1. School governance

1.3. School management

Effective school leaders promote collaborative cultures. Schools need dedicated, value-led, competent and highly motivated school leaders who can encourage reflective practice and foster dialogue and cooperation among all school actors and with other stakeholders. They ensure a supportive environment for teachers, where teacher-teacher learning, time for feedback and reflection, and networking within and between schools is encouraged. They also play an essential role in providing opportunities for practice-oriented initial teacher education and research-based continuous professional development.

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

MiCREATE – Migrant Children and Communities in a Transforming Europe

The objective of the MiCREATE project is to encourage the inclusion of diverse groups of migrant children by adopting a child-centred approach to the integration of migrant children at educational and policy level. Stemming from the need to revisit the existing integration policies, the research project aims to comprehensively examine the contemporary integration processes of migrant children to enhance their agency, participation, and well-being.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk; 3.9. Refugees, Migrants and Roma

Language: BG; CZ; DA; DE; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Austria; Belgium; Bulgaria; Croatia; Cyprus; Denmark; Germany; Hungary; Italy; Latvia; Lithuania; Netherlands; Poland; Portugal; Serbia; Slovakia; Slovenia; Spain; United Kingdom

Nordic Projects to Combat School Dropout

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.

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; 1.4. Cooperation within education systems; 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; 2.4. Well-being of teachers; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 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: Denmark; Finland; Iceland; Norway; Sweden

Raising the Achievement of all Learners in Inclusive Education

The ‘Raising the Achievement of All Learners in Inclusive Education’ (RA) project aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.

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; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 4.3. Spaces for parents and involvement in educational activities; 5.2. Stakeholders' networks; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Austria; Belgium; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Slovakia; Slovenia; Spain; Sweden; Switzerland; United Kingdom

School Leadership Toolkit

The European Policy Network on School Leadership- EPNoSL has developed a tool to reflect upon, identify challenges and prioritize areas for policy action to support and enhance school leadership for equity and learning. It addresses policy makers, school authorities, school actors, researchers and leadership training institutes. The School Leadership Toolkit is designed to support analyses of the ways different school leadership policies and programs interplay and influence the overall capacity of school leaders and their schools to effectively and persistently address equity and learning challenges in their schools. It contains a range of useful materials, videos, case studies and toolsets on different aspects of school leadership.

Area: 1. School governance

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems

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; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Supporting Inclusive School Leadership (SISL)

The Supporting Inclusive School Leadership (SISL) project investigated how to promote inclusive school-level leadership and provided supportive tools. The project considered that leadership for inclusive education aimed at achieving full participation in meaningful learning opportunities, high achievement and well-being for all learners, including those most vulnerable to exclusion.

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; 1.4. Cooperation within education systems; 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; 4.3. Spaces for parents and involvement in educational activities; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 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; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; RU; SK; SL; SR; SV; TR

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

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