The Ten Steps to Success program is designed to provide a foundation for the career-long process of developing one’s expertise as a teacher. Ten Steps to Success is a voluntary program for full-time faculty prior to promotion, comprised of two components. Classroom observation: A CTL consultant can observe your teaching in any instructional environment. The balance of the teaching experiences is left to your discretion so you can choose events and opportunities that are most relevant to your teaching at this time in your career. Enrollment serves to register your interest in completing the program and allows the CTL to provide you with ongoing support as you complete the program. The Teacher Training College of Kecskemet was fortunate to participate in different international projects (TEMPUS, PHARE, FEFA) financed by EU or World Bank during the past 15 years, and almost all the future international partnerships were based on these connections. Besides strengthening foreign language teaching within elementary teacher training programme, the projects emphasized quality assurance, curriculum and resources development as well. After having the opportunity to participate in different European projects, it was a great challenge to participate in ISTEPEC project and realise different modules according to the goals and the circumstances determined by the project.
In Kecskemet altogether five modules have been organised with more than fifty foreign participants from six different countries (France, Great-Britain, Italy, the Netherlands, Spain, and Sweden). Each group gave the opportunity for intercultural meetings, discussions and negotiations on widely different topics, including languages teaching, cultural diversity, global issues, sustainable development and environmental problems. Within this large number of observations languages classes had dominant representation, arts and communication were presented as well, and more then 30 (approx. The students were informed about the activities of each school, studied the decorations, installations and sometimes the presentation of the children. The most successful dimension of the international seminars was the content of the final presentations made by different, international groups of the participants (group-size of 3 or 4 students with different nationalities and subject area).
The topics concerning arts, foreign language and environment were the most popular themes among students both in individual and group work.


Global problems, questions of the modern civilisation, future of the natural and built environment, possibilities of the multicultural societies - these topics are not only the headlines of the current media, but must be the most important themes of the curriculum.
Comparing the results of the European modules offered and realised in national and international context, we can say, that the international modules gave more useful, innovative productions, good examples of creative discussions, debates, critical but respectful atmosphere with highly motivated participants.
The method used among the foreign students which can be and should be used with Hungarian students as well included practical duties, debates, group and independent work even the previous knowledge of students is really small about European issues.
Teaching Europe would be much more efficient if we use concrete and up to date information to obtain personal interest and individual participation in different debates, projects, presentations and later on independent actions as well. Foreign languages skills and international experiences are essential to promote European identity and citizenship education. To teach Europe is more than simple subject among others: it means a special point of view understanding the complexity of 21st century challenges and conflicts between opinions, nations, traditions and promoting an attitude of problem solving mentality. European identity and citizenship is based on common and universal values leading people’s mind to understand the questions of globalization and internationalization. Computer Technology is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, and the growth and awareness of the students' personal responses.
Students change, content changes, and new strategies and ideas for how to best support student learning are constantly emerging.
Service-Learning involves the design of courses to include a student service experience connected in an explicit way to the course content and learning outcomes. For this reason, the Ten Steps to Success program recommends that you take advantage of one of the following customized and confidential opportunities to reflect on your teaching. After the visit, the consultant will discuss with the instructor what was observed; together, they develop strategies for further experimentation and refinement, and identify areas for ongoing reflection.
Thus, after completion of the ten experiences, you are invited to prepare a 1-2 page written reflection on your development as a teacher and a statement of plans for your ongoing development as a teacher. One may enroll at any point in time during the pre-promotion years (and experiences completed before enrollment can serve toward completion of the program).


The form will prompt you to provide a list of your ten experiences and your teaching reflection and plans statement. The participants from six different countries visited more than 120 classes in primary and secondary schools.
25%) showed connection to sustainable development: environmental studies in primary classes, sciences in secondary schools. We asked the guest students to make cross-curricular projects with a clear European focus, to be presented to the whole group. The participants were free to use any type of pictures, materials made by themselves or download from the internet.
It would be an indispensable requirement of teacher training to prepare students to be able to use intercultural and deliberative communication dealing with the actual problems of the continent, to find the pedagogical aspects of the questions towards globalization, to emphasise common and individual responsibility concerning sustainable development. In addition, over the course of a teaching career, we often need to try something new, just to keep things interesting. This workshop describes course models, sample syllabi, mini-grants, logistical support, best practices, and consultation services.
Your statement should include some narrative about how experiences in the program have contributed to your teaching perspectives and practice. This documentation is forwarded to the Provost so that she can sign the certificate of completion for inclusion in your tenure and promotion dossier.
Economy and social sciences have been less represented, but showed significant connection towards sustainable development (entrepreneurship, equal chances, human rights etc.).
Suggestions for structuring a teaching philosophy statement can be found on the CTL website and CTL staff are happy to consult about crafting your statement.




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