Betreuungslehrer/Betreuungslehrerin an allgemeinbildenden Schulen

Media related to this profession includes 'bildung.digital - Thematic Portal for School Didactics', 'DIGITALDigiBits - Digital Education Meets School', 'GrundschuleProfil - Magazine for Gymnasium and Society', 'School Education Gateway', 'Schule im Aufbruch', 'SCHULEWIRTSCHAFT', 'SeLF - Self-exploration for the Teaching Profession with Film Impulses', and 'Unterrichtswissenschaft. Journal for Learning Research'. Topics such as 'What to do in cases of (Cyber)Mobbing?' are also covered.

Digitalization in the Classroom: The digital transformation in schools is one of the most important future topics. Schools equip students with the necessary competencies for a digitized world. This requires the right learning media and suitable didactic concepts. For example, notebooks, smart boards, camera and microphone systems, augmented and virtual reality, and robotics are used. Teachers will increasingly focus on the use of digital media in teaching. Hybrid Learning: Advancing digitalization constantly changes the conception of teaching, coaching, and training. In hybrid learning, educators combine digital and analog learning forms to maximize the learning outcomes of all participants. They specifically link existing blended-learning models and adapt them to the respective target group. Additionally, they use self-study modules and intensify online coaching to individually support participants and enhance practical application.

Supervising teachers at general education schools usually work in office and meeting rooms, and in classrooms.

Core competencies generally required in this profession include: Supervision (teacher training), Didactics, Educational Science, Pedagogy, Methodology, School Law, and School Instruction. Further competencies that may be significant for practicing this profession are: Educational Counseling, Special Education Teaching, Gymnasium Teaching, Hauptschule Teaching, Primary School Teaching, Realschule Teaching, Secondary Level I Teaching, Secondary Level II Teaching, Learning Objective Control, Compensation for Disadvantages, Pedagogical Psychology, School Psychology, Pedagogical Sociology, Rhetoric, School Organization, and School Administration.

Supervising teachers at general education schools usually work independently in their areas of responsibility, but cooperate with subject seminar leaders and other teaching colleagues. This requires teamwork skills. Strong communication skills are important in contact with prospective teachers. As they have insight into personal data and documents, discretion is essential. Supervising teachers need organizational talent, for example, when planning and coordinating their own teaching activities and the supervision of trainees. Supervising teachers at general education schools primarily work in classrooms and training rooms; they also carry out lesson preparation or administrative tasks in the school's offices or in their home study.

In the case of employment as a civil servant, income is regulated by the Federal Salary Act (Bundesbesoldungsgesetz) or the state salary acts (Landesbesoldungsgesetze). The basic salary rates are determined by the respective salary group of the entry-level position or the assigned position and are supplemented, if applicable, by family allowances, additional allowances, remunerations, and foreign service pay. Gross basic salary rates (monthly): Salary group A 12, level 1: 4,334 €; Salary group A 12, level 8: 5,815 €. Source: Federal Salary Act (BBesG). Notes: Teachers at primary schools in civil servant status are assigned salary group A 12 or A 13 as entry-level positions. They can be granted positions up to salary group A 16. The basic salary rates of the federal states (Bundesländer) are based on the Federal Salary Act (Bundesbesoldungsordnung) but may differ.

General education schools, primary schools, general secondary schools, e.g., Haupt-, Gesamt-, Realschulen or Gymnasien.

The exercise of this profession is regulated. For teaching positions, successful completion of the Second State Examination (Zweite Staatsprüfung) is required. This is taken after completing the preparatory service (Vorbereitungsdienst). Access to the preparatory service generally requires a teaching degree (Lehramtsstudium) with a Master's degree or a State Examination (Staatsexamen). Access opportunities may also be available for specialist teachers.

Primary school teaching (State Examination), primary school teaching (advanced), Gymnasium teaching (State Examination), Gymnasium teaching (advanced), teaching for secondary level I school types (State Examination), teaching for secondary level I school types (advanced), teaching for special needs schools/special education (State Examination), teaching for special needs schools/special education (advanced).

Mentoring teachers at general education schools are employed at primary, Haupt-, Mittel- or Realschulen, at Gymnasien, at Gesamtschulen, and at special needs schools (Förder- bzw. Sonderschulen).

An extended police clearance certificate (erweitertes Führungszeugnis) may be required for working with minors. For the activity as a mentoring teacher at general education schools, proven professional suitability in school subjects (schulfachliche Bewährung) is a prerequisite. This is determined by the respective school authority. Employees in community and medical facilities born after 1970 must provide proof of their measles vaccination or immunity, in accordance with the Infection Protection Act (Infektionsschutzgesetz).

Mentoring teachers at general education schools supervise student teachers (Studienreferendare) in their practical teaching training for teaching at general education schools, in addition to their own teaching activities.

Job and applicant portals such as Deutscher Bildungsserver, Erziehungskunst, LehrCare - Die Lehrervermittlung, Lehrer.biz.

Unions and organizations like dbb beamtenbund und tarifunion, Deutscher Lehrerverband (DL), Deutscher Philologenverband - Bundesgeschäftsstelle, Deutscher Verein zur Förderung der Lehrerinnen- und Lehrerfortbildung DVLfB, Gewerkschaft Erziehung und Wissenschaft (GEW), ver.di - Vereinte Dienstleistungsgewerkschaft, Verband Bildung und Erziehung e.V. (VBE).

Working conditions in this profession include responsibility for students during class time, interaction with children and young people, group and teamwork (e.g., cooperating with subject seminar leaders), computer work, working in office spaces (e.g., discussing teaching trials), and working in classrooms/training rooms (e.g., enabling observations in one's own lessons or visiting lessons of trainee teachers).

Documents and teaching materials are used, such as assessments, curricula, teaching materials, and textbooks. Office equipment like PCs, internet access, telephones, and video conferencing tools are also utilized, along with presentation tools such as projectors, whiteboards, and digital boards.

Mentoring teachers at general education schools support trainee teachers in all professional and service-related matters and introduce them to their future tasks. They facilitate observations, visit and discuss the lessons of trainee teachers. They also convey welfare and supervisory duties and advise on pedagogical problems, such as student misconduct. They instruct trainee teachers in the maintenance of specialized rooms and facilities, as well as in the production of teaching materials. Furthermore, they prepare performance evaluations for trainee teachers, which are included in their overall assessment. In addition, they continue to teach students themselves.

Access professions include specialist teacher for vocational/general education schools or state-certified specialist teacher at special needs schools.

Continuing education for adaptation helps to keep professional knowledge up-to-date and to adapt to new developments (e.g., in the fields of school pedagogy and subject didactics or adult education).

They support trainee teachers (Studienreferendare) in all professional and service tasks. Together with the subject seminar leadership, they introduce them to their duties. They enable, arrange, and discuss observation lessons (Hospitationen). They visit and discuss trial lessons. They advise and support in pedagogical problems, for example, with student misconduct. They instruct in the maintenance of classrooms and subject-specific rooms. They assist in the preparation of teaching materials. They guide in fulfilling care and supervisory duties. They visit and discuss trial lessons. They assess the performance of trainee teachers in written statements. They also teach students.

State civil servant and career laws (Landesbeamten- und Landeslaufbahngesetze) apply. The overarching regulation for civil servants in the federal states (Bundesländer) is the Law on the Regulation of the Status Law of Civil Servants in the States (Beamtenstatusgesetz - BeamtStG) of 17.06.2008, last amended by Article 5 of the law of 20.12.2023. This law includes general regulations, for example, on civil servant status, the appointment of civil servants in the states, municipalities, and municipal associations, and their career paths. Also relevant is the Law on the Central Register and the Education Register (Bundeszentralregistergesetz - BZRG) in the version of the announcement of 21.09.1984, last amended by Article 5 of the law of 19.07.2024. For the equivalence of foreign professional qualifications, Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications of 30.09.2005 is applicable.

The following lists professions or activities that show similarities to the original profession. These professions represent a possible alternative for applicants. Furthermore, employers can consider individuals from these professions as alternatives for filling a position in the original profession. Some alternative professions only cover partial activities of the original profession; others may require an induction period, which can vary in length depending on the individual case. The following immediate job and staffing alternatives are available for the profession of Betreuungslehrer/in (Supervising Teacher) at general education schools: For the overall activity (usually without induction): Seminar Leader - Teacher Training. For the overall activity (usually short induction): Special Education Teacher, Primary School Teacher, Gymnasium Teacher, Teacher for Secondary School types I.