachers in a given region.
  • 69 public in-service teacher training institutions at district (powiat) and commune (gmina) levels administered by local government bodies below the province level and focusing mainly on methodological guidance.
  • 379 non-public in-service teacher training institutions administered by legal entities and natural persons, including institutions operating at national level.

Financing of continuing professional development

As from 2002 the legislation specifies the amount, source and methods of disbursement of funds allocated every year to support CPD activities as well as the institutions and bodies managing such funds.

New regulations on the allocation of funding for CPD are in force as of 1 January 2016.

Funding for further and in-service training is guaranteed by the Teachers’ Charter. The bodies managing schools set aside in their budgets funding for CPD, including methodological guidance and support. The funding represents 1% of the planned annual funds for teachers’ salaries; up to 20% of the amount may be allocated as a contribution towards the costs of reducing the compulsory weekly number of hours for teaching, education- and care-related activities for chartered teachers who have been assigned tasks of a methodological adviser.

The funding to support CPD within individual provinces (województwo) in the next financial year is distributed among the budgets of individual province governors by the minister responsible for school education, taking into consideration the number of teachers employed in the individual provinces (according to the data in the School Education Information System, SIO). The level of funding for a given province in the next financial year may be changed upon the consent of the minister and at the request of the province governor concerned.

CPD funding is used to support:

  • the organisation and provision of methodological guidance for teachers;
  • the organisation and provision of support for schools and other educational institutions;
  • the organisation and maintenance of cooperation and self-study networks for teachers, including teachers holding management positions;
  • the organisation and provision of training courses, methodological and subject-specific workshops, seminars and conferences;
  • training events and other CPD activities for teachers, including teachers holding management positions;
  • the development of training and information materials.

CPD funding may fully or partially cover the following types of costs:

  • costs of reducing the teaching load or additional employment contracts, function-related allowances, missions, including travel, accommodation and subsistence costs, for methodological advisers;
  • mission costs, including travel, accommodation and subsistence costs, for teachers and specialists / experts organising and providing a given form of CPD;
  • costs of fees for teachers and specialists / experts providing a given form of CPD, except for teachers and specialists / experts employed in a public in-service teacher training institution, a public educational resources centre or a public counselling and guidance centre, including a specialised centre, which organises such CPD activities;
  • costs of printing and distributing training and information materials.

The head of a school defines its CPD needs for each year, taking into consideration:

  • findings from internal and external evaluation of the school and related conclusions;
  • results of the primary school test, the lower secondary school exam, an exam confirming vocational qualifications or the maturity exam, as appropriate;
  • tasks related to the implementation of the core curriculum (established at the national level);
  • requirements for schools;
  • applications for CPD funding submitted by teachers.

By 30 November in a given year, the school head applies to the school managing body for CPD funding for the next year, taking into consideration the needs of the school.

The managing body develops a CPD support plan for each financial year, taking into consideration:

  • applications submitted by school heads;
  • results of the primary school test, the lower secondary school exam, an exam confirming vocational qualifications and the maturity exam;
  • findings from internal and external evaluations of schools and related conclusions;
  • key lines of the national education policy determined by the minister responsible for school education.

Quality assurance in continuing professional development

In-service teacher training institutions are subject to pedagogical supervision (See Chapter 11, ‘Quality Assurance’).

External evaluation includes:

  • collecting and analysing information on the activities of a school / institution which are covered by the evaluation requirements / criteria;
  • describing the activities of a school / institution which are covered by the evaluation requirements / criteria;
  • determining whether a school / institution meets the evaluation requirements / criteria;
  • preparing an evaluation report.

External evaluation is conducted by a team appointed by the body exercising pedagogical supervision.

Internal evaluation is carried out by the head of a school / institution who makes use of its findings to improve performance. Internal evaluation covers the aspects which are considered by the school to be important for its activity. A pedagogical supervision plan, developed by the head of a school / institution, includes, among other things, the scope and the timeframe of an internal evaluation.

Pedagogical supervision over in-service teacher training institutions comprises three elements:

  • evaluation focusing on the quality of performance;
  • legal compliance auditing (compliance with the regulations in force);
  • support for institutions and their staff.

Evaluation of in-service teacher training institutions is the central element of external quality assurance as part of pedagogical supervision.

Evaluation is carried out in the following four areas:

  • Performance of the institution (catering for the needs of participants in CPD activities undertaken by the institution; their activity/level of involvement and satisfaction);
  • Processes taking place in the institution (concept of the work; CPD opportunities offered in the context of the institution’s tasks; a structured approach to training processes and cooperation among teachers; efforts taken to ensure equal educational opportunities);
  • Functioning of the institution in the local environment (cooperation with the environment with regard to pooling resources; and promotion of the value of education and training);
  • Management of the institution (cooperation in teams; internal pedagogical supervision; and available facilities and equipment).

Accreditation of in-service teacher training institutions was introduced on 1 January 2004. Accreditation is one of external quality assurance methods for the CPD process and for measuring its outcomes. Accreditation is the final stage of evaluation procedures applied in in-service teacher training institutions.

Accreditation is applied for on a voluntary basis. An application for accreditation is submitted by the body managing a given institution, and accreditation is granted by the head of the regional education authorities (REA) (kurator oświaty) in a given province (województwo) to institutions which have fulfilled the requirements laid down in legislation.

An in-service teacher training institution may be awarded accreditation if it:

  • has qualified staff;
  • develops and implements in-service teacher training programmes, referred to as ‘programmes’ further on, and evaluates such programmes;
  • carries out information activities and disseminates expertise in in-service teacher training;
  • provides modern training / learning facilities.

External evaluation of schools and institutions, including in-service teacher training institutions, examines compliance with the requirements / criteria at two levels (basic and high). In accordance with the legislation in force, in order to maintain the status of an accredited institution after 31 December 2017, institutions should submit an application for external evaluation to the head of the REA by 30 June 2017. The head of the REA will conduct an external evaluation by 30 September 2017. If the evaluation demonstrates that a given institution complies with the above-mentioned requirements, the head of the REA will issue a certificate confirming the extension of the accreditation validity period beyond 31 December 2017.

Higher education institutions, which offer non-degree postgraduate programmes to practising teachers, are subject to external quality assurance in accordance with the legislation concerning higher education. Non-degree postgraduate programmes are covered by external institutional evaluation carried out by the Polish Accreditation Committee; see Chapter 11 ‘Quality Assurance’.

Methodological guidance

Teachers-methodological advisers employed in public and non-public schools and other educational institutions, including in-service teacher training institutions, have an important role in CPD.

The tasks of teachers-methodological advisers include, in particular, supporting teachers and schools’ teaching councils in:

  • planning, organising and analysing outcomes of the teaching and education processes;
  • choosing and adapting or developing curricula and teaching / learning materials;
  • developing methodological skills;
  • undertaking innovative activities.

A teacher-methodological adviser provides individual support; conducts educational classes, open classes and workshop-type classes; and organises various forms of CPD which support teachers in their teaching and educational work.

A teacher-methodological adviser plans activities in line with needs, in collaboration with in-service teacher training institutions, educational resources centres and school libraries, and with the bodies exercising pedagogical supervision.

Methodological adviser tasks are assigned to a teacher by the body managing the public school or institution where the teacher is employed, in agreement with its head and after a positive opinion has been given by the head of the relevant regional in-service teacher training institution.

The role of a methodological adviser can be taken up by a teacher with the appointed or chartered teacher grade who has at least 5-year teaching experience and is employed in a public school or public institution.

Tasks of a methodological adviser can be carried out by a teacher as part of an employment relationship in the public school or institution where he/she is employed, with his/her compulsory teaching load reduced accordingly, or as part of an additional employment contract in a public in-service teacher training institution.

Tasks of a methodological adviser are assigned for a period not shorter than 1 year and not longer than 3 years. An extension is possible for another period of at least 1 year.