S.M.I.L.E: SCHOOL MANAGEMENT FOR INCLUSIVE EDUCATION -BUILDING AN INCLUSIVE SCHOOL ENVIRONMENT ( MALTA)

COURSE OVERVIEW:
Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. Education is a right for every human being, regardless of circumstance and whatever condition it is born in the world. All countries have an obligation to ensure that all their peoples can receive equal education and this process should be starting from preprimary level. Inclusive education is a process of changing the school environment based on respect and acceptance of other people. It implies wise management of school processes in a way which makes children feel supported to develop their capacity and to overcome hardships; which makes teachers feel encouraged and confident that they are able to cope with the growing challenges, while parents are able to assume their responsibility and role in partnership with school. This course is designed to give teachers and school board managers overview of classroom leadership and inclusive management through an equity lens. The teachers managers will explore their own values and beliefs, observe and reflect on other teachers’ tactics, learn about a variety of current and past methodologies of inclusive class management, and explore working with diverse students.

METHODOLOGY
Based on formal, informal and non formal learning, our methodology will try to stimulate active participation, pro-activity, responsibility and sharing of problems and thoughts of all participants involved. In this way, we aim to build a diverse and stimulating environment for studying, reflecting and working. It has a horizontal and practical approach and will make use of the following tools:face-to-face lessons, experiential learning,team-building and team-working, best practice case-studies, driven simulations,role-play, study visits, focus-group, daily evaluation through self ,group assessment, etc

LEARNING OUTCOMES/ OBJECTIVES
By the end of the course, each participant should be able to:
-to solve inclusion issues in multicultural classes
-to have a clear understanding of exclusion and inclusion
- to provide for all participants tools and knowledge to support the transition towards inclusive education and inclusive schools
- to create a pedagogical strategies in order to prevent early school leaving
-to find solutions to create an inclusive school since preprimary level
-to use a wide range of idea creation techniques to create new and worthwhile ideas;
-to develop communication, collaboration, presentation, problem solving, negotiation, critical and creative thinking skills
- to develop a realistic development plan for inclusive schools ( preprimary and primary)
-to face diversity and identify the barriers to participation and learning arising within schools;
-to draw up development priorities and planning interventions to support diversity (e.g. curricula adaptations, design of differentiated lessons);

PROGRAMME:

Day 1 Course opening event; INTERCULTURAL SETTINGS. Connection between culture and inclusion. Education For All. A global commitment. Multicultural or intercultural education. Show me your class and I will tell you who you are
Day 2 COMMUNICATION STYLE MANAGEMENT- COMMUNICATION WITH PARENTS Facts about effective communication with parents ;Common mistakes and hurdles in communicating with parents; Avoiding hurdles and mistakes we often make in our communication with parents;How to correct mistakes in future communication; Techniques of active listening and constructive feedback; Supporting parents to set goals and prepare an action plan; Empowering parents to build independence and responsibility in their children;
Day 3WORKING COOPERATIVELY: Creating a cooperative learning classroom; The benefits of cooperative learning ;. Dividing Your Class into Groups ; How to make cooperative learning work ; How to structure a cooperative learning activity ; Experiencing a cooperative learning activity
Day 4and Day 5 .Strategies FOR INCLUSION IN SCHOOLS THE VALUE OF INCLUSIVE EDUCATION: The basic elements of inclusive education; The support of inclusive education; Human library and Digital Storytelling as educational tools; STRATEGIES TO EARLY SCHOOL LEAVING AND PREVENT EXCLUSION. How to foster students’ inclusion, tolerance and intercultural awareness through non-formal, informal and experiential learning activities. Non formal education tools aimed at social inclusion. Designing lessons and activities to support increasing diversity in contemporary classrooms Strategies to involve in school activities students in risk of exclusion. STUDY VISIT to a local school
Day 6 Developing LEADERSHIP in an inclusive landscapes perspective: interactive thinking: feedback and discussions; Group exercise: What scope exists in your context for school leaders to shape and adapt the curriculum for creating an inclusive preschools/ schools? What obstacles prevent principals from focusing on leadership roles that improve learning outcomes? ; Distributing leadership for school effectiveness Differentiated instruction that increases leader’s engagement. Challenges for the inclusive leadership. Motivation: The link between leadership and school development
Day 7 MODEL DEVELOPMENT FOR INCLUSIVE EDUCATION MANAGEMENT: practical guidelines for inclusive schools; ELF teacher's classroom management practices at an inclusive school: Coaching principles, coaching boundaries with respect to evaluation, mentoring, and
counselling; What is coaching in teaching? Coaching versus mentoring; coaching applications; Coaching models (GROW, SMART) demonstration; Asking questions – exercise in pairs, reflection and feedback
Day 8 EXPECTATION MANAGEMENT: Working with stakeholders (ENGINE model ); Group exercise: Managing expectations of the teachers staff according their own value and beliefs; PERFORMANCE MANAGEMENT: presentation and discussion on key principles of inclusive performance management; Am I a good leader: create your personal standards for becoming leader for European inclusive school!
Dissemination and valorization activities planning. One-page proposal.
Using European certification tools: Europass Mobility certificate, upgrading the Europass Language Passport and Europass Skills Passport Project evaluation. Handing out certificates

PREPARATION AND FOLLOW-UP
BEFORE: Every participant will have to fill a questionnaire which helps the trainers to customize the course to better fit their needs. Attendants will get instructions and material which will help them to be prepared for the courses needs.
AFTER: The participants will get material which includes information about all the areas covered at the course,lesson plans , all the produced outcomes of the course, useful links and more.

CERTIFICATIONS
At the end of the course, each participant will be awarded with the Europass Mobility Certificate, together with a desciptive certificate of attendance. Both documents will be provided in double language. ( course language and participant national language)