Magazine - ESHA

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CAREER DEVELOPMENT OF TEACHING PROFESSIONALS 2. Setting quotas for different positions – a pyramid-type • Principal - 40% • Principal - grade III - 30% • Principal - grade II - 20% • Principal - First Class / grade I / - 10% 3. Additional commitments and responsibilities for each of the positions. Principal - III stage • The experienced principals appear mentors to a number of newly appointed principals. Maintain and improve the level of work. • Establish effective school practices. Directors Second Class • Maintain and improve the level of work. • Establishment of good school practices. • Participate in working groups and committees at regional level. Director - First Degree • Maintain and improve the level of work. • Establishment of good school practices. • Participate in working groups and committees at national level. 4. Procedure for the position Model for career development of teaching professionals with managerial responsibilities: • Announcement of vacancy • Competition / school level /-a PD / Deputy Director / • Regional level executives 64 <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011
Occupation of positions is done in stages as follows: • Stage I - 2012 III degree • Stage II - 2013 Second Class • Third Stage - 2014 for fi rst degree 5. Reports for all positions of a certain period of time Reports of the teaching staff based on two functions: • Assessment of four years • Check for two years Evaluation for appraisal of teaching staff allowed three options: • Moving in - high position • Moving in - low position • Save job Allow verifi cation at appraisal: • Sending qualifi cation • Adjustment of certain activities Financing module for career development PSRF: • Stage I - 2012. Through the school budget • Stage II - 2013. Through the distribution of the single standard cost • Third Stage - 2014. To provide for the Single Standard Cost Valuable thoughts on career development: “Determine what the most - she loves to do and fi nd someone to pay you to do it” Catherine Whitehorn CAREER DEVELOPMENT OF TEACHING PROFESSIONALS <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011 65
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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
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November 3 - 4 NAHDS Annual Confere
Page 13 and 14: ICP 2011 TORONTO, CANADA Over 2,000
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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
Page 25 and 26: • How can an understanding of mul
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 39 and 40: In a world where complexity increas
Page 41 and 42: The development of talented student
Page 43 and 44: leadership. With the right professi
Page 45 and 46: Based on the results of a meta anal
Page 47 and 48: The focus is on middle leaders whos
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
Page 61 and 62: - Can it now be appropriate to let
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