1. School governance

1.4. Cooperation within education systems

Cooperation within education systems can take different forms – from networking to more formalised clustering of schools. 'Networking' includes teachers and other school staff coming together to discuss ideas and share good practices on certain topics, or reciprocal sharing of resources to benefit the individual schools and communities. 'Clustering' is usually a more formal grouping of a number of schools in the same city or local region, with joint vision and development processes as well as decision-making. Representatives from schools come together to share resources or work on larger initiatives together that contribute to schools and the region as a whole.

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

Indicators to monitor school effectiveness

Indicators on early school leaving and on learning improvement are used in Portugal to promote quality improvement of students? performance and recognise/reward the good work undertaken by all the public schools.

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

Subareas: 1.2. School planning and monitoring; 1.4. Cooperation within education systems; 3.7. Monitoring learners at risk

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: Portugal

Micro-network sharing among schools

The network involves 10 school clusters in Portugal (clusters include several schools from pre-school to secondary) that collaborate on a number of issues, such as training plans, sharing experiences and methodologies and, in some cases, even sharing of human resources. In addition, the network develops thematic panels where several issues are discussed with students and intervention partners.

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

Subareas: 1.4. Cooperation within education systems; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.2. Learners' participation in school life

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: Portugal

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. 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; 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: EN

Country: Denmark; Finland; Iceland; Norway; Sweden

OSCAILT network

The Oscailt network for school leaders was established in Limerick in 2009 to promote the community use of school premises and facilities, with a view to providing a comprehensive range of services to pupils both during and outside school hours. It has served the school heads in supporting each other and sharing experiences in addressing ESL and educational disadvantage.

Area: 1. School governance

Subarea: 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: Ireland

Schlangenfuß

This project was set up more than 10 years ago to reintegrate students who refused to go to school. Since 2007, the programme has focused solely on students who suffer from school phobia, anxiety disorders or depression. The programme is unique in Austria and is publicly funded.

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

Subareas: 1.1. School culture and climate; 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; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.10. Targeted support - special educational needs and learning difficulties; 4.1. Communication and information; 5.1. Multidisciplinary teams

Language: EN

Country: Austria

School innovation in Europe: improving students’ reading comprehension skills through teaching of reading strategies in Centralskolan

For Arvika, Centralskolan is a big school with students coming from the city centre and surrounding areas. Students are from very mixed backgrounds, including students from disadvantaged areas. Several years ago, the school had a significant number of students whose academic achievements after the 9th grade were not sufficient for entering an upper secondary education. One of the key issues in Centralskolan, as well as in other surrounding schools, was that the student reading comprehension skills across various subjects were poor. Subjects of maths and science have been extra prioritised by Centralskolan as student results within those subjects were especially low. Therefore, the school has started practising an explicit teaching of reading strategies within specific subjects for grades 7 – 9. These reading strategies have been implemented together with scaffolding, which means that a teacher gradually empowers students to lead a reading and text comprehension exercise.

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

Subareas: 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 3.4. Curriculum and learning paths; 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.1. Multidisciplinary teams

Language: EN

Country: Sweden

School innovation in Europe: promoting students’ self-esteem and higher order thinking skills through curriculum innovation at the Willenhall Community Primary School

The school’s approach to teaching and learning is based on attaining educational excellence and achievement for all students. The school developed a stimulating curriculum which seeks to provide its students with an understanding of the learning processes in which they are involved (meta-cognition) – and to build their self-belief. The provision of specialist teaching in certain subject areas (science, music, art, physical education) is a key element in this process, as is the development of maths teaching throughout the school (for 6th graders). The teaching of philosophy to all students is also a vital element in developing students’ thinking skills, resilience and self-confidence. Curriculum innovation is undertaken on the initiative of the school, working in co-operation with its Federation partners at Whitmore Park Primary School. All staff, the governing body, students and parents are regularly consulted and made part of the process of curriculum development, and the school is strongly engaged with community partners in developing broader learning activities.

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; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 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; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: United Kingdom

School innovation in Europe: School innovation in Europe: non-formal learning and entrepreneurship training in the Economics High School of Buzău

The school practices several innovative initiatives:

- The ‘Exercise company’ supports students to go through all the steps of setting up a company, from the creation of its administrative structure to its daily management, supporting students’ entrepreneurship competences. This project is regarded very positively by the whole school community and national authorities.

- The ‘Different school’ (‘Şcoala altfel’) programme significantly changed the relationship between students and teachers, thanks to its flexibility. Coupled with the participation in trainings of non-formal education by the teaching staff and practices acquired during Erasmus+ projects, it helped to reshape the educational process at the school.

- Teachers have been involved in curricular innovation dedicated to their particular field of study (tourism and economics) while members of committees set up by the Ministry of Education and the National Centre for the Development of Vocational Education (CNDIPT) contributed to the renewal of the national curriculum.

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

Subareas: 1.1. School culture and climate; 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; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Romania

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; 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

TEIP- Programme for Priority Intervention Educational Areas

The main aim of the Portuguese TEIP Programme is to promote educational inclusion in schools located in disadvantaged areas which include children 'at risk' of social exclusion. Specific improvement plans are developed and promote an improvement cycle in each cluster of schools.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 3.1. Well-being of learners; 3.7. Monitoring learners at risk

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: Portugal

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