About

The role of the secretariat of a European Teacher Wellbeing and Career Observatory would be to provide administrative, coordination, and support functions to ensure the effective operation and fulfillment of the observatory’s objectives. The secretariat acts as the central hub for the observatory, facilitating its day-to-day activities and enabling collaboration among various stakeholders. Here are some key responsibilities the secretariat would typically undertake:

• Coordination and Communication:

The secretariat would facilitate communication and collaboration among the observatory’s stakeholders, coordinating committee, focal points, policy advisory group and key target groups including teachers, education policymakers, researchers, and relevant organizations. It would ensure timely dissemination of information and foster knowledge-sharing through various channels, such as newsletters, websites, and online platforms.

• Data Collection, Analysis, and Management:

The secretariat would oversee the collection, management, and data analysis related to teacher wellbeing and career development in collaboration with the country focal points. This would involve establishing data collection protocols, collaborating with educational institutions and research bodies, and ensuring the observatory’s data infrastructure is secure and compliant with privacy regulations.

• Networking and Collaboration:

The secretariat would foster collaboration and networks with national teacher observatories, relevant international organizations, and educational institutions across Europe. It would facilitate the exchange of knowledge, best practices, and research outcomes, promoting cross-border cooperation and joint initiatives.

• Policy Support:

The secretariat would provide support in the formulation and implementation of policies aimed at improving teacher wellbeing and career development. It would engage with policymakers, contribute to policy discussions, provide evidence-based recommendations, and help monitor the impact of policies in practice.

• Capacity Building:

The secretariat would develop and implement capacity-building initiatives to enhance the knowledge and skills of stakeholders involved in teacher wellbeing and career development. This could include organizing training workshops, webinars, and conferences on relevant topics.

• Monitoring and Evaluation:

The secretariat would establish mechanisms to monitor and evaluate the observatory’s impact and effectiveness. It would develop indicators and evaluation frameworks to assess the outcomes and value of the observatory’s work, making necessary adjustments to improve its performance.

• Funding and Resource Management:

The secretariat would seek funding opportunities, develop funding proposals, and manage the financial resources allocated to the observatory. It would ensure efficient use of resources and maintain financial transparency and accountability.

• Advocacy and Awareness:

The secretariat would advocate for teacher wellbeing and career development at the European level. It would raise awareness about the importance of these issues, disseminate success stories and good practices, and advocate for policy changes and support from relevant stakeholders.

The secretariat plays a critical role in coordinating and supporting the activities of a European Teacher Wellbeing and Career Observatory, ensuring effective collaboration, knowledge exchange, and evidence-based policy-making in this important domain.

The Policy Advisory Group for the European Observatory for Teacher Wellbeing and Career Observatory would serve as an important body of experts and stakeholders who provide strategic guidance and policy advice. This group would offer insights and recommendations to shape the observatory’s activities, inform policy decisions, and ensure alignment with the needs of the education sector. 

Participants:

• 1-2 Universities from each participating country
• 1-2 Teacher Unions from each country
• Ministry of Education and/or relevant public authorities representatives from each country
• NGOs, research centers, teacher education institutions, and other relevant organizations with expertise in Teacher training, research, Teacher wellbeing and professional development.

Here are the key roles and responsibilities of the Policy Advisory Group:

• Strategic Guidance and Policy Advice:

The Policy Advisory Group would provide strategic direction and guidance to the observatory. It would help define the overall goals, priorities, and focus areas based on their expertise and knowledge of the teacher wellbeing and career development landscape.

• Stakeholder Engagement:

The Policy Advisory Group would serve as a bridge between the observatory and various stakeholders, including policymakers, education authorities, teacher associations, researchers, and other relevant organizations. It would engage in dialogue and consultation with these stakeholders to understand their perspectives and gather input for the observatory’s work.

• International Cooperation:

The Policy Advisory Group would foster collaboration and knowledge exchange with similar observatories, research institutions, and policy bodies at the international level. It would engage in discussions on global trends, comparative analyses, and policy lessons to broaden the observatory’s perspectives and facilitate cross-border learning.

• Policy Advocacy:

The group would advocate for the importance of teacher wellbeing and career development in policy circles, highlighting evidence-based practices and policy recommendations. It would work towards raising awareness and garnering support for policies and initiatives that improve the working conditions and professional growth of teachers.

• Collaboration with the Secretariat and Coordinating Committee:

The Policy Advisory Group would collaborate closely with the observatory’s secretariat, providing input and feedback on the development and implementation of the observatory’s activities. It would work in tandem with the secretariat to ensure effective communication and coordination between the advisory group and the broader observatory ecosystem.

By fulfilling these roles, the Policy Advisory Group would contribute to evidence-based policy-making, foster collaboration, and support the mission of the European Observatory for Teacher Wellbeing and Career Development in promoting the holistic development and professional satisfaction of teachers.

The Coordinating Committee for the European Teacher Wellbeing and Career Observatory would play a crucial role in overseeing and coordinating the activities of the observatory. Composed of representatives from current partners and key stakeholders (2 per partner country), this committee would provide strategic direction, ensure effective collaboration, and facilitate the achievement of the observatory’s objectives. 

Here are the key roles and responsibilities of the Coordinating Committee:

• Strategic Planning and Fundraising:

The Coordinating Committee would establish the strategic goals and priorities of the observatory and propose and implement fundraising activities. It would develop a strategic plan, setting out the long-term vision, objectives, and action plans to guide the observatory’s work in enhancing teacher wellbeing and career development.

• Plan and Monitor Research:

The committee would design and implement research (in collaboration with country focal points), monitor the collaboration activities, facilitate coordination among the various stakeholders involved in the observatory’s activities. It would ensure effective participation in research, communication, exchange of knowledge, and cooperation among member states, education authorities, teacher organizations, research institutions, and other relevant actors.

• Monitoring and Evaluation:

The committee would establish mechanisms for monitoring and evaluating the observatory’s activities and impact. It would define key performance indicators, assess progress against established targets, and make necessary adjustments to ensure the observatory’s effectiveness and relevance.

• Policy and Advocacy:

The Coordinating Committee would engage in policy discussions, advocacy, and decision-making processes related to teacher wellbeing and career development. It would ensure that the observatory’s findings and recommendations inform policy-making at the national, European, and international levels.

• Stakeholder Engagement:

The committee would engage with relevant stakeholders, including education policymakers, teachers’ unions, professional associations, researchers, and other key actors in the education sector. It would seek their input, involve them in the observatory’s activities, and promote their active participation in shaping the observatory’s agenda.

• Dissemination of Findings:

The Coordinating Committee would oversee the dissemination of the observatory’s findings, research outcomes, and policy recommendations. It would ensure that the knowledge generated by the observatory reaches policymakers, educators, researchers, and other stakeholders who can benefit from the insights and apply them in practice.

The country focal points for the European Teacher Wellbeing and Career Observatory would act as representatives from individual countries or regions, responsible for coordinating and facilitating the observatory’s activities at the national level. Their role would involve close collaboration with the observatory’s coordinating committee and other stakeholders. Their initial engagement will be for 3 years, pending completion of certain responsibilities, and potentially renewed. 

From the ProW consortium, the country focal points will be 1 primary and 1 secondary member, responsible for the research and reporting. 

• Cyprus: Centre for the Advancement of Research and Development in Educational Technology (CARDET), Institute of Development (IoD)
• Romania: University of Pitesti 
• Portugal: University of Porto
• Greece: IHU, University of Crete

For organizations to join the observatory and act as country focal point(s), they need to have demonstrated expertise in teacher education, teacher research and/or wellbeing and career progression of teachers. They can be research organizations active in teacher education and/or research and/or certification of teachers including Universities, Research Centers, and public bodies. The Focal points need to have demonstrated capacity to implement research, translate and pilot the Index in their country and distribute the index and prepare the report.

Here are the key roles and responsibilities of the country focal points:

• National Coordination:

The country focal points would serve as the primary contact and coordination point between the observatory and relevant national stakeholders, including education ministries, teacher associations, research institutions, and other relevant organizations. They would ensure effective communication and collaboration between the observatory and national entities.

• Data Collection and Reporting:

The focal points would facilitate the collection and reporting of data related to teacher wellbeing and career development at the national level. They would collaborate with relevant institutions and organizations to gather data, ensure data quality, and share the collected information with the observatory’s central database.

• Contextualization of Research and Policy:

The country focal points would contextualize research findings and policy recommendations generated by the observatory to align with the specific national context. They would analyze how the observatory’s insights and recommendations can be applied and adapted to address the unique challenges and priorities of their respective countries.

• Dissemination:

The focal points would disseminate the observatory’s findings, research outcomes, and policy recommendations at the national level. They would ensure that policymakers, education authorities, and other stakeholders in their countries have access to the relevant information and knowledge produced by the observatory.

• Stakeholder Engagement:

The country focal points would engage with relevant national stakeholders to gather input, solicit feedback, and promote participation in the observatory’s activities. They would involve education professionals, teachers’ unions, researchers, and other actors in shaping the observatory’s agenda and ensuring its relevance to the national context.

• National Representation:

The focal points would represent their countries or regions in observatory meetings, conferences, and other events. They would actively contribute to discussions, share experiences, and advocate for national priorities, ensuring that the specific needs and perspectives of their countries are considered in the observatory’s activities.

The country’s focal points play a critical role in ensuring that the European Teacher Wellbeing and Career Observatory’s activities are effectively implemented and aligned with national contexts, policies, and needs. Through their coordination and collaboration efforts, they contribute to the observatory’s mission of improving teacher wellbeing, supporting professional growth, and enhancing the overall quality of education systems across Europe.