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IN T H E O R Y Career development of teaching professionals with managerial responsibilities BY SAMUEL SHEYNIN Career development of teaching professionals in secondary education, provided conditions for: • “Growth per person in a professional fi eld,” • “Being up to date” • “Growing prestige, more responsibility” • “organized approach aimed at improving the implementation of the ongoing work of each teaching” • “Unlocking the potential of teaching staff” According to the National Programme for school and preschool education / years 2006-2015 / Act and pre-school education was introduced career development of teaching professionals in secondary education, but it does not cover all. Developed for teachers, but other educational professionals are not included. Career development for all teaching professionals would have to: 62 <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011
• Reduction of unnecessary tension in the team • Motivating all teaching professionals • Non-discrimination • Good practice The purpose of career development is to achieve the main tasks facing secondary education by the potential of best – teaching professionals. The attention we offer – growth or Career Development of pedagogical specialists with managerial responsibilities. CAREER DEVELOPMENT OF TEACHING PROFESSIONALS To create such a system is necessary to determine: Principal grade Principal II grade Principal III grade PRINCIPAL 1. Determining the number and job titles Example: • Principal • Principal - grade III / III rank / - 21st Century • Principal - grade II / II rank / - 22 century • Principal - First Class / I grade / - 23 century The name of the position is the smallest problem! <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011 63
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magazine September 2011 High Perfor
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In this issue September 2011 4 Colu
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To make this happen, go get more ki
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GUEST COLUMN JENS PORSGAARD NIELSEN
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By giving the teacher´s these comp
Page 11 and 12: November 3 - 4 NAHDS Annual Confere
Page 13 and 14: ICP 2011 TORONTO, CANADA Over 2,000
Page 15 and 16: of the study was that, whether a ch
Page 17 and 18: long in school - up to twelve hours
Page 19 and 20: Teaching has been traditionally bee
Page 21 and 22: the Policy - compliance, perhaps, t
Page 23 and 24: Practical, usable strategies need t
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Page 27 and 28: A fi nal thought Could a L&T progra
Page 29 and 30: teachers’ pedagogical ICT compete
Page 31 and 32: supposed to comment and supplement
Page 33 and 34: A N N O U N C E M E N T Learning to
Page 35 and 36: PAYROLL SAVINGS REQUEST POSES ‘UN
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Page 41 and 42: The development of talented student
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Page 45 and 46: Based on the results of a meta anal
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Page 49 and 50: will have to be changed. Interventi
Page 51 and 52: The way to achieve High Performance
Page 53 and 54: Marlou van Beek MMC CMC HIGH PERFOR
Page 55 and 56: Kommunene må med LOKALT MANIFEST I
Page 57 and 58: SUMMARY IN ENGLISH Local manifesto
Page 59 and 60: NORWEGIAN HEADMASTER-PROGRAM Among
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Magazine - ESHA

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