School teacher in Germany
School teachers in Germany are usually trained in two phases at universities and colleges of education and then employed as civil servants, less often as employees. In the 2015/2016 school year there were 754,726 school teachers in Germany .
education
In Germany, teachers are usually trained at universities or teacher training colleges . The current standard period of study for teacher training is eight (six bachelor's, two master's for primary and lower secondary level) or ten semesters (six bachelor's and four for secondary level II's). The program is regulated differently in the different federal states , usually it comprises two main subjects and one or more pedagogically oriented minor subjects (e.g. educational sciences , psychology , social sciences ), in addition one or more school internships have to be completed. In addition, teachers at vocational schools have to prove a year of practical experience in some federal states.
Single-phase teacher training
In the single-phase training, the practical training at the schools is integrated into the course. This form of training was developed in order to overcome the often criticized lack of practical experience of higher education and to counter the “practical shock” at the beginning of the traineeship .
Two-phase training
The two-phase training concludes the first training section with the "First State Examination" for the relevant teaching post - a state examination after a scientific university degree. This is followed by the state-directed second phase of training , known as preparatory service or legal clerkship . Depending on the country, this is served as a civil servant on revocation or as an employee in the public service . The "Second State Examination" following the legal traineeship with a second written state examination and several examinations shifts the focus to practical teaching aspects. The duration of the second training phase varies from country to country, but is usually 18 to 24 months.
In this respect, the Federal Republic of Germany has a very high level of academic teacher training in a world comparison. Often criticized, on the other hand, is the lack of practical experience and the predominantly technical part of the training, which is based on diploma courses . Some universities try to counter this by setting up teacher training centers. The universities of teacher education have developed a training structure that includes specialist internships accompanying academic university studies in cooperation with suitable training schools and thus combines theory and practice of teacher training in the first training phase. The second phase is followed by a traineeship period independent of the university, with a didactic-methodical training purely based on school practice and the conclusion with the second state examination.
Waldorf education has a special position : it can train teachers in its own institutes according to its own criteria. The center of Waldorf teacher training in Germany is Stuttgart. Teachers who have completed this training do not graduate with a state examination, but may be employed as class teachers in grades 1 to 8 at Waldorf schools . After a probationary period, they are examined by the state school inspectorate and thus officially receive their approval.
entry requirements
To work as a teacher in the civil service, passing the first and second state exams is a prerequisite. In several Länder, university graduates with other qualifications are also recruited for general and vocational schools , e.g. B. Pharmacists or graduates in business administration .
In addition, there is in many countries - as an exception to that principle - the possibility of lateral entry and side entry with a scientific university degree to have conducted without the First State Examination and studied without a second compartment. In Baden-Württemberg, side entry stands for hiring with preparatory work and lateral entry for hiring, initially as an employee without preparatory work, with a reduced number of hours and additional training events. In most countries, however, the term lateral entry is used. The conditions for this lateral entry are very different. As a rule, a diploma or master’s degree is sufficient without studying a second subject. However, it may also be necessary to study a second subject or an educational accompanying course. Since two subjects are normally required, one subject is recognized whose areas were taught in the corresponding diploma course (e.g. physics and mathematics are recognized for physicists, and the corresponding subject and physics or chemistry for chemists and biologists). The conditions and designations for additional requirements differ depending on the needs, the country and, in some cases, the type of school.
Teachers who cannot or do not want to be hired as civil servants can teach as employees of the public sector. These are mainly teachers who do not meet the health requirements or who have exceeded a certain age limit when they are hired, which each country determines itself. Teachers who are employed on a temporary basis are also employees.
Private schools , also sometimes referred to as “alternative schools” or “substitute schools”, can employ as teachers those who appear suitable for them but cannot present a state examination, e. B. artist or craftsman . These are classified as if they were employed in the public service (according to formal previous education (= school leaving certificate + training)) and taken into account in the state subsidies for these schools.
statistics
In the 2015/2016 school year, a total of 754,726 teachers were employed in general schools in Germany.
This number includes full-time teachers as well as part-time or hourly employees.
| state | Teacher (2015/2016) | ||
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 North Rhine-Westphalia
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 Bavaria
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 Baden-Württemberg
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 Lower Saxony
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 Hesse
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 Rhineland-Palatinate
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 Berlin
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 Saxony
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 Schleswig-Holstein
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 Brandenburg
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 Thuringia
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 Hamburg
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 Saxony-Anhalt
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 Mecklenburg-Western Pomerania
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 Saarland
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 Bremen
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attitude
According to the legal provisions for the hiring of employees , hiring in the public service takes place in accordance with the stipulations of the highest employer (state). The employment in the school service takes place according to the different national laws. The respective participation rights of the staff council are set correspondingly differently . In some countries, the almost monopoly position of the teacher recruitment authority gives rise to problems from a labor law perspective. In various countries, the selection of teachers was delegated to the schools (school-specific setting).
Best selection
The nationwide setting results in u. a. the problem that all applicants with the corresponding formal requirements (state examination and subject combination) must have access to a required position. The final grades from both state examinations are therefore added together and a “list of the best” is created for every possible combination of subjects. In addition to this list of the best, there is also an evaluation based on national social criteria.
Problems
Due to the nationwide allocation of teaching positions according to this best list almost exclusively according to grades, qualities inherent in the applicant are not recorded, but these can be very interesting for the school. The procedure is very impersonal and only apparently objective, as the skillful handling of the award procedure influences the selection.
Nationwide teacher recruitment
Schools report their need for teacher hours to the recruiting authority on a key date (in Lower Saxony with every notification of personnel changes), stating the required subjects or combinations. In some federal states, requests regarding the type of school and location can be made on the applicant side. In a recruitment process, job offers are made to suitable applicants in the order of the leaderboard.
Problems
On the one hand, the recruiting authority is in the position of the monopoly-like provider of teaching positions, on the other hand it is under pressure to have to hire the necessary teachers.
If an applicant does not accept an offer, not all positions can be filled. For a replacement, an attempt must be made again nationwide in the recruitment conference to fill the vacant positions from the existing applicants. Typically, several recruitment conferences must be held. The recruitment process often extends into the start of the school year . This has far-reaching consequences for the timetable.
The appointing authority therefore lays down rules to adapt the applications to the needs of the schools as far as possible. With decreasing attitudes (fewer children, less money for teaching positions) the range of possible applicants is narrowed. Desires can still be specified, but lead to fewer recruitment opportunities. Conversely, maximum flexibility on the part of the applicant with regard to the location (nationwide) and the type of school results in the chance of employment at any school in the country.
The appointing authority tries to optimize the efficiency of the process by banning teachers who have rejected an offer from the application process for several years (ban). This can lead to the situation that a teacher cannot be hired, although the wishes of the school and the applicant match. Blocked teachers therefore have to apply to other federal states or to other employers (in some cases outside the profession) and are then in the situation of receiving an offer when they reapply that they cannot accept this within the prescribed period (three days) due to the lack of the possibility of termination. They also have to consider whether they want an existing employment relationship in favor of a - possibly not optimal - offer with a three-year trial period, i. H. give up without a long-term job guarantee.
School-sharp setting
In this situation, some recruiting authorities started moving the recruitment process to schools. In addition to the previously exclusive qualification via the exam grades, there were now further criteria that made an applicant interesting for schools. B. the direction of a choir can be used as a selection criterion.
- Problems
- However, schools with no experience in recruiting now also have to deal with the problems of advertising and selecting applicants. In addition, the schools have no way of correcting a wrong decision. From a purely legal point of view, the setting remains with the authority. The staff councils also have problems accompanying the selection interviews at the schools for reasons of time, as provided for in staff representation law.
- Among other things, it is also disputed whether elected parent and student representatives also have access to these commissions formed for the selection of applicants via the school conference , the highest co-determination body in every school.
- Despite all the difficulties, the school-based setting seems to lead to more satisfaction than the national setting. Incidentally, this still has to be carried out - albeit on a much smaller scale - because the state has to provide all schools with teachers. So if a school cannot find suitable applicants, teachers still have to be assigned to it.
working conditions
Salary / remuneration
Since the teachers' payments are the responsibility of the federal states, there are also separate regulations for each federal state that deviate from the salary principles listed.
In the state school service, teachers are paid either according to the federal salary regulations or a state salary regulations (civil servants) or according to the collective agreement for the public service of the states (TV-L).
Teachers at primary schools with a course of at least six semesters are classified in salary group A 12 if they are hired as civil servants in the higher service without the possibility of promotion .
Official teachers at secondary schools , special schools , secondary schools and comparable teachers for the lower secondary level and a course of at least six semesters are assigned to the senior service in grade A 12 (especially secondary school), in some federal states with a promotion option, depending on the type of school and teaching qualifications in grade A 13 or directly in grade A 13 (especially Realschule, Förderschule).
Teachers with the qualification for the higher teaching position at grammar schools , vocational schools and partly also in comprehensive schools as well as other teachers with the teaching qualification for the upper secondary level (study duration: at least eight semesters) are accordingly in the higher service as a study council (A 13 with general allowance) set. The promotion offices are senior student council (A 14) and director of studies (A 15). The headmaster at grammar schools is usually senior director , at comprehensive schools the head comprehensive school director (both A 16).
Positions in the school inspectorate as a specialist advisor, in teacher training, etc. Ä. are usually associated with a reduction in the teaching obligation or, in the area of teaching staff for upper secondary level, also with a promotion (director of studies or senior director of studies).
School principals and their deputies at elementary, secondary, secondary and special schools receive allowances depending on the size of the school or are assigned to higher salary groups. They also have a reduced hourly obligation. At elementary and secondary schools, their official title is usually Rector (deputy: Konrektor ), at Realschulen Realschulrektor (Realschulkonrektor) and at special schools, Special School Rector (Sonderschule Konrektor ).
In individual federal states there are also subject teachers for technical and artistic subjects, agricultural teachers and workshop teachers who do not have a university degree but are only trained at specialist pedagogical seminars. Depending on their qualifications, they are classified in grade A 9 or A 10 at all school types.
In an international comparison, German teachers' salaries are among the best, teachers only earn more in Luxembourg and Switzerland. This applies to both elementary and intermediate and high school teachers. The weekly teaching time is slightly above the average for the OECD countries. The teachers' salaries are based primarily on age, performance plays an essential role in recruitment. According to the qualification, the salaries in elementary schools are comparatively lower.
Advanced training
According to an OECD report from 2016, teacher training is much less important in Germany than in other countries.
working time
According to an OECD report from 2016, teachers in Germany teach more hours than teachers in other countries.
The working hours of teachers in the state school service are currently measured for both employees and civil servants according to the applicable regulations for civil servants. Depending on the type of school, the employer stipulates the number of teaching hours to be held, which are referred to as teaching load or teaching obligation , when the working hours are reached when they are fulfilled due to the additional tasks that arise. The amount of hours to be taught and the additional tasks to be performed varies from state to state; as a rule, states with a higher number of hours require fewer additional tasks.
There are different opinions about the effort involved in preparing and following up the lessons as well as administrative activities and further training. According to a study carried out for North Rhine-Westphalia in 1998, teachers at grammar schools / comprehensive schools work 1900 or more hours per year, which is 250 to 300 hours above the average annual working time of 1664 hours for the year 2000 and continuous working hours of more than corresponds to eight hours. A study from 2007 determined an average weekly working time of 62.5 hours for high school teachers in the same federal state.
At higher educational institutions, a greater amount of preparation and follow-up work is anticipated, and the deputate is lower than that at schools with lower educational qualifications (examples from North Rhine-Westphalia: high school teachers: 25.5 teaching hours, primary school teachers: 28 teaching hours, special school teachers: 27.5 teaching hours , Secondary level teacher at a Hauptschule: 28 teaching hours, at a Realschule: 27.5 teaching hours, in contrast at a comprehensive school: 25.5 teaching hours; each full position). Despite the higher deputate, the average annual working time of elementary school teachers in North Rhine-Westphalia in 1998 was somewhat lower, at around 1750 hours, partly because the supervision before the start of lessons and the supervision of the children's breakfast were forgotten in the calculation. In all school types, however, there are extraordinarily large fluctuations around the mean value, for example between 1207 and 3152 hours of annual working time in the comprehensive school.
It is criticized that a mere orientation on the number of hours to be taught does not include the actual time burden including preparation, follow-up and corrections. In the case of only correction subjects (such as German or English), 500 to 1000 exams per year are not uncommon. Nevertheless, in the vast majority of cases, subject teachers do not receive any hourly reductions, even if the actual weekly working hours of 38 or 41 hours or, like the actual annual working hours, often far exceed the specified 1804 hours. So far, this problem has only been addressed to a limited extent with working time models. With the 2003/2004 school year, Hamburg introduced such a working time model, but at the same time increased the average number of hours to be taught by all teachers.
In several federal states, the working time from teaching time, the times for preparation and follow-up work and other activities by scientific institutes was examined. The results of these working time studies showed that teachers actually work annual hours that are significantly higher than those of comparable civil servants. Nevertheless, the teaching obligation and the scope of the tasks were further increased. The respective ministry of education regulates the working hours and their increase simply by decree . According to the collective agreement, the work obligations of the employed teachers automatically correspond to those of the civil servants.
The employed teachers are assigned to a pay group by the employer due to the lack of a pay schedule for the school sector. This leads to a different classification in the individual countries. The employers submitted an offer for the pay schedule. However, the negotiations did not lead to any result. Since the gross salary for salaried employees according to the collective agreement is already lower than that of a comparable civil servant, the same working hours result in unequal treatment of employees and civil servants. This problem led to the fact that the German Association of Philologists and various associations of vocational school teachers demand that grammar school and vocational school teachers be placed in a higher pay group, while the GEW does not require any preferential treatment for individual teaching posts. For several years now, this point of controversy has meant that the negotiations on the fee schedule have not led to any result.
A study by the GEW in 2018 found an average weekly working time of 48 hours and 18 minutes for teachers in Germany.
Number of compulsory hours by country and type of school
| primary school | Orientation level | secondary schools | School types with several courses of study | secondary school | high school | comprehensive school | special school | vocational school | Remarks | |
|---|---|---|---|---|---|---|---|---|---|---|
| Baden-Württemberg | 28 | 27 | 27 | 25 1 /27 2 | 27 (according to previous education) | 25th | 27 6 /28 7 /31 8 | 25 3 /27 4 /28 5 | ||
| Bavaria | 28/29 | 27 | 24/28 | 23/27 | 26th | 23-29 | ||||
| Berlin | 28 | 28 | 26th | 26th | 27 | 25/26 | ||||
| Brandenburg | 27 | 27 | 25th | 25th | 27/25 | 25th | 25th | |||
| Bremen | 28/27 | 27/25 | 27/25 | 27/25 | 27 | 25th | ||||
| Hamburg | 27.9 | 26th | 21-26 | 21.4-26 | 26.9 | 21-25.1 | ||||
| Hesse | 28.5-29 | 25-26 | 26-27 | 25-26 | 25-26 | 27-28 | 26.9 | 24-28 | ||
| Lower Saxony | 28 | 27.5 | 25.5 (high school) | 26.5 | 23.5 | 24.5 | 26.5 | 24.5 / 25.5 / 26 / 27.5 | ||
| North Rhine-Westphalia | 28 | 27.5 | 25.5 | 27.5 | 25.5 | 25.5 | 27.5 | 25.5 |
1 senior service
2 senior service
3 scientific teachers
4 technical teachers in commercial and domestic subjects and in commercial and agricultural subjects with more than 5 hours of practical lessons per week
5 technical teachers in commercial and agricultural subjects with up to 4 hours of specialist lessons per week
6 community schools
7 subject teachers for Music-technical subjects as well as sports teachers
8 specialist teachers at schools for the mentally handicapped or physically handicapped and technical teachers at special schools
Part time / working hours
The working time in the public sector is 40 to 41 hours per week; Since the extent of the tasks assigned to the teacher depends on the federal state, the weekly teaching load also varies. Since the public service generally has extensive part-time regulations , these are also applied to teachers. However, they initially only refer to the number of compulsory lessons. When attending conferences, school trips, supervision, school events, etc., part-time should be taken into account accordingly, which is not always possible in practice or is bypassed.
Sabbatical year
A sabbatical year is a year without teaching obligations with reduced pay. Teachers can save a sabbatical year by foregoing part of their pay. Models between three and seven years are possible, one of which is the sabbatical year. For example, the waiver of one seventh of the salary can extend over a period of six years. The salary, reduced to six sevenths, is then also paid in the seventh year, the sabbatical year in which the teacher does not work. (Example from Lower Saxony, NBG § 80.4, the regulations differ significantly in the federal states.)
Leave of absence
For labor market policy and family reasons, teachers can be given leave of absence for up to 15 years without pay . During this time, however, there is no entitlement to aid . These years do not count towards the amount of the pension.
Working time accounts
The concept of lifetime working time accounts is also used in the teaching profession, on the one hand (from the employer's point of view) to be able to better regulate the need for teachers in a federal state in the short term and, on the other hand, to be able to organize individual life planning more flexibly (from the teacher's point of view). The working time accounts set up in Lower Saxony since 2000 have been criticized in the past because no provisions have been made in the state budget for the teachers' accrued salary claims.
Anticipation hour
The advance lesson was introduced in various countries to meet the increasing number of students. The teachers worked an extra hour a week for several school years, accumulated this on a working time account and then either worked for several years with working hours that were reduced by one hour per week (e.g. in Baden-Württemberg), or were able to use the accumulated hours at once use to reduce working hours.
Age reduction and partial retirement
From a certain age, the regular teaching obligation can be reduced by one hour per week without a loss of salary ( age reduction ). Regulations for partial retirement allow early retirement in the block or part-time model against a previous salary waiver.
Age limit
The age limit for teachers, as for all civil servants, is gradually being raised to 67 years. As a rule, it is stipulated that all teachers leave the school at the end of the school year in which they reach the age of 65.
However, the majority of teachers have not reached the previous age limit of 65 and are leaving their service early. In principle, teachers who have been retired early can be reactivated at their own request or at the request of the employer, if their state of health permits. In Baden-Württemberg, transfer to avoid incapacity is also planned, e.g. B. in school administration or in museums.
Vacation
Just like all other civil servants, teachers have the same right to vacation , although they have to take it during the non-teaching period, the school vacation . The work during the school holidays essentially consists of corrections, the creation of reports , exam preparation (e.g. oral Abitur exams ), conferences and training courses , which are increasingly moved to the non-teaching periods.
Leave of absence during class time will only be given if certain requirements (e.g. the birth of a child) are met or if classes can be rescheduled. When this special leave can be granted is regulated for civil servants in the relevant legal provisions and for salaried employees in the collective agreement. The regulations are essentially the same for all civil servants and include not only births and deaths in the family, but also relocations in the interests of the service. Ä. A teacher's own wedding, on the other hand, does not entitle you to special leave, as this date can be moved to the non-teaching period.
Women's advancement plan
In several federal states there are also plans to promote women in schools. This is intended to ensure that women are equally taken into account when filling management positions. Women are clearly underrepresented in school management positions, while they are evenly represented in promotion offices without school management duties. It has not yet been researched whether the very high proportion of women in the primary school teaching staff may have undesirable consequences for the upbringing of boys .
Duties of the teacher
German Education Council 1970
The five tasks of the teacher according to the catalog of the professional tasks of teachers, which the German Education Council presented in 1970, are:
- Teaching and education (according to the Education Council, the two are inseparable)
- judge
- To advise
- Innovate
Education Commission NRW
The International Education Commission NRW (Future of Education - School of the Future, 1995, also memorandum) has drawn up a professional model for teachers of the future :
- In a partnership school, students and teachers should feel comfortable; it should be taught and learned sensibly and effectively; Technical, social and personal skills should develop equally.
- Teachers should work independently.
- Above all, teachers need a positive pedagogical and social attitude.
- Teachers understand their work in an innovative way and plan and arrange learning and education processes creatively.
- Teachers work in a learning organization and are committed to it.
- Teachers have high communication skills.
The memorandum specifies the following competencies (p. 304f):
- Technical and didactic competence
- methodical competence
- Competence in leading learning groups
- Diagnostic competence
- Consulting competence
- Metacognitive competence
- Media literacy
- Teamwork
Continuing education and training
Advanced training
It is one of the duties (General Service Regulations, ADO), the teacher regularly continued zubilden . The advanced training is different from the advanced training, for which there is no obligation. This applies with regard to their subjects (technical), their activities in the areas of teaching, upbringing, counseling and assessment (educational) and their official activities (official). He can fulfill this obligation either by further education through reading or by participating in further education events. For some time now, the focus has been on a more comprehensive idea of the professional development of teachers, which is subsumed under the term personnel development and which has both the school as a whole ( school development ) and the teaching of the individual teacher in mind ( teaching development ).
Further training events can be organized by yourself and either by colleagues or by external persons. Depending on the training location, a distinction is made between internal and external training.
In the case of providers of advanced training, a distinction must be made between the advanced training offered by the employer and that offered by third parties. The state-run advanced training is offered once by the district governments of the state, through state-owned advanced training academies and state-owned advanced training institutions. In addition, there are training courses offered by teachers' associations and trade unions, as well as courses offered by church and independent organizations. Non-state training is regulated by the Continuing Education Act.
Problems
Due to the wide range of further training offers, there is a conflict which one is necessary for the fulfillment of the teaching activity and which one is not. The rather restrictive point of view of the employer is opposed to the professional and pedagogically justified decision of the teacher for a certain further training offer.
The further training of the teachers is in the interest of the employer and is therefore an official activity that should take place during working hours. Since this contradicts the requirement that, if possible, no lessons should be canceled for further training, further training for teachers is often carried out during leisure time (e.g. on weekends); In individual cases a teacher can also be released from his teaching obligation by the school principal. Admission to advanced training is subject to co-determination. If participation is denied for business reasons, the teacher can lodge a complaint with the staff council against this decision and the employer must provide evidence that the business reasons actually outweigh the teacher's reasons for taking part in this further training offer. Courts have repeatedly ruled that the argument: " Missing lessons cannot be represented" is not enough to reject a request for further training. The rejection of further training measures that serve the higher qualification of teachers is particularly sensitive.
further education
One speaks of further training when teachers B. want to acquire another faculty ( teaching license) in addition to their professional activity . This can be in the interest of the school, but it can also increase the teacher's chances of applying to another school. Acquiring another faculty is usually quite time-consuming and z. B. associated with attending university seminars, which of course cannot take into account business issues in terms of time or examinations.
There is no obligation for teachers to continue their education. Further training is regulated in the relevant teacher training laws. For Schleswig-Holstein it is z. B. the Teacher Training Act (LehrBG, § 30 Aims of Further Education)
See also
Web links
- Frederik Obermaier: Women's job as a teacher - a rarity for a man . sueddeutsche.de
- Christa Tamara Kaul: Happy teacher slapping . (see also "Telepolis")
- List of career alternatives for school teachers outside of the state school service
- Wolfgang Harnischfeger: Too little is done for teachers . In: Der Tagesspiegel , January 6, 2013
Individual evidence
- ^ First state examination for teaching at grammar schools - accessed on October 22, 2017
- ↑ Example Paderborn (PDF; 557 kB)
- ↑ waldorfschule.info ( Memento from May 5, 2012 in the Internet Archive )
- ^ First state examination for teaching at grammar schools - accessed on October 22, 2017
- ↑ a b Number of full-time and part-time teachers at general education schools in Germany in the 2015/2016 school year by federal state. Retrieved November 3, 2016 (de.statista.com).
- ↑ OECD (2017), Education at a Glance 2017: OECD Indicators , OECD Publishing, Paris, doi : 10.1787 / eag-2017-en . See in particular pages 374 and 378.
- ↑ a b c OECD report: Bad grades for the educational republic. In: FAZ. September 15, 2016, accessed September 18, 2016 .
- ↑ § 44 (Special regulations for employees as teachers), No. 2 sentence 2
- ↑ Schaarschmidt Study (PDF)
- ↑ gew-hamburg.de (PDF) p. 12
- ↑ bpb.de (PDF)
- ↑ Working hours of teachers in North Rhine-Westphalia (PDF) page 20.
- ↑ gew-hamburg.de (PDF) p. 12
- ↑ gew-hamburg.de (PDF) p. 12
- ^ Korkturfachlehrer.de ( Memento from November 18, 2015 in the Internet Archive )
- ↑ gew.de ( Memento from May 8, 2015 in the Internet Archive ).
- ↑ gew.de ( Memento from November 3, 2013 in the Internet Archive ) (PDF; 105 kB)
- ↑ oefflichen-dienst.de
- ↑ https://www.spiegel.de/lebenundlernen/schule/deutschland-lehrer-arbeiten-laut-gew-studie-zu-viel-a-1190380.html
- ^ Lower Saxony ordinance on the working hours of civil servants in public schools (Lower Saxony ArbZVO school). Retrieved November 2, 2016 .