ISSA: An innovative network of early childhood education and development professionals and organizations

Competent Teachers of the 21st Century:

ISSA’s Way to Quality Pedagogy

Aija TunaDecember 9 - 10, 2008

At the core of ISSA actions are believes that

* all children need stimulating quality early childhood development experiences that honor their unique characteristics, provide love and care, and develop strong foundations for positive and successful learning experiences throughout the life

* all families need encouragement and support from their community so they can achieve their own goals and provide a safe and nurturing environment for their children

* special policies are needed and all sectors and stakeholders have to work together to promote and provide high quality education for each child and support for professionals who work with children

Education is the pathway to democracy

Education is the most powerful weapon you can use to change the world.

Nelson Mandela

Main areas of attention: - Focus on key competences- High quality education for all- Crucial role of teachers and other

staff

Active learning is important to citizenship education because being a citizen is essentially a practical activity – it is something we “do’’.

Huddleston and Kerr (2006)

Key Messages from the Recent International Events on Quality Early Childhood Education

* Early education is an instrument for social cohesion

* Access without quality is of little merit; democratization in education is not “massification”;

* Highly qualified staff and ongoing support for professional development is crucial

* Progressive universalism; education for all with special attention to inclusion of vulnerable children and respect for diversity

* Holistic development rather than care and early “schoolarization”

Key Messages (2)

* Teacher education and professional development as a crucial issue; all teachers must be well educated and committed

* It is important to promote teaching profession as a highly respected career in the society

* Teachers have to have authority to make decisions and do their work (to choose materials, methods etc.)

* Diversity is not the enemy of quality

* The most important resources are human resources; the most powerful strategy is quality interactions

Key Messages (3)

* Highly qualified teachers at all levels of education need to be able to work with diverse populations

* The teacher has to be a reflective practitioner

* We are/should be both learners and teachers all the time

* Funding has to be secured for ongoing support to teachers’ professional development – every year!

* Education is a very specific area; commercial rules do not apply here

Key Messages (4)

* Focus on well-being rather than human capital development (people are not only economic actors; they are also socio-emotional actors)

* Schools and kindergartens have to develop as learning communities

* There are tree levels of inclusion: Presence, Participation and Achievement

* We have to listen not only to the voice and opinions of children but also notice and interpret silence! Children’s participation in decision making is essential

* Learn to measure what you value!

Quality Pedagogy: ISSA approach

* Very practical, hands-on support to educators * Is a framework rather then prescriptive curriculum/program

* Easy to adapt to and to incorporate within national frameworks

* Solid theoretical and philosophic base

* Clear program rational to make it easy to implement in a systemic way

* Strong links and partnership with parents, families and communities

In the rapidly changing world, a child more than ever requires and deserves service that is holistic in approach,

- which assumes the inseparability of care and education, reason and emotion, body and mind;

- which has the potential for an infinite range of possibilities - cultural, linguistic, social, aesthetic, ethical, political and economic; and

- which is a meeting place for children and adults in the physical but also the social, cultural and political sense of the word

(Young children and their services, 2008).

In general a child-centered classroom is built around two core principles:

* Children create their own knowledge from their experiences and interactions with the world around them

* Teachers foster children’s growth and development by building on the interests, needs and strengths of the children

Competent Teachers of the 21st Century:

ISSA’s definition of quality pedagogy

Teachers of the 21st Century: International Pedagogical Standards

Компетентные педагоги 21 века:Международные стандарты

педагогической практики

Competent Teachers of the 21st Century: ISSA’s definition of quality pedagogy

* Promote child-centred, interactive methodologywith professionals, families and communities as partners

* Developed by group of professionals from the region with input from the key experts from around the world

* Reflects latest research findings about quality pedagogy; aligned with the international trends and policy documents

Structure

* Seven Focus Areas

* 3-4 standards in each area

* Indicators of performance

Variety of printed and on-line materials for different purposes and audiences

Provides framework for dialogue on quality education and tools for implementation of quality practice and ongoing professional development as well as pre-service teacher training

Focus Areas

1. Interactions

2. Family and Community

3. Inclusion, Diversity, and the Values of Democracy

4. Assessment and Planning

5. Teaching Strategies

6. Learning Environment

7. Professional Development

1. Interactions

1.1 The teacher interacts with children in a friendly and respectful manner that supports the development of each child’s construction of self/identity and learning.

1.2 The teacher’s interactions promote the development of a learning community where each child feels s/he belongs and is supported to reach his/her potential.

1.3 The teacher engages in purposeful, reciprocal interactions with key adults to support children’s development and learning.

2. Family and Community

2.1 The teacher promotes partnerships with families and provides a variety of opportunities for families and community members to be involved in children’s learning and development.

2.2 The teacher uses formal and informal opportunities for communication and information sharing with families.

2.3 The teacher uses community resources and family culture to enrich children’s development and learning experiences.

3. Inclusion, Diversity and the Values of Democracy

3.1 The teacher provides equal opportunities for every child and family to learn and participate regardless of gender, race, ethnic origin, culture, native language, religion, family structure, social status, economic status, age, or special need.

3.2 The teacher helps children understand, accept, and appreciate diversity.

3.3 The teacher develops children’s understanding of the values of civil society and the skills required for participation.

4. Assessment and Planning

4.1 The teacher regularly and systematically monitors each child’s progress, learning processes, and achievements.

4.2 The teacher plans for teaching and learning based on information about children and national requirements.

4.3 The teacher includes children, families, and relevant professionals in the assessment and planning process.

5. Teaching Strategies

5.1 The teacher implements a variety of teaching strategies that actively engage children to develop knowledge, skills, and dispositions as defined by national requirements and builds the foundation for lifelong learning.

5.2 The teacher uses teaching strategies that promote children’s emotional and social development.

5.3 The teacher designs activities taking into account children’s experiences and competences to support and expand further development and learning.

5.4 The teacher uses strategies that promote democratic processes and procedures.

6. Learning Environment

6.1 The teacher provides a learning environment that promotes each child’s well-being.

6.2 The teacher provides an inviting, safe, healthy, stimulating, and inclusive physical environment that promotes children’s exploration, learning, and independence.

6.3 The teacher provides an environment that promotes children’s sense of community and participation in creating the classroom’s culture.

7. Professional Development

7. The teacher continually improves his/her competences to reach and maintain high quality in the teaching profession according to the changing demands of today’s world.

The future doesn’t just happen; we have to create it!

It takes collective will and abilities to make it happen.

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