Key Benefits:
The Minister of National Education, Higher Education and Research and the Minister Delegate for Higher Education and Research,
Considering the education code, including articles L. 625-1 and L. 721-1;
In view of the amended Decree No. 50-583 of 25 May 1950 on the maxima of service of certain personnel teaching physical and sports education;
In view of the amended Decree No. 70 738 of 12 August 1970 concerning the special status of principal education advisers;
In view of the amended Decree No. 72-580 of 4 July 1972 relating to the special status of the associate professors of secondary education;
In view of the amended Decree No. 72-581 of 4 July 1972 concerning the special status of certified teachers;
Having regard to Decree No. 80-627 of 4 August 1980, amended on the special status of teachers of physical and sports education;
Having regard to amended Decree No. 90-680 of 1 August 1990 on the special status of school teachers;
In view of the amended Decree No. 92-1189 of 6 November 1992 concerning the special status of professional high school teachers;
Having regard to amended Decree No. 94-874 of 7 October 1994, setting out the common provisions applicable to trainees of the State and its public institutions;
In view of the decree of 2 July 1991 on the content of the courses organized by the academic institutes of teacher training and their validation;
Having regard to the Order of August 22, 2005 on the conditions for the completion of the training and training of certain secondary education trainees under the Minister for National Education;
Considering the opinion of the High Council for Education of 4 December 2006;
Having regard to the opinion of the Higher Education Council of 14 December 2006;
Considering the opinion of the National Council for Higher Education and Research of 19 December 2006,
Stop:
The university teacher training institutes welcome students preparing the competitive examinations for the first and second-degree teachers and education staff, as well as the students and teachers of the preparatory cycles for these competitions. In accordance with Article L. 625-1 of the Education Code, they participate in the preparation of these competitions under the responsibility of the universities that have incorporated them.
They also provide initial vocational training:
1° School teachers provided for in Article 10 of Decree No. 90-680 of 1 August 1990;
2° Accredited professors, certified professors, professors of physical and sports education and professional high school teachers who do not justify, during their recruitment, the professional experience of teaching determined, as the case may be, in the third paragraph 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,
3° Senior education advisers who do not justify, during their recruitment, the professional education experience determined in the second paragraph of Article 8 of the above-mentioned Decree of 12 August 1970.
The university teacher training institutes are also involved in the training of these staff during the two school years following their tenure.
With respect to the staff mentioned in the 2°, the following provisions apply only to teachers in general, technological, professional and physical and sport education disciplines.
The initial professional training of the personnel referred to in 1st of section 1 shall include:
- training and teaching activities in the university institute of teacher training;
- a course of responsibility in one of the primary school cycles of thirty days, one day per week and two three-week courses each in the other primary school cycles.
It may also include other courses, including an accompanying practice course.
The training of these staff in the two school years following the registration process includes an introduction to the care of students with disabilities.
During these three years, the training may include other courses, including in college or abroad. The conduct of the relationship with the parents of students is an integral part of this training.
The initial professional training of the personnel referred to in the 2nd of section 1 shall include:
- training and teaching activities in the university institute of teacher training;
- the internship in liability mentioned in article 2 of the above-mentioned order of 22 August 2005;
- a course in business for teachers trainees in the vocational and technological disciplines of the second degree who would not have acquired a meaningful professional experience in relation to the content of the trainings to which they prepare their students;
- a three-week internship, focusing on the relationship between the school and the company, for all professional high school teachers trainees;
- a practicum accompanied in a class of local public educational institution different from that of the internship in responsibility.
The training of these staff in the two school years following the registration process includes an introduction to the care of students with disabilities.
During these three years, for all of these staff, training may include other training courses, including in business, school or abroad. The conduct of the relationship with the parents of students is an integral part of this training.
The maximum hourly volume of the liability internship referred to in Article 3 is:
- 288 hours for second-degree teacher trainees of general, technological and professional education disciplines;
- 360 hours for second-degree teachers in physical and sport education, including participation in sports training, training and entertainment in accordance with Article 5 of Decree No. 50-583 of 25 May 1950 referred to above.
The initial vocational training, conducted in a university teacher training institute, must ensure sufficient mastery of each of the following ten competencies, the content of which is specified in the appendix to this Order:
- act as a state official and ethically and responsibly;
- master the French language to teach and communicate;
- mastering disciplines and having a good general culture;
- design and implement its teaching;
- organize the work of the class;
- take into account the diversity of students;
- evaluate the students;
- mastering information and communication technologies;
- working as a team and cooperating with parents and school partners;
- training and innovating.
For the purposes of articles 2 and 3, the university having integrated a university teacher training institute, or the university teacher training institute not yet integrated, is responsible, in agreement with the academy rectors, for the coherence of the various training periods.
Personnel referred to in 1° and 2° of Article 1 shall receive a total volume of four weeks of training during the school year following their registration and a total volume of two weeks in the second year following their registration. This training is provided in the academic training plan and includes training times in the university teacher training institute organized by convention between the academy rector and the university having integrated a university teacher training institute or the university teacher training institute not yet integrated. This training is based on time of service, and the conditions for a programming of training actions to ensure continuity of the public education service are provided.
The provisions of this Order shall apply from the beginning of the 2007 school year to the initial training of teachers of schools and teachers of the second degree trainees, regardless of the year in which they passed the examination.
The terms of reference for the training of the masters are specified, for the personnel mentioned in the 1st and 2nd of Article 1st, in the annex to this Order.
The Director General of Higher Education, the Director General of Human Resources and the Academy Rectors are responsible, each with respect to it, for the execution of this Order, which will be published in the Official Journal of the French Republic.
A N N E X E
CAHIER DES CHARGES
DE LA FORMATION DES MAÎTRES
All eyes turn to school today, so the sharing of knowledge is essential in the construction of a society based on the principle of republican equality, including equality of opportunity, recognition of individual merits and the desire to succeed all students. The school is also the place of the formation of the citizen where a common culture is built to live together.
A teacher must master the knowledge that corresponds to the disciplines he has to teach. This entails a solid disciplinary training that he essentially receives at the university. It must also gradually become familiar with how these knowledge can be transmitted to students in the context of the common foundation of knowledge and skills and teaching programs: what are the key points? How do you articulate them? He must learn about the practice of his future profession: how to organize his class? How to adapt its pedagogy to the diversity of students? How to assess the work of each student? He must discover the setting of the school or establishment: how to work as a team? How do I register its action in a collective project? Finally, he must know the world around him, the world of work and society: how to understand the diversity of social and economic contexts and the educational realities that arise from it? How do I open its teaching and teaching on the outside? How do we meet the expectations of parents who entrust their children to the public service of national education?
France is committed to the construction of the European space of higher education (1). The training of teachers takes into account this national objective by providing lessons to enable the mobility of teachers in Europe.
All of these necessities can only be taken into account in a system of training masters alternately, allowing interaction between theoretical and practical approaches, which associates the university, now responsible for teacher training, and educational institutions. This is the whole meaning of the Guidance and Program Law for the Future of the School of April 23, 2005, which incorporates the university institutes of teacher training (IUFM) in universities: the legislator wanted the professional skills of the professors to be built in the duration - from basic disciplinary training to adaptation to the first job - and that vocational training is designed on the principle of alternation.
1. FORMER
FOR THE PUBLIC NATIONAL EDUCATION SERVICE
The formation of masters is an eminent responsibility that the Republican State has just entrusted to universities. It is up to it to guarantee its quality throughout the national territory.
It is up to each university that integrates a university teacher training institute as an internal school, in partnership with the other universities of the academy, to develop a training plan in accordance with the obligations set out in the terms of reference, that is, that allows to build the professional skills required today by any teacher.
The integration of IUFM in universities allows, by conventions between partner universities, to mobilize all the necessary contributions to implement the master's training plan: in the field of the disciplines taught, but also in the field of cognitive sciences or law, etc.
1.1. Training in a profession: preparing for a mission
Teaching is a profession that learns. Leading and learning, leading a class and individualizing its teaching, demanding efforts and giving confidence, raising interest, assessing skills and learning talents, helping to guide. All this requires an initial and continuous in-depth training: nothing should be left to the hazards of the educational vocation or professional chance.
All in the profession of teacher, the knowledge provided, the method chosen as the attention to the students, results from rigorous and progressive learning. Regardless of its previous course, and whatever its place of practice, a teacher must have gained full consciousness that it is the progress and results of the students who give meaning to his action and function.
Teaching as part of the public service of national education is a mission: the task of training young people who are entrusted to the school, which implies a good mastery of all the necessary skills at the required level; mission of education according to the republican values, which implies a precise knowledge of the principles, the laws that translate them, but also exemplary behavior in the exercise of the functions; mission to contribute to the social and professional integration of students, which implies the ability to promote the cultural opening of students and a good knowledge of the economic and social environment of the school.
At the end of his initial vocational training, an intern professor must understand that the titularization, an expression of the trust that the school institution places in him, constitutes a commitment and responsibility that gives meaning to the educational freedom that the law recognizes.
1.2. A common national framework for teacher training
Clear references for students
and Teacher Training Partners
The terms of reference for teacher training define the course of training that will be to be followed by students in the profession of teacher.
He specifies the skills to build to develop the necessary knowledge, to implement them, to develop his strength of belief, to focus on students a positive look, to give them the desire to learn and the possibility of assimilating common values.
It sets references to respect the different partners of the initial training:
- universities that have integrated an IUFM (or unintegrated IUFM) that will have to prepare the initial training plans adapted to the students and professors in the course of which they are responsible;
- schools, colleges and high schools that will host teacher trainees or new holders;
- representatives of the school institution that will certify the acquisition of essential skills;
- the commission entrusted by the State of the evaluation of the quality of the training plans developed by the universities responsible for the training of masters or by the IUFM not yet integrated.
Vocational training plans
of masters meet national characteristics
In addition to the elements specified in articles 2, 3, 4, 5 and 7, master's training plans meet the following characteristics:
The training begins on the date of the re-entry of teachers in schools, colleges and high schools so that the teacher trainees can participate in the activities of pre-release in the institution where they carry out their training in responsibility. The professional qualification exam takes place at the end of the school year, after the students' exit.
The training in the IUFM of professors of intern schools corresponds to a minimum hourly volume of 400 hours during the internship year and 50 hours during the first year of exercise as a holder. On this volume, language proficiency skills cannot be built over a period of less than 120 hours (50 hours for first reading and writing learning).
Adapted to the personal profile of the teachers of the interns schools the training is organized around the courses in responsibility: the annual course in responsibility for one day per week in the same class and a three-week internship in each of the other two cycles of the primary school.
The training at the IUFM of college and junior high school teachers corresponds to a minimum hourly volume of 220 hours during the internship year and 50 hours during the first year of exercise as a holder.
The implementation of the terms of reference for teacher training is based on the decree of 11 July 2006 defining the common foundation of knowledge and skills, the decrees defining the teaching programs as well as the circulars, the notes of service and other official texts specifying the educational commitments of the school institution, including education in health and education in the environment for sustainable development with the obligations resulting from the implementation of the Charter.
2. THE PRINCIPLES OF TRAINING
PROFESSIONAL OF MATERIALS
2.1. Vocational training
The national debate on the future of the school led to the development of the orientation and programming law for the future of the school has raised the idea of an extension of the initial vocational training period as well as the idea of a training based on a real alternation designed in the articulation between the responsibility of the teacher in training in an institution and his participation in education units in IUFM. From this idea, the principle of an alternance applied to trainers, teachers of schools, colleges and secondary schools in the IMUFM to maintain a close connection with the teaching in front of students.
The professional training of the masters is carried out
alternately, at university and in schools
Theoretical knowledge disconnected from practice is ineffective in professional training and, symmetrically, situations encountered on the ground by interns professors are only fully training if they are analyzed using conceptual tools and inputs from academic research.
Internships, including the internship in responsibility, are at the heart of the training system: they must be prepared, accompanied, operated by trainers in schools, colleges or high schools associated with trainers of the IFM and university.
The training must, for example, allow teachers to prepare for the teaching they are responsible for: how to build a situation conducive to learning language in a three-year class of children? How to learn to read to a preparatory pupil? How to teach the four operations? How do I approach a particular concept in experimental sciences? How do I take memory issues into account in history teaching, etc?
The training in IUFM must be taken on the academic reality and given according to the professional situations encountered by the teachers: the difficulty of approaching such or such notion, the student's person, the group-class, the learning (process, motivation, difficulties...), the evaluation, the management of conflicts, the fight against violence, the relations with the parents, the orientation and the diversity of the ways of training offered to the students,
The training in IUFM must allow the interns professors to become aware of the specificity of the various cycles, in school, in college and in high school. Thus, for example, language development, in the first learning cycle, and reading learning, in the basic learning cycle, will be taken into account by specific teaching units.
Vocational training must enable young teachers to understand the geography of the school, to know its territories and the principles of organization of priority education.
Teacher training is provided by trainers
in contact with the reality of school, colleges and high schools
All trainers, regardless of their status, teachers-researchers or teachers of the first and second degrees, must justify a direct experience or knowledge of today's classes. They have to work together.
First and second-degree teachers in IUFM are the first to be involved in teaching the teaching of disciplines: their experience of students, class, school or institution must be solid and recognized within the institution. This involves several years of practice in class, but also, school audiences very quickly, a necessary proximity in the time of this experience. The principle of service in shared time, school or institution on the one hand, university on the other, must gradually extend: at least 70% of the first and second degree teachers in IUFM will exercise in shared time.
Trainers who mentor trainees in schools, colleges and high schools are fully involved in teacher training and are associated with the design of training as well as the evaluation of trainees.
A teacher trainer is a qualified teacher to train masters or recognized by the inspection bodies. It is also necessary that he know the basics of adult training, whether open to disciplinary and transverse areas other than the original specialties or specialties, that he know how to conduct a group of professional situations and exercises, or accompany a trainee...
The university will ensure the quality of the trainers: master's teachings or "training of trainers" seminars and research (doctoral) training will be able to contribute to them.
2.2. A training continuum: license, competition,
training in the exercise of the trade
The preparation for the profession of professor is now part of a university curriculum: it begins from the degree course that incorporates elements of professionalization in support of basic disciplinary training; it continues with the year of preparation for the competitions then with the year of professional training. Masters training is completed in the first two years in full responsibility. Thus, the training of masters, like other countries have made the choice, allows the issuance of credits-ECTS (2) and takes place in the master-doctorate course.
Academic courses that prepare for the profession
competitive examinations
During his licence training and during the preparation of the contests, the future professor acquires an expanded disciplinary culture.
All teachers must know the common foundation of knowledge and skills. It is therefore before the competitive examination that future school teachers begin to acquire the knowledge necessary for versatility. It is also before the competition that future second degree teachers must be able to establish the links of their disciplines with related disciplines; They must also be encouraged to engage in university courses opening up to the complementary mentions offered in some recruitment competitions and allowing the bivalence of teachers in the college. They must also be able to acquire other useful knowledge to teach (basicnotions in psychology, sociology, history, philosophy, economy, law, etc.).
The LMD system, by combining training in major disciplines, facilitates the student's progressive orientation. Universities are also seeking to provide graduate students with cross-sectional skills, foreign living language, computer science, methodology, and, in a variety of ways, capacity for expression and a general culture. In this sense, the possibility is offered to future teachers to follow a language course in a living language throughout their academic training. The same is true of the level 1 computer and internet certificate (C2i) which must find its place in the license curriculum.
"Travels of teaching" courses giving a place to basic notions necessary for any future teacher will have to be offered.
The integration of IUFM in universities promotes the generalization of these developments. In addition, the Observatory for Student Pathways and their soon-to-be-established vocational integration in each university, as a result of the recommendation of the commission of the national-employment debate, allows the dissemination of this basic culture necessary for all students destining to primary or secondary education and promotes the consolidation of their professional choice.
During the course of his/her licence course and the period of preparation for the contest, the student planning to become a teacher must also perform one or more observational courses to discover the school, its diversity and its reality today in order to confirm his/her professional choice. The organization of these courses will be the subject of preparation and monitoring workshops at the university. These observation courses will become mandatory, under regulatory conditions, for the registration of recruitment examinations.
It is necessary that students destining themselves to the professor of foreign living languages make a stay of at least four weeks in one of the countries where the language corresponding to their project is in common use, in terms of terms to be defined in agreement with the university.
Finally, the student who tries to work as a teacher needs to understand the world of work, including the company to which the majority of students will be directed. It is therefore necessary that at this stage of his training he undertakes an internship in business.
Recruitment competitions guaranteeing basics
on which vocational training can be built
Recruitment competitions, organized on the basis of national programmes, are essential to ensure a good level in the disciplines that the candidate intends to teach, as well as essential provisions for the exercise of the profession of teacher in schools, colleges and high schools.
The preparation of the contests contributes to the deepening and widening of the disciplined culture of candidates.
During the examinations of eligibility and admission, special attention will be paid to the mastery of the French language (precision of the vocabulary and spelling, grammatical correction) and to the quality of the oral and written expression of the candidates.
Vocational training based on the principle of progressive entry into the profession and accompaniment in the first job
The training of the intern teacher and the first two years of exercise will be required in the same academy to ensure consistency and continuity.
The training of the intern teacher allows him to acquire sufficient mastery of the ten competencies defined below. It must include training in communication and the ability to express itself in public.
However, the support of the new incumbents is an essential part of the initial vocational training, regardless of the place of exercise.
Each newly-registered teacher enjoys during his first year of training of a reference teacher.
In addition, it has a real right of deferred initial training: the four weeks of training during this first year in full responsibility, as well as the two weeks of continuous training during the following year, allow to organize trainings necessary for good vocational training, including internships, but whose organization is often premature at the beginning of vocational training:
- knowledge of the French educational system. For a satisfactory appreciation of the continuity of learning, as for the orientation of the students, it is necessary that the teachers of the schools know the college, that the teachers in college know the school and the high school, that the teachers in high school know the college, the post-baccalaurate cycles, that all teachers know the alternate courses;
- training and training course in the care of the disability complementing the first achievements given to the teacher trainees. In order to support a student with disabilities, but also in order to raise awareness of existing partners, networks, devices and resources, specific training is needed.
2.3. Open training on the economic environment
and on French society
Knowing the world of work
Opening to the professional world is a requirement: every teacher, regardless of his specialty, is concerned by the professional future of his students. In order to ensure its orientation mission, it must have a knowledge of economic reality, the job market and the diversity of trades. An initiation conducted in IUFM (bases of business operations, meetings with economic actors...) will complement the business experience of the future professor. An internship in a company of at least three weeks, possibly a direct experience of work in a company, will become obligatory to obtain titularization in terms to be established.
Cooperate with parents and discover partners
from school to work together
Trainees and new holders must learn to cooperate with parents.
They must know the associative world: representative associations of parents of students, peri-school associations (school support, cultural and sports associations...) and accredited associations complementary to public education.
Trainees of physical and sport education benefit from training in the functioning of sports associations, responsibilities related to the activities of school sports and the organization of sports outings and competitions.
All trainees who may teach artistic disciplines will be able to benefit from a partnership with professionals and institutions under the Ministry of Culture and Territorial Communities.
Trained and newly graduated professors also learn to work with social, medical services (orthophonists, psychologists...), local authorities and partner state services.
Have an effective practice of trades for teachers
and the technological path
In addition to a good level of theoretical knowledge, the professors in charge of technological and professional disciplines must fully know the professions to which they train students. Although the diversity of channels does not make it a rule, it is desirable that such initial professional experience be acquired before the competition (long stay of three months minimum). If this is not the case, as provided in section 3, internships in which the teacher will be in a position to exercise these professions will be organized: the IUFM adapts the duration of this internship to personal situations.
A work placement must be organized during the training in IUFM for all professors of professional high schools, especially those of general education disciplines, regardless of their previous course: this course focuses on the relationship between the school and the company (following students, relations with corporate tutors...) and should allow them to develop appropriate teaching tools.
Understanding the cultural diversity of today's France to contribute to the construction of a common culture for all students
The school is the place of the formation of the citizen and therefore of the construction of a common culture to live together. This culture is based on the sharing of common republican values. It assumes scientifically established knowledge, it also relies on the consideration of the cultural and religious diversity of France today. The knowledge about the religious fact - history, works, heritage, understanding of the current world... - is taught in the various disciplines, but it is essential that all teachers receive a solidly anchored training in a learning of the practice of secularism.
2.4. A professional training system articulated in academic research and ensuring the quality of trainers
The transmission of successful practices by more experienced colleagues is a fundamental dimension of vocational training. However, the experience of the field is not enough to learn the profession of teacher. In initial vocational training, masters must be initiated in scientific research, its results and its applications in teaching. Educational and educational practices must feed on the evolution of knowledge.
2.5. An evaluation and titularization guaranteeing the mastery of all professional skills by intern professors
The evaluation of professional skills cannot be done
in real educational situation
All trainers are required to participate in the evaluation of the professional skills of trainees organized by the IMUFM.
The field trainers, teacher-teachers of teacher-trainers, teacher tutors, are best able to appreciate the progress of teacher trainers: they contribute to the evaluation of their skills with the IUFM trainers. The heads of establishment who host interns professors participate in this evaluation.
For the evaluation of training units provided at the IFMU, particular attention is paid to the acquisition of knowledge that is based on professional skills.
A competency file accompanies the professor-stagiary, and then the professor-holder during his first two years of exercise.
Through the professional qualification examination, the employer state
checks that all required skills are mastered
At the end of a year of internship, it would be in vain to require a thorough mastery of each of the competencies listed in Article 6 of the Order and defined below. The professional qualification examination therefore verifies that all the required skills of trainees are mastered at a satisfactory level; he certifies, before titularization, the aptitude for the profession of a teacher.
The professional qualification review panel is chaired by a representative of the state-employer, including territorial inspectors (national education inspectors and regional academy inspectors) and educational advisors; It is mainly composed of educational executives, academics and professors and trainers who have not participated in the training and evaluation of trainees.
The professional qualification jury is based on the intern teacher's competency file and after a personal interview with each intern teacher.
2.6. Academic training of masters assessed
The periodic evaluation of the quality of higher education systems plays a regulatory function now central: how universities will take responsibility for the effective implementation of the terms of reference with the integration of IUFM will be evaluated from this perspective.
This is what the combined application of the guidance and program law for the future of the school and the program law for research with the establishment of the Agency for the Evaluation of Research and Higher Education (AERES).
However, this "assessment of the modalities and results of the integration of IUFM within the university, particularly in relation to the objectives set to them" (art. L. 721-1 of the Education Code), is strategic and comprehensive. This is why it must be supplemented by a periodic evaluation of training plans as part of the contractual policy.
To this end, on the basis of the commission of the titles of engineers, will be established a National Commission for the Evaluation of the Training of Masters which will include representatives of the State-employer (rectors, academy inspector, director of the departmental services of national education, territorial inspection corps, heads of establishment), general inspectors, academics and qualified personalities (including foreign).
The National Commission for the Evaluation of Master Training will examine the training plans developed by the university in relation to the requirements of this specification of duties. It will be attentive to the training offer and its coherence with the needs of its implementation. It will provide advice and recommendations to universities, the Minister for National Education and the Minister for Higher Education.
The National Master Training Evaluation Commission will assess the quality of the training provided in each MRIF based on the indicators it has defined. The quality of partnerships between the university that has integrated the IFMF and other academy universities, as well as the partnership between the integral university and the academy, will be evaluated in this framework.
3. PROFESSIONAL COMPETITIONS OF MATERIALS
School teachers and college and high school teachers are all teachers. This unit of the profession, beyond the specificities of each level of teaching, justifies a single competency reference for any type of teacher.
For any master, the ultimate goal of successful training is to be able to practice his or her profession, with the knowledge gained and the ability to implement them, and with these spirit provisions that build respect for the students and enable them to fully exercise his or her teacher authority.
The training of the masters is organized around a function in the institution: we will be teacher of schools, high school or high school, professional high school teacher. It also organizes around versatility for school teachers or a disciplinary field for other teachers: it is for bivalent professors as well as for professors specialized in a single discipline.
Ten professional skills must be taken into account in the training of all masters. Each brings together basic knowledge, skills and professional attitudes. They are equally indispensable.
Acting as a state official
and ethically and responsibly
Every teacher contributes to the social and civic training of students. As an agent of the state, he demonstrates professional consciousness and follows ethical principles: he respects and enforces the person of each student, he is attentive to the project of each student; respect and respect freedom of opinion; he is attentive to develop an attitude of objectivity; He knows and enforces the principles of secularism, including neutrality; it ensures the confidentiality of certain information concerning students and their families.
It exercises its freedom and educational responsibility within the framework of regulatory obligations and official texts; it is aware of the rights of civil servants and respects their duties.
The ethics and responsibility of the professor base his exemplarity and authority in the class and in the institution.
Knowledge
The professor knows:
- the values of the Republic and the texts that base them: freedom, equality, brotherhood; laity; denial of all discrimination; mixing; equality between men and women;
- the institutions (state and territorial authorities) that define and implement the educational policy of the nation;
- economic mechanisms and rules that organize the world of work and enterprise;
- the educational policy of France, the main features of its history and its current issues (strategic, political, economic, social) in comparison with other European countries;
- the main principles of public service law and the Code of Education: laws and regulations in relation to the profession exercised, texts relating to the safety of students (such as supervisory obligations) and safety (e.g. reporting obligation);
- the education system, its actors and specific devices (priority education, etc.);
- International Convention on the Rights of the Child;
- its rights and recourse to a situation of threat or violence;
- the administrative and budgetary organization of local schools and public educational institutions;
- the rules of operation of the school or establishment (internal rules, budgetary and legal aspects);
- the characteristics and indicators of the school or exercise establishment;
- the school or exercise facility project;
- the role of the various councils (school board, master board, cycle board, on the one hand, board of directors, pedagogical board, class council, discipline council, on the other).
Capacity
The professor is capable of:
- to use its knowledge on the evolution and operation of the national public education service to use the resources offered;
- to be in the hierarchy of the school institution;
- to participate in the life of the school or establishment;
- to identify signs of specific problems of students in the field of health, risk behaviour, high poverty or abuse;
- to contribute, by cooperating with internal or external partners to the institution, to the resolution of the specific difficulties of students;
- to be respected and to use the sanction with discernment and respect for the law.
Attitudes
Acting ethically and responsibly leads the professor:
- to understand and share the values of the Republic;
- to integrate, in the exercise of his function, his knowledge of the institutions, of the State (his organization and budget), of his duties as an official;
- to respect in its daily practice the rules of ethics related to the exercise of the profession of professor in the public service of national education;
- to respect students and their parents;
- to respect and enforce the rules of procedure, the charters for the use of resources and common spaces;
- to collaborate in the implementation of partnership actions between the institution and its economic, social and cultural environment;
- to take into account the civic dimension of his teaching.
Mastering the French language
to teach and communicate
In his use of the French language, both in writing and oral, the professor must be exemplary regardless of his discipline.
He is attentive to the quality of the language in his students. Whether he presents knowledge, provides explanations or gives work, he expresses himself with clarity and precision, taking into account the level of his students. He can simply describe and explain his teaching to the diversity of his interlocutors, especially parents.
Knowledge
Every teacher has the expected knowledge of a graduate of higher education, in the mastery of the written and oral language (vocabular, grammar, conjugation, punctuation, spelling).
The school teacher also knows:
- mechanisms for learning language in kindergarten and the development of oral expression capacities throughout primary education;
- the learning mechanisms of reading and its obstacles;
- the teaching methods of reading and writing;
- the basic rules of spelling and grammar.
Capacity
The professor is capable of:
- to identify barriers to reading, deficiencies in oral language and written by identifying the difficulties that students may encounter;
- to build teaching sequences that aim to develop the oral and written expression of the students;
- to communicate with clarity and precision and in a language adapted to the writing as to the oral:
- with students, in the course of learning (transmission of knowledge, organization of work in class and personal work to be provided...)
- with parents, during personalized or collective exchanges.
Attitudes
The concern of bringing students to master the language leads the teacher:
- to integrate the objective of mastering the oral and written language in different occupational situations;
- to ensure in all educational or educational situations at the language level of students, writing and oral.
Mastering disciplines
and have a good general culture
A good mastery of the knowledge taught is the necessary condition of teaching.
The professor has a thorough and expanded knowledge of his or her disciplines and a mastery of the issues in the programs. It is familiar with the components of the common knowledge and skills base, the annual benchmarks for its implementation, its levels and its evaluation modalities. It helps students acquire the skills required by ensuring that the project is consistent with that of other teachings.
It also has a strong general culture that allows it to contribute to the construction of a common culture of students. He practises at least one foreign living language.
Knowledge
The school teacher knows:
- the objectives of primary school and college;
- concepts and concepts, approaches and methods in each of the disciplinary fields taught at primary school.
The high school and college teacher:
- knows the objectives of primary school, college and high school;
- mastering all knowledge in its or its disciplines and expanding its culture to related disciplines;
- places its or its disciplines, through its history, its epistemological issues, its teaching problems and the debates that cross it.
Capacity
The school teacher is able to:
- to organize the various teachings by articulating them among themselves within the framework of versatility;
- to take advantage of versatility to build basic learning;
- to insert in the learnings specific and systematic exercises to develop automatisms (reading, writing, calculation, grammar, spelling, physical education, etc.).
The second degree teacher is able to organize the teaching of his discipline in coherence with other teachings.
Attitudes
The professor's scientific and disciplinary mastery leads him to:
- an attitude of scientific rigor;
- to participate in the construction of a common culture of students.
Design and implement its teaching
The professor is a specialist in the teaching of his or her disciplines, that is to say that he is able to ensure, over the course of a school year, the effective learning of his or her students in the course of a collective education. For this, he masters the teaching of his or her disciplines, and is able to implement multidisciplinary approaches; he knows the learning processes and the obstacles that students can encounter and how to remedy them; it is capable of developing programming and spreading learning over time. He can take into account what has been achieved previously.
The teacher may be called upon to participate in the ongoing training of adults and apprenticeships and be trained accordingly.
Knowledge
The professor knows:
- the objectives to be achieved for a given level, within the framework of its teaching or field of activity;
- the teaching programs and accompanying documents that concern him at all levels of education of the first and second degrees;
- the foundations of the psychology of the child, youth and young adult, the learning processes of the students and the possible obstacles to these processes;
- the various supports and tools (table, textbooks, documents...) required for the design and implementation of learning.
Capacity
The professor is capable of:
- to define learning objectives from the references of official texts;
- to reason in terms of competence, i.e. to determine the steps necessary for the progressive acquisition of the knowledge, abilities and attitudes prescribed from the acquired and identified needs by implementing:
- a progression and programming over the year and cycle;
- a differentiated progression according to student levels;
- to rely on his knowledge of the learning processes of the students and the psychology of the child, the adolescent and the young adult;
- to take into account the results of the evaluations in the construction of a pedagogical progression;
- to integrate in his teaching occupational risk prevention.
Attitudes
The professor is led:
- to develop multidisciplinary and cross-cutting approaches based on convergences and complementarities between disciplines:
- it builds activities to acquire the same competence through several disciplines;
- he puts his discipline at the service of multidisciplinary projects or devices;
- to appreciate the quality of the teaching materials (school texts and books of the associate professor, documentary resources, teaching software...).
Organize the work of the class
The professor can advance a class both in the mastery of knowledge, abilities and attitudes and in the respect of the rules of life in society; Its requirements relate to behaviour and ensure that students value personal and collective work.
Knowledge
The professor masters knowledge on group and conflict management.
Capacity
The professor is capable of:
- 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 the school time according to the planned activities;
- to organize the different moments of a sequence;
- to adapt the forms of intervention and communication to the types of situations and planned activities (postures, place, interventions, checks, etc.).
Attitudes
In any educational situation, the professor strives to establish a working framework for the serene exercise of activities.
Taking into account the diversity of students
The professor implements the values of diversity, whether it is mutual respect or equality between all students.
He knows how to differentiate his teaching according to the needs and abilities of the students, so that each student progresses. It takes into account the different learning rhythms, accompanies each student, including students with special needs. He knows how to appeal to school partners as needed.
He is familiar with the mechanisms of learning that have recently been revived, particularly through the contributions of cognitive psychology.
It brings each student to bear a positive look on the other and on differences in respect of common republican values and rules.
Knowledge
The professor knows:
- the elements of sociology and psychology enabling it to take into account, within the framework of its teaching, the diversity of students and their cultures;
- the educational arrangements for the care of school difficulties and students with disabilities.
Capacity
The professor is capable of:
- to take into account the learning rhythms of the students;
- to determine, based on the needs identified, the steps necessary for the progressive acquisition of the prescribed knowledge and know-how;
- to implement pedagogical measures to adapt the progress to the diversity of students (differential pedagogy, personalized educational success programme);
- to participate in the design of an individualized schooling project for students with special needs and students with disabilities.
Attitudes
The professor is watching:
- to preserve equality and equity among students;
- that each student has a positive look on himself and on the other.
Evaluating students
The professor is able to assess the progress of learning and the degree of learning attained by students. It uses the results of evaluations to adapt its teaching to the progress of students. It makes students understand the principles of evaluation and develops their capacities to evaluate their own productions. It communicates and explains to parents the expected results and results achieved.
Knowledge
The professor is familiar with the various evaluations that can be performed (diagnostic, formative, summative, certificateive).
Capacity
The professor is capable of:
- to understand the functions of the evaluation;
- to design evaluations at different times of learning, that is:
- define the level of assessment requirement;
- adapt the support and questioning with reference to the objectives and type of evaluation that we wish to conduct;
- clarify instructions, guide students in the preparation of the evaluation;
- clarify the rating criteria;
- analyze the findings and determine the causes of errors;
- develop remediation and consolidation activities (training exercises, oral or written memorization exercises, aid, support and deepening activities, etc.);
- to develop the skills of students in the field of self-assessment;
- to perform the certificate evaluation (examinations, ongoing training checks, language skills included in the common European language reference framework...).
Attitudes
The professor practises evaluation as part of a clear and trusted relationship and for this:
- he measures his appreciation;
- it values the exercise and personal work of the students;
- it ensures that every student is aware of its progress, work and efforts.
Mastering information technology
and Communications
Every teacher is concerned by the use of the tools specific to these technologies and their integration into teaching practices. Out of his professional training he must have the skills of use and mastery of information and communication technologies in his professional practice.
The expected knowledge and abilities are those of the level 2 "teacher" computer certificate and internet required at the end of professional training. It is integrated into the teacher intern's competency file.
Knowledge
Professor:
- the explicit knowledge in the C2I level 2 "teacher" repository;
- rights and duties related to the use of ICTs.
Capacity
The teacher is capable of:
- design, prepare and implement teaching content and learning situations;
- participate in education in rights and duties related to the use of information and communication technologies;
- get involved in risk education in the use of digital networks open on the internet;
- use ICT and open and remote training tools to update its knowledge;
- working in networking with collaborative work tools.
Attitudes
The teacher observes an attitude:
- critical of available information;
- thoughtful and responsible in the use of the interactive tools required by students.
It updates its knowledge and skills during its professional exercise.
Working together and cooperating with parents
and school partners
The teacher participates in the life of the school or institution. It also contributes to the life of the school institution at the level of the first-degree, department, academy or even national territory by participating in the initial and continuing training of teachers.
He works with the educational teams of the school and its classes as well as with teachers of his or her disciplines. The board of teachers at school, the teaching board at the college or high school are privileged instruments of teamwork.
The professor cooperates with parents and school partners.
He helps the student build his orientation project.
Knowledge
The professor knows:
- the role and function of parent associations of students;
- partners and interlocutors outside the school with whom he is obliged to work;
- for this purpose, the conventions and protocols linking the Ministry of National Education to other departments or agencies;
- the aid devices for the insertion of students;
- the orientation procedures and the various ways in which students can engage.
Capacity
The professor is capable of:
- to register its professional practice in the collective action of the school or institution, including:
- in the field of teaching programming;
- in the field of evaluation (harmonized scales and scales, school books, quarterly bulletins...)
- in the field of orientation;
- in the field of assistance and integration of students, in collaboration with other staff (principal teachers, principal education advisers, teachers of the network of specialised assistance to students in difficulty (RASED), orientation staff and the medical-social sector...);
- in the field of artistic and cultural education through the knowledge of key partners (professionals and institutions under the Ministry of Culture, territorial authorities, associations);
- in the field of educational partnerships with State services (culture, employment, justice, police, environment and sustainable development, defence...);
- to communicate with parents:
- by contributing to the establishment of a constructive dialogue with the aim of informing them of the objectives of its teaching or activity, reporting on evaluations in appropriate language, examining the results, abilities of their children, difficulties encountered and opportunities to remedy them;
- by mobilizing his knowledge in the field of guidance to help the student and his parents in the development of a professional project;
- to contribute, by cooperating with internal or external partners to the institution, to the resolution of the specific challenges of students in the field of health, risk behaviour and great poverty or abuse;
- to use the possibilities offered by the educational services installed in museums and other cultural institutions, particularly in the context of artistic and cultural education;
- to promote the engagement of parents in the life of the institution as in the valorization of knowledge;
- to get involved in training tasks.
Attitudes
The professor observes, in the exercise of his professional activity, an attitude that promotes collective work, dialogue with parents and the partnership dimension.
Training and innovation
The professor updates his disciplinary, educational and pedagogical knowledge, he can appeal to those who are likely to provide him with assistance or advice in the exercise of his profession.
He is able to make a critical analysis of his work and, if necessary, change his teaching practices.
Knowledge
The professor knows the state of the research:
- in his discipline;
- in the field of teaching, pedagogy and knowledge transmission (learning process, teaching disciplines, use of information and communication technology...).
The professor knows the educational policy of France.
Capacity
The professor is able to take advantage of the contributions of research and educational innovations to update his knowledge and exploit them in his daily practice.
Attitudes
The professor demonstrates intellectual curiosity and is able to present his teaching and methods in question.
It follows a logic of professional training throughout life.
4. MISSIONS OF ECOLE, COLLEGE or ACCEEL LYCÉE OF STAGIOUS PROFESSORS AND NEW TITULAR
The network of schools, colleges and high schools hosting trainees as well as the modalities of the reception of trainees (especially the articulation of the various internships) are established by the rector and the academy inspector, director of the departmental services of national education, in partnership with the university and the university institute of integrated teacher training.
This network of establishments (schools, colleges and high schools) enables the articulation between the initial training and the exercise of the full responsibility of the teacher; It is based on the project of institutions in connection with national educational policy and its academic decline.
Schools and schools hosting new professors organize their educational support.
4.1. Schools and schools of teachers
trainees or new entrants have a training mission
The aim is to create an environment that supports the intern professor or new teacher in his/her taking office and facilitates the implementation of his/her disciplinary, educational and educational skills in all their dimensions.
It is also a matter of training each intern professor at his mission as a state official by helping him to become aware of his role as adult referent to the students and the ethical dimensions of the profession he chose.
Schools and reception facilities for trainees or new incumbents must ensure:
- undertake a training process in partnership with the university and the university institute for the training of integrated masters;
- to provide the professor with the answers to the professional questions he asks and to provide the expected information with respect to the objectives assigned to the internships;
- promote the teacher's involvement in teamwork and educational consultations, meetings with parents and various partners.
4.2. New incumbent trainees and teachers
must be welcomed and accompanied
Intern professors and new incumbent professors must be welcomed and accompanied: the organization, conduct and evaluation of internship arrangements will be given special attention.
The reflection within the institution or school on the activities proposed to them is an integral part of this reception and accompaniment. This requires the involvement of all actors (e.g., school principal, school principal, teacher-teachers, teacher-teachers, tutors or referents, temporary host teachers, trainers, teachers and trainees): each, according to its field of competence, takes its part.
Interns teachers
With regard to the liability internship, care must be taken:
- the choice of classes, levels, education cycles, disciplines and the organization of the use of time creating conditions conducive to the entry into the profession and the construction of professional skills. In second-degree establishments, this responsibility rests with the heads of establishment in relation to the inspection bodies;
- the programming of activities carried out by the trainees under the responsibility of the school principal or the school principal, based on the highlights of the school year: reception of students and parents, participation in the various boards of the school or school, preparation of the orientation for the second degree.
For the internship as well as for all other internships, an internship report for the intern teacher allowing him to become aware of the skills built and the work that remains to be done is written by the teacher tutor or teacher teacher trainer in collaboration with the school director or school principal. This record takes place in the competency file.
In the school or in the institution (or in the absence of immediate proximity), reference professors or tutor teachers, recognized for their competence, will be designated respectively, on the proposal of the inspector of national education by the academy inspector, director of the departmental services of national education or, on the proposal of the inspector of national education or the inspector of academy-regional pedagogical inspector by the rector.
New professors in charge
New incumbent teachers are accompanied as required. They receive the support of a referent professor designated under the conditions defined above for interns.
Conclusion
The new masters' training system has a decisive role in the evolution of the knowledge society: as a vigy first through a scientific research - whether it is disciplinary, educational or educational - always attentive to the students and now knowledge at the right levels of the essential and the useful; as a mediator between a school subject to daily life and a contemporary demand for ever-changing education; as a smuggler of the demands of the public service of national education that requires, in advance of any educational function in the school institution, sharing personal values and ethics, full awareness of the missions established by the nation and appropriation of the common rules.
The professional training that determines the implementation of the terms of reference for teacher training will meet the demands often expressed by young teachers: more anchored in the reality of the class and the institution, it will each be responsible by respecting the hierarchy and chronology of individual needs.
This is the whole meaning of a device that combines in a continuum disciplinary training, knowledge of the field and of the economic and social environment, educational and educational training based on case studies drawn from situations experienced by trainees and a permanent return between practice and theory, and then a strong support from the incumbent professors in the first job.
The organization of vocational training in three years, articulating initial training and continuous training, is the essential starting point for professional training throughout life. It is from this perspective that in the short term the continuous training of teachers must become compulsory.
The definition of teacher training developed here anchors its foundations in the history of the French school; However, as was the case with the decree defining the common foundation of knowledge and skills, it is an essential step towards a European harmonization of the objectives and skills required by the masters. Convergence occurs, regardless of the missions each country assigns to its school, its educational traditions and its organizational system. It would therefore be natural that any teacher, thus participating in a possible professional mobility within the Union, would be able to benefit in the course of his training of an internship to discover a European educational system.
Done in Paris, 19 December 2006.
Minister of National Education,
higher education
and research,
Gilles de Robien
Minister Delegate
higher education
and research,
François Goulard
