The goal of this work, based on observations of the conditions for in-service training of the teaching personnel in the Republic of Macedonia and observation of the current situation in the European Union, is to design functional Model for in-service training which will meet the needs and the challenges in broader context. The need for development of this kind of a model is in correlation with the need for constant high-quality performance of all participants in the educational system. Due to the complexity of the professional development of the teacher (PDT), understood as a permanent process where the phases of training, induction period, and in-service training represent integral parts of one entirety, the system approach is used for elaboration of the thesis.
The presented Model, trough its macro dimension, with its functionality, structure and institutional aspects, creates integral linking of the phases of PDT. The presented correlation of the factors that participate in the PDT, enables to exceed the current hierarchy of authorities and opens an opportunity to establish hierarchy of problems. All this should contribute for efficient and effective problem solving where the quality of work should become category with no limits.
The macro dimension of the model enables development of every element that is involved in PDT. The coordination among the elements is with clearly defined content and form and enables synchronization and harmonization of the activities. This should ensure achievement of the main goal of the model observed as a system, and that is total quality in every action and activity.
The macro dimension of the Model is especially important in a school as a main cell of the educational system. This dimension enables organizational transformation that turns the traditional school into a learning organization. With this approach, the school that is an organic system itself, becomes a environment that doesn't allow adaptable behavior but only generic learning with its prominent characteristics. The transformation is supported with the networking of the teachers trough professional teams that enable easier identification of the particular and common problems that teachers are troubled by, and enables parallel processing of the obtained solutions. The networking is first established at school level and than it continues at local level. This approach is also supported with the application of the Total Quality Techniques that measure and observe the values of the school as a learning organization.
The model also offers solutions in the teacher's career growth in coordination with his/her effective career, motivating him/her to achieve high-quality performance and unlimited results.