Teacher professional development
Within iTlent’s strategic axis, Talent Development, teacher professional development is positioned as a key lever to respond to the FP Euskadi 2030 strategy and contribute to the evolution of the Vocational Education and Training (VET) system.
The objective is clear: to promote teaching teams and education centres capable of activating and developing students’ talent, placing learning at the centre and giving meaning to educational practice.
In this context, teachers take on an essential role. Their work goes beyond applying a teaching–learning model because, by working as a team, they design their own learning experiences, adapt them to their reality and build a coherent, shared practice of their own. This process integrates both the learning dimension and attention to students’ holistic development, also incorporating their personal and social dimension.
All of this is developed from a programme-cycle perspective, in which teamwork, coordination and autonomy make it possible to consolidate ways of working where professional involvement and commitment to continuous improvement are implicit elements of everyday practice.
To support this evolution, iTlent offers an integrated set of strategies, tools and support processes for teacher professional development aimed at the progressive implementation of the ETHAZI model.
Beyond one-off training, the goal is to build a shared professional culture, where teaching teams and the network of centres become active spaces for learning, reflection and continuous improvement.
Competency framework for teacher professional development
In this transformation process, iTlent is developing its own competency framework for teacher professional development, based on the INTEF framework and the recommendations of the Council of Europe, and specifically contextualised for the ETHAZI model to respond to the needs generated by its implementation in centres.
This framework helps structure and guide teacher professional development and includes three major areas:
- Teaching – Learning
- Holistic socio-educational area
- Leadership and commitment
How to foster teacher professional development
iTlent’s approach combines different complementary lines of action that respond to the real needs of centres:
Training
Training actions are offered aimed both at understanding the model and at its practical application:
- Training on the foundations of the ETHAZI model
- Development of active methodologies and challenge-based learning
- Assessment for learning and competency development
Tailor-made training
Each centre has its own reality. For this reason, iTlent develops “à la carte” training aligned with each centre’s strategic project and adjusted to their specific needs, facilitating realistic, progressive and sustainable change processes.
Pilot experiences
Spaces for experimentation are promoted where teaching teams can explore how to implement the model, test approaches and generate learning from real practice.
Good practices
Identifying, analysing and sharing experiences makes it possible to:
- Make successful practices visible
- Generate shared knowledge
- Inspire other teaching teams
Support and mentoring
A change in the learning model requires ongoing support. Therefore, iTlent offers:
- Direct support to centres
- Mentoring processes through teachers experienced in implementing the ETHAZI model (aRituak), who combine their teaching practice with collaboration with iTlent.
Networks and communities of practice
Peer learning is a key element. iTlent promotes:
- Networks of teachers from the same programme cycle or professional family
- Communities of practice around specific topics (entrepreneurship, values, STEAM…)
- Spaces for collaboration, creation and knowledge transfer (learning coordinators’ meetings, guidance counsellors’ network…)
An approach based on practice and continuous improvement
All iTlent teacher professional development actions share a set of principles that ensure coherence with the ETHAZI model and impact on teaching practice:
- Contextualised: respond to real needs of centres
- Applicable: geared towards direct use in the classroom
- Collaborative: peer learning and teamwork
- Practice-based: real, shared experiences
- Mentoring: involvement of experienced people
- Observational: learning through job shadowing
- Reflective: foster critical reflection on practice
- With formative feedback as a tool for continuous improvement
- Innovative: integrate tools such as artificial intelligence
Impact: transforming practice to improve learning
The purpose is to generate real and sustained impact on the VET system. To this end, iTlent measures the impact of its training actions as part of a continuous improvement process.
This impact is analysed across different dimensions:
- Satisfaction level
- Degree of applicability and practicality
- Changes generated in the classroom
- Improvement in student learning
- Transformations in centres
- Emerging or unforeseen changes