2. Enseignants

2.2 Les enseignants et leurs relations avec les élèves et les parents

Une relation de soutien à long terme entre l’enseignant et l’élève est fondamentale pour améliorer la motivation et la réussite scolaire. Des relations positives avec les élèves accroissent le degré de satisfaction professionnelle des enseignants. Des relations de confiance, respectueuses et coopératives entre les enseignants et les élèves, leurs parents et la communauté au sens large influencent également de manière positive les résultats des élèves.

 

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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.

Domaines: 2. Enseignants; 3. Soutien aux élèves

Sous-domaines: 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.3. Formation initiale et formation continue des enseignants; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés

Langue: EN

Pays: FRANCE

Beda School upper secondary

This example describes innovative approaches in an upper secondary school in Sweden - Beda Hallberg. The school offers a range of programmes that provide the foundation for personal development and active participation in society. The school also aims to provide continued support to learners and reduce the risk of drop-out by working hard to minimizes the closing times of the school with the view to staying open during some longer holidays. A team of health professionals are also well represented and includes social and psychological counsellors available to support the needs of young people.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves

Sous-domaines: 1.1. Culture et climat scolaires; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.2. Participation des élèves à la vie de l’établissement scolaire; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.5. Apprentissage et évaluation

Langue: EN

Pays: SUEDE

ENhancing Teacher REsilience in Europe (ENTREE)

The project ENhancing Teacher REsilience in Europe (ENTREE) aims to enable young European teachers to improve their resilience in the face of increasing demands of rapidly changing school contexts. It was launched in 2014 and provides diverse learning opportunities and tools for teachers, both online and face-to face; it is supported by a team of international experts from five European countries (CZ, DE, IRL, MT, PT) and from Australia. The ENTREE project refers to teacher resilience as “the process of, capacity for, or outcome of positive adaptation and ongoing professional commitment and growth in the face of challenging circumstances”. Teachers are assisted to draw on personal, professional and social resources, to “bounce back” and to also thrive professionally and personally, and to experience job satisfaction, positive self-beliefs, personal wellbeing and an ongoing commitment to the profession.

Domaine: 2. Enseignants

Sous-domaines: 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.4. Le bien-être des enseignants

Langue: EN

Pays: DANEMARK; IRLANDE; MALTE; PORTUGAL; REPUBLIQUE TCHEQUE

Godalen and Thor Heyerdahl Upper Secondary Schools in Norway

In order to prevent drop-out, the Godalen and Thor Heyerdahl Upper Secondary Schools in Norway have focused on improving and strengthening their school leadership strategies. The schools have established a range of measures to support teachers and young people alike.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 1.3. Direction de l’établissement scolaire; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.5. Apprentissage et évaluation; 5.2. Réseaux d’intervenants

Langue: EN

Pays: NORVEGE

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)

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 4.1. Communication et information; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: IRLANDE

Life is Diversity (Leben ist Vielfalt) Students’ network

The main aim of the network is to prepare student teachers to teach in diverse classrooms. Specifically, the network aims to: - help student teachers develop intercultural sensitivity; - inspire ideas and promote the implementation of intercultural practices in schools; - act as a network for student teachers who are interested in inter-culturality and heterogeneity; - act as a forum for discussion and exchange about challenges and approaches in the teaching in diverse classrooms; - provide student teachers with specific knowledge and practical experiences. The group initiates the exchange of information and experience about teaching in intercultural settings, and organises support measures for refugees. The main target group of the network is student teachers, but practicing teachers and other relevant groups such as university staff are also targeted. The network was initially intended for student teachers with a migrant background, but it soon shifted its focus towards all students.

Domaines: 2. Enseignants; 5. Implication des intervenants

Sous-domaines: 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.3. Formation initiale et formation continue des enseignants; 3.6. Apprentissage complémentaire et extrascolaire

Langue: EN

Pays: ALLEMAGNE

Master’s Programme in ‘Educational Treatment of Diversity' (ETD) (Maģistraprogramma Dažādībaspedagoģiskierisinājumi)

The Master’s Programme in ‘Educational Treatment of Diversity (ETD) is aimed at Bachelor graduates in pedagogy, and at education practitioners (kindergarten pedagogues and administrators, school administrators, VET administrators, college and university administrators) willing to improve their intercultural competences. The programme aims at creating an interdisciplinary system of knowledge, skills and integrated socio-pedagogical, psychological and special pedagogical competences to mainstream diversity in education. The programme content consists of two main parts: Part A: Compulsory modules (including the research/master’s thesis), including courses on: ‘International and comparative frame of educational treatment of diversity’; ‘Educational treatment of special needs proceeding from cultural diversity’; ‘Management and programmes of educational treatment of diversity’, etc.; Part B: Optional courses, including: ‘Research methodology for educational treatment of diversity’; ‘Work integration and rehabilitation of people with diverse special needs’. The process is organised as e-studies, with weekly in-person or Skype meetings with professors.

Domaines: 2. Enseignants; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.3. Formation initiale et formation continue des enseignants; 3.8. Soutien ciblé - Langue; 3.9. Soutien ciblé - Migrants, Roms; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: LETTONIE

PRINED - Inclusive Education in Slovakia

The project PRINED concerns the inclusion of children and pupils of socially disadvantaged background. The main aim of this project is to enhance the successful implementation of compulsory education.

Domaines: 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.3. Formation initiale et formation continue des enseignants; 3.1. Le bien-être des élèves; 3.3. Orientation professionnelle et soutien; 3.5. Apprentissage et évaluation; 3.6. Apprentissage complémentaire et extrascolaire; 3.7. Suivi des élèves à risque; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 4.2. Implication des parents dans la gouvernance des établissements scolaires; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: SLOVAQUIE

Rights Respecting Schools Award (RRSA), UK

Rights Respecting Schools (RRS) is a UNICEF-UK driven approach that integrates the UN Convention on the Rights of the Child (UNCRC) as a whole school approach to child rights education. The overall aim of the approach is to create a participative, inclusive, and safe school culture, where respect for every member of the school community is guaranteed. The UNICEF Child Rights Education (CRE) Toolkit provides guidance on how to become a Rights Respecting School. Schools adapt the RRS approach to their context. The approach influences relationships between every actor in the school environment and is applicable in any school context. The framework outlined in the RRS toolkit is intended to provide a central organising principle for the entire school and, by extension, for the families and community in which the school is situated. There are three phases of development. The second and third phases (Levels 1 and 2) are similar. The aim is to execute the action plan that is developed during the Recognition of Commitment phase in order to reach the four standards of the RRSA: 1. Rights-respecting values underpin leadership and management 2. The entire school community learns about the CRC 3. The school has a rights-respecting ethos 4. Children are empowered to become active citizens and learners.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.1. Le bien-être des élèves; 3.2. Participation des élèves à la vie de l’établissement scolaire; 4.1. Communication et information; 4.3. Espaces réservés aux parents et implication dans les activités éducatives; 5.4. Partenariats - Organisations communautaires et société civile; 2.4. Le bien-être des enseignants

Langue: EN

Pays: ROYAUME-UNI

Structural Indicators for Schools for Developing Inclusive Systems in and around Schools

This set of structural indicators for inclusive systems in and around schools can be used by school heads, teachers, parents or other school partners to reflect on the inclusiveness of their school. The indicators are phrased as statements with yes or no answers, which can guide school actors in self-evaluating in a range of relevant areas. Inclusion in schools is seen as supportive and quality learning environment with welcoming and caring schools and classrooms. It is accomplished by preventing discrimination, approaching learner's needs holistically (emotional, physical, cognitive and social), and recognizing learners' talents and voices.

The key areas covered by the indicators include:

  1. a whole school approach to developing inclusive systems
  2. teacher and school leadership quality
  3. promotion of system integration of policy and practice
  4. a multidisciplinary focus on health and welfare
  5. promoting parental involvement and family support
  6. and meeting the needs of particularly vulnerable individuals and groups

The choice of indicators draws upon key EU Council and European Commission policy documents and recent international evidence on inclusive education.

 

This tool is part of a wider Report on Structural indicators for inclusive systems in and around schools, which provides a background and explanations for each of the indicators.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.1. Le bien-être des élèves; 3.2. Participation des élèves à la vie de l’établissement scolaire; 3.7. Suivi des élèves à risque; 3.9. Soutien ciblé - Migrants, Roms; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires; 5.2. Réseaux d’intervenants

Langue: BG; CZ; EN

Pays: Europe

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