2. Teachers

2.1. Teacher skills and competences

The role of the teacher is broadening and becoming more demanding. Teachers are expected to use a wide variety of methods, tools and approaches and to tailor them to the learners' needs. They also need to have competences and skills necessary to create a positive classroom environment and work collaboratively with other stakeholders within and outside the school in order to provide timely support to learners.

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Please note that for the moment the content on the resource pages is available in English only.

ATD Quart Monde - teacher training module

ATD quart monde is a French NGO involving individuals who experience or have experienced poverty.Among other initiatives, it works with ‘folk universities’ (universités populaires) in France, with the aim to generate and gather expert knowledge from its members - participants on a number of issues, including parenting and perception of school.

Areas: 2. Teachers; 3. Support to learners

Subareas: 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: France

Essunga Municipality Schools

Essunga, a Swedish municipality, transformed the ranking of its schools from the bottom to the top of the national school league tables between 2007 to the top in 2010. Essunga has three elementary schools and one lower secondary school (grades 6-9). With 5,500 citizens, it is one of the smallest municipalities in the country. The increase in levels of achievement is attributed to a research-based approach of inclusive education. For years, the three elementary schools in Essunga had consistently experienced low educational levels. An increasing number of students were refugees or in “family placements”. In 2007, only 76% of students were eligible for upper secondary school and 20% of these were placed in special education classes. These results compelled political and school leaders and school staff to identify targeted measures to address these challenges. The municipality focused on interventions at school and in the local community to prevent school absence and increase attendance.

Areas: 1. School governance; 2. Teachers; 3. Support to learners

Subareas: 1.1. School culture and climate; 1.3. School management; 2.1. Teacher skills and competences; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 3.10. Targeted support - special educational needs and learning difficulties

Language: EN

Country: Sweden

Home School Community Liaison Scheme

"It is clear from the Irish experience that educational initiatives based in schools can raise the educational level of the adults involved, and result in a general sense of empowerment in the local community. Parental involvement, especially in areas of socio-economic deprivation, does not just benefit the children and the school - it is a crucial aspect of lifelong learning" (Parents as Partners in Schooling, OECD 1997)

Areas: 1. School governance; 2. Teachers; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.3. School management; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 4.1. Communication and information; 5.1. Multidisciplinary teams

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

INCLUD-ED Interactive Groups

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Areas: 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 2.1. Teacher skills and competences; 3.5. Learning and assessment; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.3. Spaces for parents and involvement in educational activities

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

IndY (Individualized Learning at the school centre Ybbs)

In the school year 2015/16 the Schulzentrum Ybbs (a school center consisting of three vocational upper secondary schools) introduced a concept called IndY, which involves that 20% of the teaching time is intended for individualized learning. IndY aims at improving students’ expertise, motivation, self-responsibility, self-management, collaborative skills, emotional intelligence and learning methods.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information; 5.2. Stakeholders' networks

Language: EN

Country: Austria

InnoOmnia

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning

Language: EN

Country: Finland

ITE Modules on ‘Teaching bilingual children’ & 'General education/Christian studies, philosophy of life and citizenship'

The aim of the module on ‘Teaching bilingual children’ is to prepare all future teachers in Denmark to teach bilingual children. The module aims to prepare future teachers to identify educational challenges linked to second (state) language in the teaching of subject knowledge and to favour bilingual pupils' linguistic and academic development in linguistically diverse classrooms. The module on ‘General education/KLM' aims to prepare all future teacher in Denmark to be able interpret public school purposes, the development of professional ethics and to handle complex challenges in the teacher work in the context of cultural, value-based and religious diversity. It aims for future teachers "in a nuanced and reflective way, (…) to relate to ethical, political, democratic and religious challenges associated with education, parent involvement and school in a globalised society". Both measures are mandatory at all university colleges providing ITE in Denmark.

Image: Rawpixel / Pexels.com

Area: 2. Teachers

Subareas: 2.1. Teacher skills and competences; 2.3. Initial Teacher Education and Continuing Professional Development of teachers

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Denmark

JOPO - Flexible Basic Education

Finland has been developing innovative teaching methods and procedures to cater for individual needs through the use of activity based learning, small group teaching, on-the-job learning and different learning environments to reduce dropout.

Areas: 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 2.1. Teacher skills and competences; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning; 3.10. Targeted support - special educational needs and learning difficulties; 5.1. Multidisciplinary teams; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Finland

Journey to 21st century Education - This is how the most innovative schools in the world

With the intention of documenting the most innovative learning techniques and of making the methodologies easy to apply in any school, the Spanish psychologist and researcher Alfredo Hernando travelled over a period of nine months through countries in five continents. The book’s aim is to be a practical guide and, as an answer to the common question: “What can I do in my school?”, it proposes 80 specific actions.

Area: 2. Teachers

Subarea: 2.1. Teacher skills and competences

Language: EN

Country: Europe

Learning hub at the TGM (Technologisches Gewerbemuseum)

The learning hub was implemented at the TGM (an upper-level secondary technical college) as a school experiment in the school year 2016/17. It has been implemented in the school’s Information Technology (IT) Department in two of the four classes in the first year (i.e. grade 9).

In the learning hub students study self-regulated 20 hours per week. Of these 20 hours, 9 hours relate to general education subjects (German, English and Mathematics) and 11 hours involve vocational education subjects (Software Engineering, Systems Engineering, Media Technology, Network Technology). The other 6 school subjects (Geography, History and Political Education, Natural Sciences, Religion, Sports, Computer Workshop), which encompass 13 hours per week, are still taught by using traditional methods of teaching.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 4.1. Communication and information

Language: EN

Country: Austria

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