Teacher in-service training programme (regional)

CPD Nr.: 
Developed by: 
National Education Institute Slovenia (Zavod Republike Slovenije za šolstvo)
  • Hargreaves, A. (2004). Personalising learning.
  • Holcar Brunauer, A. idr. (2016). Formativno spremljanje v podporo učenju: priročnik za učitelje in strokovne delavce. Ljubljana: Zavod RS za šolstvo.
Purpose of the material: 

The activities held on ongoing teachers training foster and support professional development of teacher’s capacity to increase student participation. Through different contents and regular consultations with students and other project stakeholders we strive to establish classroom student voice culture.


Based on the presentation of best practice samples, the prepared training programme enables a fruitful discussion on engaging students in the learning process and the mutual understanding of the student voice concept, promoting partnership between students and teachers.

  1. Lesson observation: Performing a lesson  with key elements of formative assessment (project content).
    As a supportive lesson observation is the integral part of professional development, the lesson is observed by teachers participating in the project, invited or interested teachers, an invited expert from the field in the function of a critical friend, headteachers and students. For observing the lesson, teachers use the lesson observation protocol which enables clear focus for what is to be observed; students determine and evaluate the extent to which student voice is a part of the learning process with the help of the tool Student's Graph.
  2. Reflection on the observed lesson (teacher's voice, critical friend's voice, student voice), providing supportive feedback
    Reflection is provided by teachers, principals, students  and a critical friend, according to the above stated tools, providing supportive  feedback  to the performing teacher.                                       
  3. Teacher as a researcher of his/her own practice
    Teacher as a researcher of his/her own practice chooses the content relevant to the project, explores the needs for changes in his/her pedagogical practice, introduces them into the learning process and reflects upon it. They plan their personal plan.
  4. Creating criteria for approaches to Student voice.
    The work is carried out in two groups. The first ones are teachers who find the criteria for implementing the Student voice approach. The second group consists of students who create their own criteria. Groups present their ideas to one another.                                  
  5. Reflection of the meeting (by all participants)
How you can use this material in your practice: 

The educational institution can organize meetings for their staff based on proven programme. In case they choose student voice as the central topic of the meeting, they have all the necessary tools and best practice samples to implement the individual elements of the programme.


This material reflects only the author’s view; the Commission is not responsible for any use that may be made of the information it contains.