1.2. Koolipoolne planeerimine ja järelevalve

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.

Koolijuhtimise Euroopa võrgustik (EPNoSL – European Policy Network on School Leadership) on välja töötanud töövahendi, mille abil saab analüüsida, leida ja valida esmatähtsaid tegevusi eesmärgiga edendada võrdsust ja õppimist soosivat koolijuhtimist. See on suunatud poliitikakujundajatele, haridusasutustele, teadlastele ja juhtimiskoolitajatele. Koolijuhtimise töövahend on loodud selleks, et analüüsida, millist mõju avaldavad koolijuhtimise strateegiad ja programmid koolijuhtide ja koolide üldisele võimekusele tegeleda tõhusalt ja järjepidevalt võrdsuse ning õppimisega seotud probleemidega oma koolis. See sisaldab palju kasulikke materjale, videoid, juhtumiuuringuid ja töövahendeid koolijuhtimise eri tahkude jaoks.

The project focuses on the role of school leadership in actively structuring the educational process for learning and equity.

The project builds on the achievements of the Comenius Network “European Policy Network on School Leadership (EPNoSL, 2011-2014)”.

The project involved two intense job shadowing activities in Vienna and Berlin. Good practice and obstacles were identified though feedback forms, and solidified in collaborative analysis and evaluation.

Tools to support leadership action were developed and tested by the two school principals in everyday school life, and analysed through questionnaires/surveys and subsequently evaluated and summed up in bilateral groups.

The film produced by the partners can be found here:

https://youtu.be/UJR9Opwg4QM

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.

The toolkit developed as part of the valorisation of the findings by the Reducing Early School Leaving in Europe (RESL.eu) research project aims to support practitioners working with youth in identifying and monitoring students and schools in need of greater care and support. It is primarily focused on the situation of those young people who are at risk of school disengagement and early school leaving. The toolkit is primarily dedicated to school staff: principals, teachers, educators, pedagogical counsellors, class tutors and school psychologists. However, it might be also helpful for other educational specialists working in education policies and in alternative learning pathways.