Embedded Files
Proiect de cooperare Erasmus+
Proiect de cooperare Erasmus+
Sustaining the Professional Development of Teachers Within Schools as Professional Learning Environments
Sustaining the Professional Development of Teachers Within Schools as Professional Learning Environments
acronym: RESPOND
Project Aims
Project Aims
RESPOND: Investigate and Analyse
Investment in provision for teacher professional development is a significant part of educational policy and budget expenditure in European countries. There is a growing body of research concerned with evaluating the efficacy of that provision and identifying obstacles to its successful implementation in terms of ongoing professional learning and the achievement of high-level competence. The point of departure for RESPOND is the belief that there is a need to investigate and analyse the complex relationship between teacher professional development and overall school development and identify ways in which they can be mutually sustaining.
Data collection and analysis involves force-field analysis, to identify factors that facilitate and impede teacher professional and school development, and ecological analysis, to analyse the influence of five interconnected environmental systems: microsystems, mesosystems, exosystems, macrosystems and chronosystems. The aim is to build a framework for researching and identifying contexts and conditions that facilitate the interdependence between professional development and school development and the sustainability of both.
Project Aims
Project Aims
RESPOND: Impact and Durability
The framework furnishes the basis for the production of project results related to the development of global competence for both teachers and the learning environments in which they work, together with the establishment of support guidelines and indexes containing indicators related to optimal characteristics of professional learning experiences and ways of maximizing their impact and durability in terms of teacher careers and organizational effectiveness.
The target groups and relevant stakeholders involved at all levels of the activities implemented cover a wide range of professional profiles. These include teachers at ISCED levels1 and 2, staff in faculties of education involved in initial and continuous teacher
education programs, as well as those involved in the provision of continuing professional development, advisory groups or individuals with this role in regional or national contexts, teacher professional associations, the inspectorate, senior management in schools and staff from all curricular areas.
Project Aims
Project Aims
RESPOND: Individual, Team and Institutional Development
Research carried out as the project progresses allows both the teacher education institutions and the schools themselves to gain further knowledge of, as well as methodological competence related to, the complex processes involved in ongoing teacher professional development and its reciprocal relationship with school development. The researchers and their partner organizations thus benefit in terms of their ability to promote professional and school development on a wider scale within each of the partner countries, through dissemination activities beyond the partnership, and in terms of further national and transnational projects related to the same theme.
The target groups which comprise the networks formed in each of the partner countries involve researchers, teachers and schools at ISCED levels 1 and 2. The benefits for the teachers and the schools involved are related to furthering the sustainability of individual, team and institutional development, both in terms of the ability to identify needs related to impeding and facilitating factors and to elaborate and deliver action plans in order to reach ascertainable levels of impact and durability at each of these three intersecting levels of development.
Project partners
Project partners
Università degli Studi di Firenze
Davide Capperucci davide.capperucci@unifi.it
Martin Dodman martin.dodman@gmail.com Marianna Piccioli
Matteo Maienza
Irene Scierri
Ilaria Salvadori
David Martinez Mairelez
Italy, FLORENCE
Høgskolen i innlandet
Thor André Skrefsrud thor.skrefsrud@inn.no
Ylva Langaas
Kristine Nymo Sundby
Susanne Gunvor Jonsson
Robert Didham
Norway, HAMAR
USR Piemonte – Rete Sostenibilità
Tiziana Lain tiziana.lain61@gmail.com Davide Martini
Michela Povero
Ilaria Giavelli
Italy, TORINO
Universidad de Granada
Raúl Ruiz Cecilia raulruiz@ugr.es
Juan Ramón Guijarro Ojeda
Leopoldo Medina Sánchez
Manuel Jesús Cardoso Pulido
Antonio Garcés Rodríguez
Javier Villoria Prieto
Cristina Pérez Valverde
Spain, GRANADA (Andalucía)
Universitatea Lucian Blaga din Sibiu
Daniel Mara daniel.mara@ulbsibiu.ro
Alina Georegta Mag
Olivia Andrei
Ana-Maria Madina
Teodora Maria Milcu
Romania, SIBIU
Şcoala Gimnazială nr. 21 Sibiu
Violeta Hortensia Solomon violetaenus@yahoo.com Nicoleta Codruta Trantor
Sandina Florina Radut
George Pintea
Romania,Centru SIBIU
Transnational Project Meeting 1
University of Florence
Italy
March 8, 2022
Learning Training Teaching Activity 1
University of Granada
Spain
September, 2022
Transnational Project Meeting 2
Høgskolen I Innlandet
Hamar, Norway
November, 2022
Learning Training Teaching Activity 2
Høgskolen I Innlandet
Hamar, Norway
February, 2023
TPM 3
"Lucian Blaga" University of Sibiu
Romania
March, 2023
Learning Training Teaching Activity 3
"Lucian Blaga" University of Sibiu
Romania
October, 2023
TPM 4
USR Piemonte, Torino
Italy
November, 2023
Learning Training Teaching Activity 4
USR Piemonte, Torino
Italy
February, 2024
TPM 5
University of Florence
Italy
November, 2024
PROJECT RESULTS
The RESPOND Teacher Professional Profile and Portfolio for Global Competence
PR1_The RESPOND Teacher Professional Profile and Portfolio for Global Competence
Part A contains the RESPOND Teacher Professional Profile Framework with four dimensions related to teaching for engagement in global and local issues and perspectives, intercultural communication and interaction, individual and collective wellbeing and acting for sustainability. The four dimensions feed into and out of each other, starting from a posing a guiding question and defining values and attitudes related to the focus.
Part B contains the RESPOND Teacher Professional Profile Portfolio is a tool designed to enhance the promotion of self-assessment processes related to evaluating the development of teachers’ professional competences linked to each of the dimensions of the framework.
The RESPOND framework for mentor and peer-to-peer support guidelines
PR2_The RESPOND framework for mentor and peer-to-peer support guidelines
Part A contains the RESPOND Mentor and Peer-to-Peer Support Framework, which focuses on the roles of and interactions between different actors in school, with reference to mentors, newly qualified teachers, experienced teachers, and school leaders, and defines Mentor Support Guidelines for formal institutional support and Peer-to-Peer Support Guidelines for informal support between colleagues. Part B contains supplementary documents to accompany the guidelines with an example of an agreement for mentors and leaders involved in peer-to-peer programs, an example of a peer-to-peer support agreement, a development plan for teachers, and tools that may support teachers in their professional development.
The RESPOND framework for school development as a professional learning environment
PR3_The RESPOND framework for school development as a professional learning environment
Part A contains the RESPOND School Development as a Professional Learning Environment Framework with four dimensions intended to permit a focus on four key areas related to educational values and leadership, a positive learn-ing environment, teacher professional development needs, and learning outcomes and impacts. Part B contains reflection sequences that aim to give indications for possible key questions related to a systematic approach to specific aspects of each of the four dimensions. The questions posed are intended to permit an assessment of the current situation in a school and consider action steps that can be taken in the light of what emerges.
The RESPOND promoting and monitoring sustainability indexes
PR4._The RESPOND promoting and monitoring sustainability indexes
The RESPOND Promoting and Monitoring Sustainability Indexes proposes an overall sustainability development framework with particular emphasis on identifying factors that facilitate and impede the sustainability of professional and school development and how facilitating factors can be increased and impeding factors reduced. Part A provides checklists regarding the levels of achievement in reaching high standards for each dimension. Part B is designed to help identify and reflect on particular strengths and weaknesses within the dimensions and action areas, the factors that can facilitate and impede achievement, how facilitating factors can be increased and impeding factors reduced, and what five specific actions can be undertaken to prioritize and improve weaknesses.
RESPOND. Sustaining the professional development of teachers within schools as professional learning environments
EBOOK RESPOND_11311.5+CAPPERUCCI-DODMAN_OA
The RESPOND project ebook brings together the four Project Results, supplemented by implementation experiences in Italian and Romanian schools. It explores the relationship between teachers’ professional development and the improvement of schools as professional learning environments, offering practical tools to support teacher growth and promote change in educational institutions. The Teacher Professional Profileand the Global Competence Portfolio help monitor skill development, while the Professional Development Guidelines, the School as a Learning Environment Framework, and the Sustainability Indexes provide operational tools to create concrete action plans. Designed for educators and teacher trainers, the ebook offers valuable resources for those involved in both initial and continuous teacher education.
Page updated
Google Sites
Report abuse