Institute of Educational Leadership. University of Jyväskylä
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1 Institute of Educational Leadership Director Mika Risku University of Jyväskylä 151-year history (Teacher Seminary in 1863) National student recruitment area 15,000 students 2,700 employees QS World University Rankings Educational sciences 1
2 Faculty of Education Department of Teacher Training Class teachers Subject teachers Guidance counsellors Teacher training school Department of Education Education Early childhood education Adult education Special education Educational Leadership Educational Leadership Programmes at IEL Principal Preparation Programme (1996-) Advanced Leadership Programme (2000-) In-service programmes in educational leadership (2000-) PhD Programme (2002-); International cohort (2010-) International Master s Degree Programme (2007-) MEd Management and Leadership Programme (2010-) 2
3 Teacher s Profession Is Valued and Popular Finnish scholars consider teachers and medical doctors the most valuable professions (Taloussanomat, 2011) For upper secondary school students teacher s profession is the number one dream profession (Helsingin sanomat, 2004) Teacher, engineer with university degree, psychologist, designer, artist, engineer, researcher, publicist, architect, reporter, policeman, social worker, lawyer, physiotherapist, biologist, economist medical doctor (22 nd ) Main reasons for deciding profession Interest 70%, secure job 40%, salary 25% and career opportunities 20% Monthly starting salary (about 30% goes to taxes, OVTES 2014) Teachers: primary , lower secondary , upper secondary Principals: primary , lower secondary , upper secondary Salary is revised five times during the first 20 years so that after 20 years the final salary is 1,3 times the starting salary The Most Suitable Are Selected for Training Only 1 in 10 applicants admitted in class teacher training Safeguard for quality and avoiding oversupply Successful graduation from upper secondary school including matriculation examination required Distinct application process for class, early childhood subject, vocational and special education teachers Class teachers Phase 1: standardized book test Phase 2: aptitude test (psychological evaluation & interview) Subject teachers Phase 1: application and subject exam to Master s program of the subjects they wish to teach Phase 2: application to teacher training (Green, Korpinen, Alava, Lehtomäki & Husso 2011) 3
4 Teacher Qualifications Are High Age School Form Teachers Qualification 0-6 Kindergarten Kindergarten Teachers (BA) 6 Optional Pre-school Kindergarten teachers (BA) or class teachers (MA) 7-15 Comprehensive School Class teachers and subject teachers (MA) 16- Upper-secondary, 3 years Subject teachers (MA) 16- Vocational schools Vocational teachers and subject teachers (MA) 19- Higher Education Teachers with higher academic degree (Jakku-Sivonen & Niemi, 2006; Green, Korpinen, Alava, Lehtomäki & Husso 2011) FNBoE report on training for principals 1 Job description Finnish principal is responsible for all the operations of his/her school with a main responsibility in pedagogical leadership ensuring the realisation of education s mission, managing administration and budget, managing staff as resource and leading development Principals job descriptions vary depending on the school form in which they work the size of their school the supportive resources in their school and organisation the job description their education provider has determined (Opetushallitus 2013) 4
5 FNBoE report on training for principals 2 Qualifications At present principals have to have higher university degree teaching qualifications in the relevant form of education sufficient work experience in teaching assignments Certificate in Educational Administration or completion of a university programme in educational leadership (25 credits). In the future specific leadership skills are recommended to be included in the qualifications Similar qualifications are recommended to be applied to vice and assistant principals. (Opetushallitus 2013) FNBoE report on training for principals 3 Training At present a fragmented system National Board of Education responsible for the certificate which is purely on administration and not on educational leadership universities responsible for the 25-ECTS programme all kind of in-service programmes that do not form an entity In the future all teacher training is recommended to include leadership training teacher trainees are recommended to be offered principal training while in teacher training universities are responsible for designing an consistent in-service programme that provides modules in leadership to teachers for various career phases modules are to construct as an entity principal qualification modules in leadership to principals for various career phases (Opetushallitus 2013) 5
6 Thank you! 6
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