Quality at the Grass Roots - Nurturing
Professionalism in ECEC Services
Mihaela Ionescu, PhD
ISSA Program Director
GLOBAL PARTNERSHIP FOR EDUCATION-UNICEF WORKSHOP
IMPROVING THE QUALITY OF EARLY CHILDHOOD EDUCATION SERVICES FOR ALL IN THE CEE/CIS REGION
Athens, 4-6 June 2012
Everything we do with regards to education
depends on what IMAGE we have:
……of the CHILD
…. of the TEACHER
…..and of the PARENTS.
What image of the teachers do we have in mind when
thinking of increasing their professionalism?
• A practitioner who has to apply research- or evidence-based
knowledge and practices?
• A reflective practitioner that questions the practice and
individually or collectively seeks ways to give answers to
challenging practice-based questions?
• A researcher that contributes to knowledge creation based
on his/her everyday practice/expertise, as a witness of
growing uncertainty and diversity in children’s and families’
lives?
The Step by Step network has worked for close to 18
years in CEE/CIS, with support from OSF
1994
Present
• A project of the Open
Society Institute and the
Network of Soros
Foundations
• The beliefs and approaches
of the program rooted in
research and practice
• 15 Countries
• 1,248 Teachers Trained
• Experimental status with the
Ministries of Education
• Building on the region’s tradition and
capacity, the program grew into a
movement and later into a network.
• A wide range of ECD programs are
implemented by 29 member NGOs
united under the International Step
by Step Association (ISSA)
• 29 Countries
• Over 220,000 Teachers Trained
• Approval and Accreditation from
Ministries of Education
• NGO teams participate in policy
development
The ISSA Network Today
The philosophy introduced by the Step by Step
Program is still guiding ISSA’s work
• Changing the image of the child by making the shift from didactic teachercentered approach to ECE to a child-centered approach – the competent
child and child-driven learning
• Changing the image of the teachers from passive recipients of new
knowledge to active contributors to their professional development – the
competent teacher and the critical reflective practitioner
• Changing the image of the parents from isolated and incompetent actors
in their children’s education to key partners and key-stakeholders in ECEC
Creating the foundations for a competent system in ECEC, by involving
practitioners, experts, civil society, policy makers and academics in dialogue
and action towards QUALITY, ACCESS and EQUITY in ECEC.
The core of ISSA network’s work in the region
• Increasing access to ECEC services, promoting equity and improving the
quality of education for children from birth to 10 years of age in diverse
settings
• Building capacity, by investing in creating a pool of ECEC experts in the
region and in nurturing practitioners’ professionalism; creating networks
of support for educators (90% of ISSA members’ programs focuses on
teachers’ professional development) – bottom-up approach (more than
30 000 teachers/year in the region benefit from professional development
activities provided by ISSA members)
• Partnering with central and local governments, higher education
institutions, parents, and civil society organizations towards a shared
understanding of QUALITY in ECEC – the competent system approach
QUALITY IS THE MAIN FOCUS!
ISSA Pedagogical Standards
Developed with the support of OSI,
by a group of professionals from the
CEE/CIS region with input from key
experts from around the world
Reflect unique CEE/CIS approaches
to socio-cultural pedagogy and fresh
approach to education in open
societies from transition countries
Introduced and used in the region
since 2001
Supported by instruments and a
system for self-assessment, ongoing
mentoring and certification
Revised and updated during 20082009
A Bit of History
Revised as ISSA Principles for
Quality Pedagogy
• Reflect latest research findings
about quality pedagogy
• Aligned with international trends
and policy documents
• Used for building learning
communities, improving teacher
practices and providing a
framework for teacher
professional development policies
• Framework with instruments to
improve quality of child’s wellbeing and learning, especially for
those from vulnerable groups
What Inspired the ISSA Principles
– ISSA’s previous resources and
experience
– ECERS (Early Childhood
Environmental Rating Scale)
– NAEYC Early Childhood Programs
Standards and Accreditation and
Criteria
– Well-being and Involvement in Care
Settings: A Process Oriented Selfevaluation Instrument
– CLASS: Classroom Assessment
Scoring System Manual
– ACEI Global Guidelines for the
Education and Care of Young
children in the 21st Century
– The DECET Principles
– Latest and most relevant research
on ECD
– International documents :
• UNCRC,
• OECD Starting Strong
Reports, and
• Key Competences for
Lifelong Learning – A
European Reference
Framework
Who contributed to the development of ISSA Principles
ISSA members:
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DR. DAWN TANKERSLEY ISSA, Program Specialist
AIJA TUNA ISSA, Program Specialist 2010, Program Director 2006–2009
SANJA BRAJKOVIC Open Academy Step by Step, Croatia
DR. CORNELIA CINCILEI Programul Educational Pas cu Pas, Moldova
SANJA HANDZAR Center for Educational Initiatives Step by Step, Bosnia and
Herzegovina
TAHMINA RAJABOVA OSI–Assistance Foundation Tajikistan
REGINA RIMKIENE Center for Innovative Education, Lithuania
REGINA SABALIAUSKIENE Center for Innovative Education, Lithuania
ZORICA TRIKIC Centre for Interactive Pedagogy, Serbia
DR. TATJANA VONTA Step by Step Developmental Research Center for
Educational Initiatives, Slovenia
Who contributed to the development of ISSA Principles
External experts:
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DR. JOHN BENNETT Independent Consultant, Former Manager of the OECD Starting
Strong Reviews (Paris, France)
DR. SUE BREDEKAMP Council for Early Childhood Professional Recognition
(Washington, D.C., USA)
DR. STACIE G. GOFFIN Goffin Strategy Group (Washington, D.C., USA)
DR. SHARON LYNN KAGAN Ed.D., Virginia and Leonard Marx Professor of Early
Childhood and Family Policy, Co-Director of the National Center for Children and
Families, Associate Dean for Policy at Teachers College, Columbia University and
Professor Adjunct at Yale University’s Child Study Center (USA)
SARAH KLAUS M.A., Early Childhood Program, Open Society Foundation (London,
U.K.)
ANKE VAN KUELEN Bureau MUTANT (Utrecht, the Netherlands), Member of
Diversity in Early Childhood Education and Training (DECET)
PROF. FERRE LAEVERS Centre for Experiential Education at the University of Leuven
(Belgium)
STEPHANIE OLMORE National Association for the Education of Young Children
(NAEYC) (Washington, D.C., USA)
Who contributed to the development of ISSA Principles
External experts:
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DR. NICO VAN OUDENHOVEN International Child Development Initiatives (ICDI),
(Leiden, The Netherlands)
PROF. CHRISTINE PASCAL Centre for Research in Early Childhood (Birmingham, U.K.)
DR. JAN PEETERS Resource and Training Centre for Child Care, University of Ghent
(Ghent, Belgium), Member of DECET
DR. ROBERT PIANTA Center for the Advanced Study of Teaching and Learning,
University of Virginia (Charlottesville, USA)
DR. STEFFEN SAIFER Child and Family Program Northwest Regional Educational
Laboratory (Portland, USA)
PROF. IRAM SIRAJ-BLATCHFORD Institute of Education, University of London
(London, U.K.)
RUTH UHLMANN Independent Consultant (Washington, D.C., USA)
DR. MATHIAS URBAN Cass School of Education, University of East London, Thomas
Coram Research Unit (TCRU), Institute of Education, University of London (London,
U.K.)
DR. AIGLY ZAFEIRAKOU The World Bank (Washington, D.C., USA)
What our research says about working with the ISSA
Quality Standards
Impact of training/professional development focused on quality
standards
(Study on the Implementation of the ISSA Pedagogical Standards and their Impact on
ECDE Policies and Practices in the Region of ISSA’s Network and Beyond, ISSA, 2010)
Impact on the quality of individual practice
Most effective professional development mechanisms in improving
teacher classroom quality were found to be:
• providing training and guidance on the Standards and how to use
them as a self-assessment tool;
• working with a mentor in the classroom;
• and participating in a learning community focused on putting
Standards into practice.
What our research says about working with the ISSA
Quality Standards
Impact on school and community
• Increased peer support: creation of peer learning communities and pairing less
experienced teachers with more experienced teachers; creation of a culture of
mutual support in the school.
• School leaders created a “culture” of quality: having school directors and
principals trained to conduct classroom observations and plan professional
development opportunities based on the Quality Standards; the use of Standards
to increase quality became embedded in day-to-day school operations.
• Parents’ exposure to trainings in Quality Standards led to stronger partnerships
and advocacy for quality
• Involving higher education institutions for providing courses on quality
improvement by using the same Quality Standards led to the increase of quality
practices
• Creation of networks of schools exchanging experiences in working/discussing on
specific issues related to quality improvement proved to contribute significantly to
supporting teachers to improve their practices.
What our research says about working with the ISSA
Quality Standards
Study in Slovenia – Teacher Evaluation Using ISSA Standards: A Tool for
Professional Development and Quality Improvement (Vonta, 2003)
(Educating Children for Democracy - Quality in Early Childhood Education, The Journal
of the International Step by Step Association, Number 7, Summer/Fall 2004)
The study was conducted in Slovenia addressing the following research
questions:
1. How good are the ISSA Standards as a measure of quality?
2. Does the quality of teaching improve for teachers who participate in the
certification process?
3. What kind of factors influence the results on ISSA Standards scores?
A representative sample of 20 preschool teachers was drawn from all 123
preschool teachers implementing the Step by Step methodology in
classrooms for children three- to six-years old during the 2002/2003 school
year in Slovenia.
What our research says about working with the ISSA
Quality Standards
In this study in Slovenia, two instruments were used to measure
quality:
• The ISSA Teacher Standards Observation Form (ISSA, 2002)
• The Early Childhood Environment Rating Scale (ECERS) with 37
items (Harms & Clifford, 1980).
A key strategy for promoting professional development and quality
improvement was the development and implementation of a Quality
Improvement Plan. Based on findings from classroom observation, the
teacher and Master Teacher Trainer (MTT) jointly developed a plan for
improving the quality of teaching.
What our research says about working with the ISSA
Quality Standards
Key Findings from our Research:
• The ISSA Standards are a valid tool for measuring teacher quality.
• The ISSA Standards are an effective tool for professional
development when combined with constructive feedback,
reflective conversation, and active participation of teachers in
creating a quality improvement plan (mentoring, coaching and
developing learning communities at the level of the center)
• The breadth of in-service training has a positive effect on the ISSA
Standards scores. In-service training that was in tune with the
content and methods of the new educational paradigm (provided
mostly by Step by Step organizations) resulted in high correlations
with scores on the ISSA Standards.
How the ISSA Quality Framework supports teachers to increase
their professionalism and continuously improve the quality of
their practices
• Operationalizing quality and competences and building shared
understanding of the meaning of high quality practice
• Supporting self-reflection and autonomy in educators, as well
as cooperation among educators within learning communities
• Providing a framework for policy development and dialogue
on quality education with children, parents, peers, decisionmakers, professionals and the wider society
Mechanisms for creating a self-generating and sustainable
model of ECD quality assurance and improvement
• Providing resources and tools to support professional growth :
the ISSA Quality Resources Pack
• Providing trainings, coaching and mentoring – encouraging
self-assessment using the ISSA tools, nurturing professional
discussions based on the ISSA tools
• Creating Professional Learning Communities on the level of
the kindergarten, with networks of kindergartens, with
practitioners nationally/internationally, involving various
professionals and parents– foundation for continuous
development using the ISSA Quality Resource Pack
• ISSA itself functioning as a Professional Learning Community
What is needed for a sustainable model of quality improvement of
teachers’ practices
Shared
understanding
of the concept
of quality
practices
Trust in
teachers’
professionalism
and build on
their individual
practice-based
competences
• Trainings – classic way of going
wider – group approach
• Mentoring – support and
assistance for deeper
understanding – individual
approach
• Building Learning Communities –
setting the scene for continuous
improvement of quality –
individual approach supported by
peer and group learning
Nurture
teachers’
critical
reflection,
initiative, and
autonomy
Strengthen selfassessment and
collegial
professional
dialogue
Mechanisms
and tools to
create a
network of
support among
and for
teachers
Involvement of teachers and principals
Involvement of methodologists and inspectors
Involvement of parents
Involvement of higher education institutions
Involvement of policy/decision makers
What is in the ISSA Quality Resource Pack
1.
ISSA’s Definition of Quality: Competent Educators of 21st Century –
Principles of Quality Pedagogy
2.
Putting Knowledge into Practice – A Guidebook for Educators
3.
Professional Development Tool for Improving Quality of Practices in
Kindergarten/in Primary School
4.
An Online Video Library on Quality Pedagogy
5.
Instrument for Assessing Quality Practices in ECE Services
6.
Online Course for Kindergarten Teachers – Teachers That Make a
Difference
The resources in ISSA’s Quality Resource Pack have been developed with
generous support from the Open Society Foundations.
Competent Educators of the 21st Century: Principles of Quality Pedagogy
7 Focus Areas; 20 Principles; 85 Indicators of Quality
Family and
Community
Focus Areas of
Teaching Practice
Outcomes
for Children
Trainings – classic way of
going wider – group
approach
Mentoring – support and
assistance for deeper
understanding – individual
approach
Building Learning
Communities – setting the
scene for continuous
improvement of quality –
individual approach supported
by peer and group learning
Principles of Quality Pedagogy
Guidebook:
Putting
Knowledge
into Practice
Illustration of
how to
incorporate
the ISSA
Principles
into practice,
backed up by
research.
Professional
Development
Tools
Concrete
examples of
different kinds
of actions
educators take
at different
levels of
practice for
each indicator
of quality as a
continuum.
Online Video
Library on
Quality
Pedagogy
Illustrate
examples of
practice with
questions for
reflection
regarding
different
indicators
that describe
quality.
Instrument for
Assessing Quality
Practices
Used to rate or
assess educators’
practices on a
selected group of
indicators, for
defining what
additional
professional
development is
needed to reach
quality practice.
Online
Course for
Kindergarten
Teachers
Interactive
12-module
course based
on the ISSA
Principles.
Includes
activities for
selfreflection
and online
forums.
The Tools Work Together
Instr. for
Assessing
Quality
Practices
Professional
development
tools
Video Library
Putting
knowledge
into
practice
Online
Course
ISSA
principles of
quality
And they are used as a solid ground for:
- Inspiring pre-service training institutions
- Inspiring the mentoring and supervision system (tools for
principals, methodologists and school inspectors)
- Inspiring the in-service training institutions/system
- Developing policies for teachers’ professional development
and for ECD
The ISSA Principles are available for downloading in English,
Russian and French on the ISSA website: www.issa.nl/qrp.html
The ISSA Principles and the accompanying set of resources are
translated in almost all languages in CEE/CIS region and are
available by contacting our members in countries:
THANK YOU AND WE INVITE YOU TO JOIN US AT THE
ISSA-DECET CONFERENCE 2012:
www.issa-decet2012.com.hr
Mihaela Ionescu,
Program Director, ISSA
mionescu@issa.hu
www.issa.nl