Order Of 19 December 2006 On The Specification Of The Teacher Training In University Teacher Training Institute

Original Language Title: Arrêté du 19 décembre 2006 portant cahier des charges de la formation des maîtres en institut universitaire de formation des maîtres

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JORF n ° 300, December 28, 2006 page 19743 text no. 25 Decree of 19 December 2006 on the specification of the teacher training in University Masters NOR Training Institute: MENS0603181A ELI: https://www.legifrance.gouv.fr/eli/arrete/2006/12/19/MENS0603181A/jo/texte the Minister of national education, higher education and research and the Minister delegate for higher education and research , Having regard to the code of education, inter alia, articles L. 625 - 1 and L. 721 - 1;
Having regard to Decree No. 50-583 25 May 1950 as amended relating to the maxima of service of some personal teaching physical education and sport;
Considering Decree No. 70 738 of August 12, 1970, as amended relating to the special status of the main education advisors;
Mindful of Decree No. 72 - 580 of 4 July 1972 as amended relating to the special status of teachers aggregated secondary education;
Considering Decree No. 72-581 of 4 July 1972 as amended relating to the special status of certified teachers;
Considering Decree No. 80-627, 4 August 1980 amended relating to the special status of teachers of physical education and sports;
Considering Decree No. 90-680 dated 1 August 1990 amended relating to the special status of the teachers from the schools;
Considering Decree No. 92 - 1189 of 6 November 1992 amended relating to the special status of vocational high school teachers;
Mindful of Decree No. 94-874 of October 7, 1994 amended fixing the common provisions applicable to students of the State and its establishments;
Considering the Decree of 2 July 1991 relating to the content of the training organized by the academic institutes of training of masters and their validation;
Having regard to the order of 22 August 2005 concerning the conditions to completion of the course and the training for some trainees of the teaching of the second degree of the Minister of national education;
Having regard to the opinion of the High Council of education dated December 4, 2006;
Having regard to the opinion of the Higher Council of education dated December 14, 2006;
Having regard to the opinion of the national Council of higher education and research as of December 19, 2006, stop: Article 1 more on this article...

University teacher training institutes accommodate students preparing competitive examination for teachers of first and second degrees and education personnel as well as students and teachers of the preparatory cycle students in these competitions. In accordance with article L. 625 - 1 of the education code, participate in the preparation for these competitions under the responsibility of the universities which integrated them.
They also provide initial vocational training: 1 ° of teachers of the schools provided for in article 10 of Decree No. 90 - 680 of 1 August 1990 referred to above;
2 ° of associate professors, certified teachers, professors of physical education and sports and teachers of vocational secondary school who do not, justify their recruitment, of the experience of specific education, as appropriate, in the third paragraph I of article 6 of Decree No. 72-580 of 4 July 1972 referred to above, in the second paragraph of article 24 of Decree No. 72-581 of 4 July 1972 referred to above in the second paragraph of article 5-7 of the Decree; August 4, 1980, referred to above, and in the third paragraph of article 10 of the Decree of 6 November 1992 referred to above
3 ° primary education advisors who do not, justify their recruitment, of the vocational education experience specified in the second paragraph of article 8 of the Decree of August 12, 1970 referred to above.
University teacher training institutes are also involved in the training of such personnel in the two school years following their tenure.
With regard to the personnel mentioned in the 2nd, the provisions hereinafter not apply to professors of teaching general, technological, professional and physical education and sports disciplines.

Article 2 more on this article...

The initial vocational training of personnel referred to in article 1 1 ° includes:-activities of training and teaching in University Institute of teacher training;
-a training course in responsibility in one of the cycles of the primary school for a period of 30 days, at the rate of one day per week and two training courses in responsibility for three weeks each in the other cycles of primary school.
It can also include other courses, including a course with practice.
The training of such personnel in the two school years following tenure includes an introduction to support for students with disabilities.
Over these three years, training can include other training courses, including in college or abroad. The conduct of the relationship with the parents is an integral part of this training.

Article 3 read more on this article...

The initial vocational training of personnel referred to 2 ° of article 1 includes:-activities of training and teaching in University Institute of teacher training;
-training course in responsibility referred to in article 2 of the Decree of August 22, 2005 referred to above;
-an internship for trainee teachers of professional and technological of second degree disciplines who have not gained significant professional experience in relation to the content of the formations in which they prepare their students;
-an internship of three weeks, focusing on the relationship between the school and the company, for all trainee school teachers;
-a course of practice in a different category of local public institution of learning of the traineeship in responsibility.
The training of such personnel in the two school years following tenure includes an introduction to support for students with disabilities.
Over these three years for all these personal training can include other courses, especially in business, school or abroad. The conduct of the relationship with the parents is an integral part of this training.

Article 4 more on this article...

The maximum hourly volume of the traineeship in responsibility referred to in article 3 is:-288 hours for trainee teachers of second degree in the disciplines of general, technological and professional education;
-360 hours for the trainee teachers of second degree in physical education and sports including participation in training, the training and the animation sports in accordance with article 5 of Decree No. 50-583 25 May 1950 referred to above.

Article 5 read more on this article...

The initial vocational training in university teacher training Institute, must ensure a sufficient mastery of each of the ten following competencies, which content is specified in the schedule to this order:-Act in official State and how ethical and responsible;
-master the French language to teach and communicate;
-master the disciplines and have a good general culture;
-design and implement his teaching;
-organize the working class;
-take into account the diversity of the students;
-evaluate students;
-master the technologies of information and communication;
-work in a team and cooperate with parents and partners of the school;
-develop and innovate.

Article 6 read more on this article...

For the purposes of articles 2 and 3, the University has integrated a University Institute of training of the masters, or the University Institute of teacher training not yet integrated, is responsible for ensuring, in accordance with the rectors of Academy, the coherence of the different periods of training.

Article 7 read more on this article...

Personnel referred to 1 ° and 2 ° of article 1 benefit of a total of four weeks of training in the academic year following their tenure and a total of two weeks during the second year following their tenure. This training is provided in the academic plan of training and includes times of training University Institute of teacher training organized by agreement between the Rector of Academy and the University having integrated teacher training University Institute or the University Institute of teacher training not yet integrated. This training is blaming on the service time, the conditions of programming of the training to ensure the continuity of the public service of education are planned.

Article 8 more on this article...

The provisions of this order shall apply as from the school year of 2007 in the initial training of teachers of schools and teachers of the second degree trainees, regardless of the year in respect of which they have passed the competition.

Article 9 read more on this article...

The specification of the training of teachers is specified, for the personnel referred to in paragraphs 1 ° and 2 ° of article 1 in the annex to this order.

Article 10 more on this article...

The Director general of higher education, Executive Director of human resources and the rectors of Academy are responsible, each in relation to the execution of this order, which will be published in the Official Journal of the French Republic.

Appendix A N N E X E specification of the teacher training

All eyes now turn to the school both sharing of knowledge is essential in the construction of a society based on the principle of Republican equality, including equality of opportunities, on the recognition of the individual merits and the will to succeed all students. The school is also the place of the formation of the citizen builds a common culture to live together.
A teacher must master knowledge corresponding to the disciplines that he will have to teach. This implies a strong disciplinary training he receives for the most part at the University. It must also gradually familiarize yourself with how this knowledge can be passed on to students as part of the common base of knowledge and skills and education programs: what are the key points? How articulate between them? He must learn the practice of his future profession: how to organize her class? How to adapt his teaching to the diversity of the students? How to evaluate the work of each student? He must discover the framework of the school or institution: how to work in a team? How to inscribe their action in a collective project? Finally, it must know the surrounding world, the world of work and society: how to understand the diversity of social and economic contexts and the school realities arising therefrom? How to open his teaching and its teaching on the outside? How to respond to the expectations of parents who entrust their children to the public service of national education?
The France is committed in the construction of the European area of higher education (1). The teacher training takes into account this national objective by providing lessons intended to enable the mobility of teachers in Europe.
All of these necessities can take body than in a system of teacher training in alternation, enabling interaction between theoretical and practical approaches that combines the University, now responsible for training teachers, and educational institutions. This is the meaning of the Act guidance and program for the future of the school from April 23, 2005, which integrates the University teacher training institutes (IUFM) in universities: the legislature intended that the professional skills of the teachers are built in duration - disciplinary basic training to adapt to the first job – and that vocational training is designed on the principle of alternation.
(1) in the framework of the 'Lisbon strategy' and the 'Bologna process '.
1 form of masters for the SERVICE PUBLIC of national EDUCATION of teacher training is a prominent responsibility that the Republican State has chosen universities. It is to guarantee the quality on the whole of the national territory.
It is up to each University that integrates a University Institute of training masters as internal school, in possible partnership with other universities of the Academy, to develop a training plan in accordance with the obligations laid down by the specification, i.e. that you can build professional skills required today of a teacher.
The integration of the IUFM in universities allows, by agreements between partner universities, to mobilize all contributions needed to implement the plan of teacher training: in the field of the taught disciplines, but also in the field of cognitive science and the law, etc. 1.1. Train for a profession: prepare for a mission teaching is a profession that is learned. Do course and do learn, lead a class and individualize his teaching, require efforts and give confidence, interest, assess skills and collect talent, help orientation. All this requires an initial and continuing training in-depth: nothing should be left to the vagaries of the educational or professional random.
Everything in the teaching profession, knowledge taught, the method chosen as attention to students, is the result of a rigorous and progressive learning. Any its previous course, and regardless of its place of exercise, a teacher must have acquired the full awareness that it is the progress and the results of students who give meaning to its action and its function.
Teaching in the context of national education public service is a mission: mission statement of those who are entrusted to the school, which implies a good mastery of all skills at the required level; Mission education according to Republican values, which implies a knowledge specific principles, laws which translate, but also exemplary behaviour in the performance of duties; Mission to contribute to the social and professional integration of students, which implies the ability to foster the cultural opening of the students and a good knowledge of the economic and social environment of the school.
At the end of its initial vocational training, a trainee teacher must understand that tenure, expression of confidence that the school place in him, is a commitment and a responsibility that give meaning to the pedagogical freedom that recognizes the Act.
1.2. a common national framework for training masters of clear for students references and the teacher training partners the specification of the training sets the training path that will take students student with teacher.
He explains the skills building to develop the knowledge necessary, implement, develop his strength of conviction, a positive look on students, give them the desire to learn and the ability to assimilate common values.
Fixed references to meet the various partners of the initial training:-universities has integrated an IUFM (or not yet integrated IUFM) which will establish initial training plans tailored to students and student teachers they will load;
-schools, colleges and high schools that will welcome student teachers or transferees;
-school representatives who certify the acquisition of essential skills;
-the commission charged by the State of the assessment of the quality of training plans prepared by responsible teacher training universities or not yet integrated IUFM.
Professional training of masters plans meet national characteristics in addition to the elements specified in articles 2, 3, 4, 5 and 7, teacher training plans meet the following characteristics: training begins on the date the re-entry of professors from schools, colleges and high schools so that student teachers can participate in the activities of without in the establishment where they carry out their internship in responsibility. The professional qualifying examination takes place at the end of the school year, after the release of students.
Training in the IUFM of trainee school teachers corresponds to a minimum hourly volume of 400 hours during the year of internship and 50 hours during the first year as owner. On this volume, the mastery of the language skills cannot be built on less than 120 hours (including 50 hours for early learning of reading and writing).
Adapted to the personal profile of the trainee school teachers training is organised around courses in responsibility: the annual training in liability for one day a week in the same class and an internship of three weeks in each of the other two cycles of primary education.
The training at the IUFM of teachers of colleges and high schools students corresponds to a minimum hourly volume of 220 hours during the year of internship and 50 hours during the first year as owner.
Implementation of the specification of the training of teachers is based on the Decree of July 11, 2006, defining the common base of knowledge and skills, orders setting programs teaching and circulars, memoranda, and other official texts specifying educational school commitments, including education for health and the environmental education for sustainable development with the obligations resulting from the implementation of article 8 of the Charter of the environment.
2. THE PRINCIPLES OF THE PROFESSIONAL TRAINING OF MASTERS 2.1. Vocational training alternating the national debate on the future of the school conducted on the occasion of the preparation of the law of orientation and programming for the future of the school has emerged the idea of a lengthening of the period of initial vocational training as well as the idea of training based on a real alternation designed in the joint between the responsibility of the teacher training in an institution and its participation in IUFM teaching units. This idea follows the principle of an alternation applied to trainers, teachers of schools, colleges and high schools posted in IUFM to maintain a close link with education to students.
Vocational training of masters is carried out alternately at the University and in schools

Theoretical knowledge disconnected from practice are ineffective in vocational training and, symmetrically, the situations on the ground by trainee teachers are fully forming unless they are analyzed using conceptual tools and the contributions of academic research.
The courses, including the training in responsibility, are placed in the heart of the training system: they must be prepared, accompanied, operated by trainers in schools, colleges or high schools associated with IUFM and University trainers.
Training should enable for example the teachers to prepare for teaching which they are responsible: how to build a situation conducive to language learning in a class of three year old children? How to learn to read to a student of preparatory course? How to teach the four operations? How to approach any particular concept in experimental science? How to take into account the questions of memory in the teaching of history, etc.?
IUFM training should be taking on the reality school and provided according to professional situations encountered by teachers: the difficulty of addressing any particular concept, the person of the student, class, (process, motivation, difficulty...), learning assessment, conflict management, combating violence, relations with parents, the orientation and the diversity of the ways of training offered to the students , the cultural diversity of students and our common culture, etc.
IUFM training must enable the trainee teachers to become aware of the specificity of the different cycles, school, college and high school. Thus, for example, the development of the language, to the cycle of early learning, and learning of reading, to the fundamental learning cycle, will be taken into account by specific teaching units.
Vocational training should enable young teachers understand the geography of the school, to know its territories as well as the principles of organization of priority education.
The teacher training is provided by trainers in contact with the reality of school, colleges and high schools all trainers, whatever their status, professors or teachers of the first and second degrees, must direct experience or a knowledge of classes today. They must work together.
The first and second degrees teacher IUFM teachers are the first concerned for education of the didactics of disciplines: their experience of the students in the class, school or institution must be solid and recognized within the institution. This implies several years of classroom practice, but also, schoolchildren evolving very quickly, the need for proximity in time of this experience. The principle of service in timeshare, school or institution on the one hand, on the other hand, University must progressively extend: 70% at least of teachers of the first and second degrees teacher IUFM exercise timeshare.
Trainers who mentor students in schools, colleges and high schools are actors of the teacher training and as such related to the design of training as to the assessment of trainees.
A teacher trainer is a Professor qualified to form masters or recognized by the inspection body. It is also necessary that he know the bases of the formation of adults, whether open to disciplinary domains and cross other than the specialties of origin, he knows lead a group of analysis of situations and professional exercises or accompany an intern...
The University will ensure the quality of trainers: lessons of master or the 'training of trainers' seminars as well as training by research (PhD) will be able to contribute.
2.2. a continuum of training: licence, competition, training in the exercise of the profession preparation for teacher is now part of a university course: it begins the license curriculum that integrates elements of professionalization in accompaniment of disciplinary basic training; It continues with the year of preparation for the competition and then with the year of vocational training. The teacher training is completed during the first two years in full responsibility. Thus, the formation of the masters, as other countries have made the choice, allows the issuance of credits-ECTS (2) and takes place in the licence-master-doctorate curriculum.
(2) European Credit Transfer System: European system of academic credit and transferable units, said European system of credits-ECTS.
University curricula that prepare loom before recruitment competitions during his training license and during the preparation of the competition, the future Professor acquires a wider disciplinary culture.
All teachers must know the common base of knowledge and skills. Therefore before the competition that the future teachers of the schools are beginning to acquire the knowledge necessary to the versatility. It is also before the contest that the future teachers of the second degree must be able to establish links of their disciplines with related disciplines; they should also be encouraged to engage in academic training courses opening on the additional terms offered in some competition and allowing the bivalence of professors at the college. They must also be able to acquire other useful to teach knowledge (basics in psychology, sociology, history, philosophy, economics, law, etc.).
The LMD system, comprising courses in major fields of disciplines, facilitates the progressive orientation of the student. Universities are also looking to give to the students of transverse skills, living language foreign, information technology, methodology, and in a varied manner, expression capabilities and general culture. In this logic, the possibility is offered to teachers to follow a language course in living language throughout their university education. It is the computer and internet (C2i) level certificate 1 which must find its place in the curriculum license.
Courses "teaching professions" making a place for all basic concepts future Professor should be proposed.
The integration of the IUFM in universities promotes the widespread use of these developments. Moreover, the Observatory of course students and their professional integration soon created at each University, following the recommendation of the commission for debate national University-employment, the diffusion of this fundamental culture for all students intending to primary or secondary education and promotes the consolidation of their career choice.
During his studies of licence and the period of preparation for the competition, the student who is planning to become a teacher must also conduct one or more internships observation to discover the school, in its diversity and its reality today to confirm his professional choice. The Organization of these courses will be workshops preparation and follow-up at the University. These job-shadowing will become mandatory, under conditions laid down by regulation, to register for recruitment competitions.
It is necessary that students who intending to the Professorship of languages live foreign make a stay of at least four weeks in one of the countries where the language corresponding to their project is in current use, in a manner to be determined in agreement with the University.
Finally, the student who is destined for the teaching profession has need to understand the world of work, and includes the undertaking which focused the majority of students. It is therefore necessary that at this stage of his training he performs an internship.
Recruitment competitions guarantee the foundations on which can be built vocational training recruitment, organised competitions on the basis of national programmes, are essential purpose to guarantee a good level in the disciplines that the candidate intends to teach, as well as provisions essential to the exercise of the profession of teacher in schools, colleges and high schools.
The preparation for the competition contributes to the deepening and enlargement of the disciplinary culture of candidates.
During the trials for eligibility and admission, an attention will be paid to the mastery of the French language (vocabulary and spelling, grammatical accuracy) as well as the quality of the speaking and writing of the candidates.
Vocational training based on the principle of the progressive in the trade entry and the accompaniment in the first training of the trainee teacher job and the first two years of exercise should be done in the same Academy in order to ensure consistency and continuity.
The training of the trainee teacher allows him to acquire a sufficient mastery of the 10 competencies defined below. It must have a training in communication and the ability to express themselves in public.
However, the accompaniment of the transferees is a now indispensable component of initial vocational training, irrespective of the place of practice.

Each newly confirmed Professor benefits during his first year of educational accompaniment of a referent teacher.
There is also a real right of delayed initial training: four weeks of training during this first year in full responsibility, as well as the two weeks of training in the next year, allow to organize trainings necessary for a good vocational, including internships, but whose organization is often premature early vocational training : - knowledge of the french educational system. For a rated satisfactory continuity of learning, as for the guidance of students, it is necessary that school teachers know college, college professors know the school and high school teachers in high school know the college cycles post-baccalaureate, that all teachers know the formations alternating;
-training and introductory courses in support of disability supplementing the first gains for trainee teachers. To support a student with disabilities, but also to learn more about the partners, networks, devices and existing resources, specific training is necessary.
2.3 training open on the economic environment and the French company know about the world of work the opening towards the world of work is a requirement: a teacher, regardless of his specialty, is concerned with the professional future of his pupils. In order to ensure its mission of orientation, it must have a knowledge of the economic reality of the labour market and the diversity of the businesses. An initiation in IUFM (bases of functioning of corporations, meetings with economic actors...) will complement the enterprise of the future teacher experience. An internship of at least three weeks, possibly a direct experience of working in business, will become mandatory for tenure in a manner to establish.
Cooperate with parents and discover the school partners to work together student teachers and new licensees must learn to cooperate with parents.
They must know the associative world: representative associations of parents of pupils, extra-curricular associations (tutoring, cultural and sports associations...) and additional authorized associations of public education.
Student teachers of physical education and sports are training for the operation of sports associations, the responsibilities associated with the activities of school sport and the organisation of outings and sports competitions.
All trainee teachers to teach artistic disciplines can benefit from training in partnership with professionals and institutions under the Ministry of culture and local authorities.
Trainees and newly tenured teachers also learn to work with the social services, medical (therapists, psychologists...), local authorities and the services of the State partners.
Have an effective practice of crafts for teachers the professional track and the technological track in addition to a good level of theoretical knowledge, professional and responsible teachers of technological subjects must perfectly know the trades to which they are students. Although the diversity of channels does not allow to make a rule, it is desirable that such an initial professional experience was acquired before the contest (minimum three months long internship). If such is not the case, as required by article 3, internships in enterprise in which Professor will be in a situation of these occupations will be organized: the IUFM adapt the duration of this internship to personal situations.
An internship should be organized during the IUFM training for all teachers of colleges, including those of general education disciplines, regardless of their previous course: this course focuses on the relationship between the school and the company (monitoring of students, guardians of business... relations) and should allow them to develop appropriate educational tools.
Understand the cultural diversity of the France of today to contribute to the construction of a common to all students culture school is the training of the citizen and therefore the construction of a culture common to live together. This culture is based on the sharing of common Republican values. It involves scientifically established knowledge, it is also based on the consideration of cultural and religious of the France of today. Knowledge concerning the religious - works, history, heritage and understanding of today's world... - are taught in the context of the different disciplines, but it is essential that all teachers are trained solidly rooted in learning of the practice of secularism.
2.4. a device of vocational training articulated to academic research and guaranteeing the quality of the trainers the transmission of practices that succeed by more experienced colleagues is a fundamental dimension of vocational training. However the field experience is not enough to learn the teaching profession. In initial vocational training, the Masters must be initiated scientific research, its results and its applications in education. Didactic and pedagogic practices should feed on the evolution of knowledge.
2.5. an assessment and a substantive guarantee mastery of all skills by trainee teachers skills assessment can be in a real situation of teaching all trainers are called to take part in the assessment of the professional skills of students organized by the IUFM.
Field trainers, teachers-teachers of schools master trainers, tutors teachers, are best placed to assess the progress of the trainee teachers: they contribute to the assessment of their skills with IUFM trainers. School heads who welcome student teachers participate in this assessment.
For the assessment of training units dispensed at the IUFM, is attached in particular to the acquisition of knowledge that is the basis of professional skills.
A record of skills accompanies the trainee teacher, then the Professor during its first two years of practice.
By examination of professional qualification, the Crown-employer verifies that all required skills are mastered at the end of a year of internship, it would be pointless to require a thorough mastery of each skill listed in article 6 of the order and defined below. Examination of professional qualification checks so that all the competencies required of the trainee teachers are controlled at a satisfactory level; prior to tenure, it certifies the ability to the teaching profession.
The qualification Review Board is chaired by a representative of the Crown-employer and includes territorial inspectors (national education inspectors and regional educational Academy-inspectors inspectors) and educational consultants; It is mainly composed of educational frameworks, academics and teachers and trainers who did not participate to the training and assessment of student teachers.
The qualification board to decide on the basis of the record of skills the trainee teacher and after a personal interview with each trainee teacher.
2.6 training university teachers rated the periodic evaluation of the quality of higher education systems play a now central regulatory function: how universities will take their responsibilities for effective implementation of the specification with the integration of the IUFM will be evaluated from this perspective.
This is what provides the combined application of the law of orientation and programme for the future of the school and the law of program for research with the establishment of the Agency for the evaluation of research and higher education (AERES).
However, this "evaluation procedures and the results of the integration of the IUFM within the University, including the objectives that they are fixed" (art.) L. 721-1 of the education code), is a strategic and global nature. This is why it must be supplemented by periodic evaluation of training under the contractual policy plans.
To this end, on the model of the engineering qualifications commission, will set up a National Commission of evaluation of the teacher training which will include including representatives of the State-employer rectors, Academy Inspector, Director of departmental of national education services, bodies of territorial inspections, principals, inspectors general, academics, as well as the personalities qualified (including foreign).

The National Commission of evaluation of teacher training expertisera training plans developed by the University with the requirements of the present specification. It will be attentive to the training offer and its consistency with the needs of its implementation. It will formulate an opinion and recommendations for universities, the Minister of national education as well as the Minister responsible for higher education.
The national evaluation of the teacher training Commission will evaluate the quality of the training courses in each IUFM on the basis of indicators it will be defined. The quality of the partnerships between the University having integrated the IUFM and other universities of the Academy, as well as the partnership between the integral University and the Academy, will be evaluated in this context.
3. the skill masters professional teachers of schools and teachers colleges and high schools are all teachers. This unit of the business beyond the particularities of each level of education, justifies a single repository of skills for any type of teacher.
For all master, the ultimate goal of a successful training is to be able to exercise his profession, strong knowledge and capacities to implement them and strength of these provisions of mind that build respect students and allow to fully exercise its authority of Professor.
The teacher training revolves around a function in the institution: it will be school teacher, high school or college professor, Professor of Lycée professionnel. It is also organized around versatility for teachers of schools or a disciplinary field for other teachers: This applies to bivalents teachers as a single discipline specialist teachers.
Ten professional skills must be taken into account in the training of all teachers. Each involves knowledge and capabilities to implement fundamental professional attitudes. They are also indispensable.
Acting State official and an ethical and responsible way any teacher contributes to the social and civic students training. As an agent of the State, he demonstrated dedication and follows ethical principles: it respects and enforces the person of each student, it is attentive to the project of each; It respects and ensures respect for freedom of opinion; He is attentive to develop an attitude of objectivity; He knows and makes the principles of secularism, including neutrality; It ensures the confidentiality of certain information about the students and their families.
It exercises its freedom and its educational responsibility in the context of regulatory obligations and official texts; He knows the rights of officials and meet duties.
Ethics and the responsibility of the teacher based his exemplary and his authority in the class and in the school.
Knowledge the teacher knows:-the values of the Republic and the texts which they are based: liberty, equality, fraternity. secularism; refusal of all forms of discrimination; mix; equality between men and women;
-(State and local) institutions which define and implement the education policy of the nation;
-economic mechanisms and the rules governing the world of work and Enterprise;
-the educational policy of the France, the main features of its history and its current issues (strategic, political, economic, social) in comparison with other European countries;
-the principles of the law of public service and the education code: laws and regulations in relation to occupation, texts relating to the safety of students (e.g. monitoring obligations) and security (e.g. reporting obligation);
-the educational system, its actors and specific devices (priority education, etc.);
-the international convention on the rights of the child;
-its rights and remedies a situation of threat or violence;
-the administrative and budgetary organisation of schools and local public educational institutions;
-the rules of the school or institution (rules of procedure, budgetary and legal aspects);
-the characteristics and indicators of the school or the establishment of exercise;
-the project of the school or the establishment of exercise;
-the role of the various Councils (School Council, Council of masters, Council of cycle, part, Governing Council, educational Council, class Council, Council of discipline, on the other hand).
Capacity Professor is able:-to use his skills on the evolution and operation of national education public service to use the resources available;
-to be within the hierarchy of the school institution;
-to participate in the life of the school or institution;
-to identify the signs reflecting specific difficulties of students in the field of health, risk, extreme poverty or abuse behaviours;
-to contribute, in cooperation with internal partners and external to the institution, to the resolution of the specific difficulties of the pupils;
-getting respect and use the sanction with discernment and in respect for the law.
Attitudes Act in an ethical and responsible leads the Professor:-to understand and share the values of the Republic.
-to integrate, in the exercise of its function, its knowledge of the institutions, on the State (his organization and its budget), on his official duties;
-to respect in its daily practice the rules of professional conduct related to the exercise of the profession of teacher in the context of national education public service;
-to respect students and their parents;
-to respect and enforce the rules of procedure, the charters of use of resources and the common spaces;
-to work toward the achievement of partnership actions between the institution and its environmental economic, social and cultural;
-to take into account the civic dimension of his teaching.
Master the French language to teach and communicate in its use of the French language, both written and oral, the Professor must be exemplary regardless of its discipline.
He is attentive to the quality of the language in his students. It presents knowledge, provide explanations or provides work, it is expressed with clarity and precision, taking into account the level of his students. He knows how to describe and explain simply teaching to the diversity of its interlocutors, in particular parents.
Knowledge any teacher has the knowledge expected of a diploma of higher education, in the mastery of written and oral language (vocabulary, grammar, conjugation, punctuation, spelling).
The teacher knows in addition:-the kindergarten language learning mechanisms and development of capacity of oral expression throughout primary schooling;
-the mechanisms of reading and its obstacles;
-methods of teaching reading and writing;
-the basic rules of spelling and grammar.
Abilities the teacher is able to:-identify barriers to reading, oral and written language disabilities by identifying the difficulties that may meet students;
-to build teaching sequences with aims of development of the speaking and writing of students;
-to communicate with clarity and precision and in a language adapted to both written and oral:-with students during the learning (knowledge, organization of work in class and personal to provide... work);
-with parents, during custom exchanges or collectives.
Attitudes concern to encourage the students to master the language leads the Professor:-to integrate in different professional situations the objective of mastery of the spoken language and written by students;
-to ensure in all situations of teaching or educational level of students, written and oral language.
Master disciplines and have a good general culture a good mastery of the learned knowledge is the necessary condition for education.
The professor has a knowledge deepened and broadened its or of its disciplines and a mastery of issues in programs. He knows the components of the common base of knowledge and skills, annual benchmarks of its implementation, its bearings and its modalities of assessment. It helps students acquire the skills required by ensuring the consistency of its project with that worn by the other teachings.
It also has a solid general education that allows it to contribute to the construction of a common culture of students. He practices at least a foreign language.
Knowledge the teacher knows:-the objectives of primary school and college;
-the concepts and notions, approaches and methods in each of the disciplinary fields taught at primary school.
The Professor of high schools and colleges:-knows the objectives of primary school, college, and high school;
-control the body of knowledge in its disciplines and expands its culture in related disciplines;

-located its disciplines, through its history, its epistemological issues, its educational problems and the debates that cross.
Abilities the teacher is able:-to organise the various teachings articulating them in the context of the versatility;
-to take advantage of the versatility to build fundamental learning;
-to include in learning specific and systematic exercises to develop Automation (reading, writing, computing, grammar, spelling, physical education, etc.).
The Professor of the second degree is able to organize teaching her discipline in coherence with the other teachings.
Attitudes control scientific and disciplinary Professor led him to:-an attitude of scientific rigour.
-to participate in the construction of a common culture of students.
Design and implement his teaching the Professor is a specialist in education from his or her disciplines, i.e. that it is capable of ensuring, on the duration of a school year, the effective learning of his students as part of a collective teaching. For this, he masters the teaching of his or its disciplines, and it is able to implement multidisciplinary approaches; He knows the learning process and the obstacles that can meet the students and the way to address them; It is capable to develop programming and distribute learning in time. He knows how to take into account what has been achieved previously.
The teacher may be asked to participate in the actions of continuing adult education and training by learning and be trained accordingly.
Knowledge the teacher knows:-the objectives for a given level, as part of his teaching or its field of activity;
-the curriculum and accompanying documents which relate to it at all levels of instruction of the first and second degrees;
-the foundations of the psychology of the child, the adolescent and young adult, student learning processes and potential barriers to these processes;
-the different supports and tools (table, manuals, documents...) necessary for the design and implementation of learning.
Abilities the teacher is able to:-define learning objectives from the references of official texts;
-to reason in terms of skills, i.e., determining the steps necessary for the progressive acquisition of knowledge, capabilities and attitudes required from the acquis and needs identified by implementing:-increased and programming on the year and the cycle;
-increased differentiated levels of students;
-to rely on his knowledge of learning processes of students and the psychology of the child, the adolescent and young adult;
-to take into account the results of the evaluations in the construction of a pedagogical progression;
-to integrate in his teaching the prevention of occupational risks.
Attitudes teacher is led:-to develop multidisciplinary and cross-cutting approaches based on convergence and complementarities between disciplines:-it built activities to acquire the same jurisdiction through several disciplines;
-He puts his discipline in the service of projects or multi-disciplinary devices;
-to appreciate the quality of the educational materials (textbooks and books of the Associate Professor, documentary, software resources education...).
Organize the working class the Professor knows advance a class both in the mastery of knowledge, capabilities and attitudes and in respect for the rules of life in society; its requirements relate to behaviours and he made sure the students attach value to the personal and collective work.
Knowledge the teacher control groups and conflict management knowledge.
Capacity Professor is able:-to support a group or class, to deal with conflicts, to develop participation and cooperation among students;
-to organize the space of the class and school time according to the activities planned;
-to organize the different moments of a sequence;
-to adapt the forms of communication interventions and to the types of situations and activities (postures, place, interventions, verification of the instructions, etc.).
Attitudes in any situation of teaching, the teacher shall establish a framework for the serene exercise of activities.
Take into account the diversity of students the teacher implements the values of diversity, whether in terms of mutual respect and equality between all students.
He knows how to differentiate his teaching needs and faculties of the students, so that each student progresses. It takes into account the different rhythms of learning, accompanies each student, including special needs students. He knows how to appeal to the partners of the school as necessary.
He knows the mechanisms of learning whose knowledge has been recently renewed by the contributions of cognitive psychology.
It brings each student to take a positive look on the other and the differences in respect for the values and the Republican rules.
Knowledge the teacher knows:-the elements of sociology and psychology to take account, in the context of teaching, the diversity of the students and their cultures;
-educational support for school fix devices and students with disabilities.
Capacity Professor is able:-to take into account the rhythms of student learning;
-to determine, from the identified needs, the steps for the progressive acquisition of knowledge and skills prescribed;
-to implement the pedagogical devices to adapt the progression to the diversity of students (differentiated instruction, personalized educational success program);
-to participate in the design of an individualised project of education for pupils with special needs and students with disabilities.
Attitudes teacher Eve:-to preserve equality and equity among students;
-in that each student takes a positive look on himself and on the other.
Evaluate students the Professor knows evaluate the progression of learning and the degree of skills attained by students. It uses the results of the evaluations to adapt his teaching to the progress of students. He made it clear to students the principles of assessment and develops their ability to assess their own productions. It communicates and explains to parents expected results and results achieved.
Knowledge the teacher knows the various assessments that it may have to practice (diagnostic, formative, summative, acknowledgement).
Abilities the teacher is able to:-understand the functions of the assessment;
-to design evaluations at different moments of learning, i.e.:-set the level of requirement of the evaluation;
-adapt the support and questioning in reference to the objectives and the type of evaluation you want to carry out;
-clarify the instructions, guide students in the preparation of the assessment;
-explain the rating criteria;
-analyze the recorded results and determine the causes of the errors.
-develop remediation and consolidation of achievements activities (training exercises, oral or written memorization exercises, assistance activities, deepening and support, etc.);
-to develop the skills of students in the field of self-assessment;
-by practicing certificate evaluation (examinations, control being training, linguistic skills included in the common European framework of reference for languages...).
Attitudes teacher practice within a clear relationship and trust for this assessment:-it measures its assessments;
-It promotes exercise and personal work of students;
-It ensures that each student is aware of its progress, work and the efforts that it should produce.
Master the technologies of information and communication any teacher is concerned with the use of tools specific to these technologies and their integration in teaching practices. At the end of his professional training should have the skills and use rational control of information and communication technologies in his professional practice.
Knowledge and capabilities expected are those of computer and internet level 2 "teacher", certificate required at the end of vocational training. It is integrated with the skills of the trainee teacher folder.
Knowledge master Professor:-the knowledge explained in the repository of the C2I level 2 'teacher '.
-the rights and duties related to the uses of ICT.
Abilities the teacher is capable of:-design, prepare and implement the content of teaching and learning situations.
-participate in education in the rights and duties related to the uses of information and communication technologies;
-engage in education to the risks involved in the use of digital networks that are open on the internet;
-use ICT and open training and remote tools to refresh his knowledge;

-work in a network with collaborative work tools.
Attitudes teacher observes an attitude:-criticism available information;
-thoughtful and responsible in the use of the interactive tools required of students.
It refreshes its knowledge and skills during his professional practice.
Work as a team and cooperate with parents and partners of the school the teacher participates in the life of the school or institution. It also contributes to the life of the school institution across the constituency first degree, the Department, the Academy or even to that of the national territory by participating in the initial and continuing training of teachers.
He worked with the educational teams of the school and its classes as well as with teachers of his or her disciplines. The masters at the School Council, educational Council at the college or high school are privileged instruments of teamwork.
Professor cooperates with parents and partners of the school.
It helps the student to build his project of orientation.
Knowledge the teacher knows:-the role and function of parent-teacher associations;
-partners and external stakeholders in school with which he is required to work;
-for what concerns, the conventions and protocols linking the Ministry of national education to other departments or agencies;
-devices to support the insertion of students;
-orientation procedures and the different ways in which students can engage.
Capacity Professor is able:-to include his professional practice in the collective action of the school or institution, including:-in the field of teaching programming;
-in the field of evaluation (media and scales of harmonized assessment, school booklets, quarterly newsletters,...);
-in the field of guidance;
-in the field of aid and the integration of students, in collaboration with other staff (teachers, senior advisors for education, teachers of the network of specialized help students in difficulty (RASED), personal guidance and the medico-social sector...);
-in the field of artistic and cultural education through knowledge of key partners (professionals and establishments under the Ministry of culture, local authorities, associations);
-in the field of educational partnerships with the departments of State (culture, employment, justice, police, environment and sustainable development, defence, etc);
-to communicate with parents:-contributing to the establishment of a dialogue constructive with the aim of informing them about the goals of his teaching or his activity, make account assessments in a language adapted to examine the results, the skills of their children, the observed difficulties and opportunities to address them;
-by mobilising its knowledge in the field of guidance to help the student and his parents in the development of a professional project;
-to contribute, in cooperation with internal partners and external to the institution, to the resolution of specific problems of students in the field of health, the behaviours at risk and large poverty or abuse;
-to use the possibilities offered by educational services installed with museums and other cultural institutions, particularly in the context of artistic and cultural education;
-to promote the engagement of parents in school life as in the enhancement of knowledge;
-to engage in training tasks.
Attitudes the Professor observes, in the exercise of his professional activity, an attitude promoting collective work, dialogue with the parents and the partnership dimension.
Develop and innovate Professor updates its knowledge discipline, teaching and educational, he knows to appeal to those who are likely to provide assistance or Commission in the exercise of his profession.
It is able to do a critical analysis of his work and modify, as appropriate, its teaching practices.
Knowledge the teacher knows the State of research:-in its discipline.
-in the field of didactics, pedagogy and the transmission of knowledge (learning, teaching of the disciplines, use of the technology of information and communication...).
The teacher knows the educational policy of the France.
Capacity Professor is able to take advantage of the contributions of research and educational innovation to update his knowledge and exploit them in its daily practice.
Attitudes Professor demonstrated intellectual curiosity and know put his teaching and its methods in question.
He enrolled in a logic of lifelong professional training.
4. the MISSIONS of the school, of COLLEGE or of high school of home of teachers interns and new licensees the network of schools, colleges and high schools hosting trainees as well as the procedures for the reception of students (particularly the articulation of different stages) are established by the Rector and the Inspector, Director of the departmental services of national education, in partnership with the University and the Graduate Institute of teacher training integrated.
This network of institutions (schools, colleges and lyceums) allows to arrange the relationship between initial training and the exercise of the full responsibility of the teacher; It is based on the project of the institutions in connection with the national educational policy and academic declination.
Schools and institutions that receive new teachers organize their pedagogical accompaniment.
4.1 schools and residential homes of trainee teachers or new owners have a training mission it is to create an environment that supports the trainee teacher or new holder in its function and facilitates the implementation of disciplinary, didactic and pedagogic skills in all their dimensions.
It is also training each trainee teacher to its mission of State official helping the awareness of its role as an adult referent to the pupils and the ethical dimensions of the profession he chose.
Schools and institutions of trainee teachers or new owners must ensure:-undertake a training approach in partnership with the University and the integrated teacher training University Institute;
-provide the teacher responses to professional issues it raises and provide the information expected the objectives assigned to the courses;
-encourage the involvement of Professor in team work and educational consultations, meetings with parents and various partners.
4.2. students and teachers new licensees must be welcomed and accompanied by student teachers as well as teachers new licensees must be welcomed and accompanied by: the Organization, conduct and evaluation of stage devices subject to special attention.
The reflection carried out within the institution or school on the activities proposed is an integral part of this home with this accompaniment. This requires the involvement of all stakeholders (school principal, head of the school, master school teachers-teachers trainers, Faculty tutors or referents, masters of temporary reception, trainers, teachers and trainees): each, according to its field of competence, takes its share.
The trainee teachers with regard to the training in responsibility, it is necessary to ensure:-the choice of classes, levels, cycles of education, disciplines and organization of the use of time creating favourable conditions for entry into the profession and the construction of professional skills. In secondary institutions, this responsibility rests with principals in connection with the inspection unit;
-programming of activities conducted by the students under the responsibility of the head of institution or the Director of school, based on the highlights of the school year: home of students and parents, participation in the various Councils of the institution or school, preparation of guidance for the second degree.
For the traineeship in responsibility as well as for all other courses an account of course for trainee teacher to take consciousness built skills and work that remains to be done is written by Professor tutor or the master teacher-teacher trainer in collaboration with the Director of school or the head of the. This review takes place in the folder of skills.
In the school in the establishment (or default, in the immediate vicinity), pilot teachers or professors tutors, recognised for their skills, will be designated respectively, on the proposal of the Inspector of national education by the Academy, Director of the departmental services Inspector of national education or, on the proposal of the Inspector of national education or Academy-regional by the Rector educational Inspector Inspector.
New teachers

New teachers are accompanied as necessary. They benefit from the support of a Professor referent designated under the conditions defined above for trainee teachers.
Conclusion the new feature of teacher training has a key role in the development of the knowledge society: as first through searching scientific - it, disciplinary, instructional or educational - always attentive to students and now the correct levels of essential and useful knowledge; as a mediator between a school subject to daily and a contemporary demand for always scalable education; as smuggler finally of the requirements of national education public service which requires, as a precondition of any educational function in the institution school, shared values and personal ethics, full awareness of the tasks set out by the nation and appropriation of common rules.
Vocational training that determines the implementation of the specification of the training of the teachers respond to requests often expressed by young teachers: more rooted in the reality of the class and the establishment, it make each in accordance with the hierarchy and the chronology of the individual needs.
This is the meaning of a device combining a continuum disciplinary training, knowledge of the land and the environment economic and social, didactic and pedagogical training based on case studies drawn from situations of trainees and a permanent round trip between practice and theory, and then finally a solid accompaniment of professors in the first job.
The Organization of vocational training in three years, linking initial and continuing training, is the essential base of lifelong vocational training. It is in this perspective that short-term continuing education teachers must become mandatory.
The definition of the training of teachers developed here anchor its foundations in the history of the French school; It is however, as was the case for the Decree defining the common base of knowledge and skills, a vital step towards European harmonisation objectives and competencies required of the masters. Convergence occurs, regardless of further missions that each country assigns to its school, its educational traditions and organization system. It would be natural that any teacher, thus anticipating on the possible occupational mobility within the Union, can benefit during his training by a course of discovery of a European educational system.

Done at Paris, on December 19, 2006.
The Minister of national education, higher education and research, Gilles de Robien, Minister delegate for higher education and research, François Goulard

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