Училишно раководство

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.

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.

Целта на проектот MiCREATE е да поттикне инклузија на најразлични групи мигрантски деца преку усвојување пристап фокусиран на детето при интеграција на мигрантските деца, и тоа на образовно и на политичко ниво. Поаѓајќи од потребата да се преиспитаат постојните политики за интеграција, истражувачкиот проект има цел сеопфатно да ги проучи современите интеграциски процеси на мигрантските деца за да ги унапреди нивниот капацитет за делување, нивното учество и нивната добросостојба.

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.

The CARMA Toolkit fosters collaborative learning approaches in schools, based on non-formal learning (NFL) techniques, for learners who have been identified as being at risk of early school leaving and/or low achievement. The Toolkit provides practical resources for classroom practices and to transform school cultures to improve student motivation and participation. Involvement of the wider community in supporting collaborative learning is also encouraged. A Competence Assessment Model supports teachers to assess learners’ collaborative skills. A teacher’s diary to track implementation and learner progress accompanies the Toolkit.. The Toolkit is available in full and short versions in 8 languages English, Spanish, Italian, French, German, Portuguese, Dutch and Turkish.

Проектот „Поддршка за инклузивно училишно лидерство (SISL)“ истражуваше како да се промовира инклузивно лидерство на училишно ниво и обезбеди алатки за поддршка. Проектот сметаше дека лидерството посветено на инклузивно образование се стреми кон постигнување целосно учество во важни образовни можности, високи достигнувања и добросостојба за сите ученици, вклучително и оние кои се најмногу изложени на ризик од исклученост.