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The follow-up in 2017/2018: ETP 2.0

What does ETP 2.0 entail?

The teachers’ experience gathered during the ETP 1.0 pilot will be used to continue with an adapted approach in 2017/2018: ETP 2.0 To make this next step a success, arrangements have to be made concerning an EEMCS network, a reward system and establishing the preconditions required for a successful implementation.

What does the excellent teachers network look like?

An EEMCS network of excellent teachers will not play a role during ETP 1.0. We are working on a proposition for ETP 2.0. The first idea is as follows. Teachers can voluntarily ‘apply’ if they want to connect to the network. A committee will assess whether they meet the selection criteria. These criteria ensure that members serve a certain role in education: teachers from the network have mastered a research-based approach (scholarly approach) of education improvement and innovation. In addition, they inspire, support and coach colleagues and are able to influence their own education environment.

Every teacher chooses their own development path. The time required to complete this path is notably longer than is usual for a training course.

How does a teacher demonstrate they meet the criteria?

Teachers can register (‘apply’) for an assessment track once or twice a year, at set times. To register, they have to send a letter (containing their vision, reflection and motivation), supplemented with “evidence” (CV, references, reviews, ...). During the interview they offer explanations and answer questions posed by the selection committee (consisting of members of the network).

In what way will the teachers’ achievements be appreciated and awarded?

EEMCS has yet to take a position on this matter. For your information: the reward system in Lund consist of the following elements:

  • the teacher will receive a substantial salary increase,
  • the teacher is admitted to the network and receives the title Excellent Teaching Practitioner,
  • the group/department the teacher is a part of will receive a high remuneration per unit of education provided than is the norm.

At the same time as this pilot, the UT Human Resources department is working on the role of education performance in hiring and career policy.

What preconditions have to be met in order for ETP to be successful?

There are two important preconditions that have to be met in order to stimulate the development of teaching:

  • the teacher can count on sufficient support. This means that the organization will offer aid/facilities when necessary. Examples include coaching, training courses, seminars, SUTQ, study trip, ..., as well as time and freedom for the teacher to work on it.
  • the organization shows a sufficient interest in and commitment to the teacher working on improving and innovating their education. Examples include a program director who keeps informed and regularly asks after their progress, the supervisor who shows interest more often than just during the annual performance review, etc.

What’s the difference between ETP 1.0 and ETP 2.0?

The Faculty of Engineering (LTH, Lund University, Sweden) has known a system focused on awarding education performance for many years. In 2015/2016, EEMCS decided to use the Lund system as starting point for their own approach. Details of this can be found in a preliminary proposition. During the ETP 1.0 pilot run in 2016/2017, experience in the chosen approach is gained. We will work on the final plan (ETP 2.0) during this pilot. The underlying principle is that a working method from elsewhere can be a great source for inspiration, but is unlikely to perfectly fit our own organization. Together with the teachers we are working on a final proposition with clear EEMCS stamp, which will be recognized and appreciated by the EEMCS community.