5. L-involviment tal-partijiet interessati

5.1. Timijiet multidixxiplinari

Approċċ multidixxiplinari għall-iżvantaġġ edukattiv u t-tluq bikri mill-iskola (ESL) ilaqqa’ flimkien professjonisti minn ġewwa l-iskola u ’l barra minnha, fosthom psikologi, assistenti soċjali u professjonisti fil-kura medika. It-timijiet multidixxiplinari għandhom il-potenzjal li joffru firxa ta’ servizzi sabiex jappoġġaw żgħażagħ f’riskju ta’ żvantaġġ edukattiv u tluq bikri mill-iskola. Dan jinkludi, pereżempju, konċentrazzjoni fuq l-iżvilupp lingwistiku tat-tfal, appoġġ għas-saħħa mentali, appoġġ emozzjonali, ħiliet għall-prevenzjoni tal-bullying, konċentrazzjoni fuq kif se jintlaħqu l-familji emarġinati u appoġġ fl-iżvilupp tal-ħiliet fit-trobbija tat-tfal.

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School innovation in Europe: making students the owners of their learning process though teacher empowerment in the Tjotter school

In 2011/2012, the Dutch School Inspectorate concluded that student results in the Tjotter school were too low. The school used to have a negative pedagogical climate, and suffered from a loss of trust between school and parents. Eventually, the school staff lost confidence in the former school leader and requested the school board to appoint a new leader. With an arrival of the current school leader four years ago, innovative processes started. A common view of education and teacher mutual learning was established, in addition to the culture of continuous improvement.

Key interventions:

  • improvement of teachers’ pedagogical and didactical skills: team schooling with subsequent follow up and monitoring within the learning community of teachers, individual coaching and change of personnel
  • creating student portfolios to make students the owners of their learning process while students were also encouraged to participate in its formation
  • other approaches being used at school: positive behaviour support; encouraging student participation and (direct) feedback on student’s results; ‘Teach like a Champion’; and HGW (Action Oriented Approach) for student differentiation.

Oqsma: 1. Il-governanza tal-iskejjel; 2. L-għalliema; 3. Appoġġ lill-istudenti; 4. L-involviment tal-ġenituri; 5. L-involviment tal-partijiet interessati

Suboqsma: 1.1. Il-kultura u l-klima fl-iskejjel; 1.2. L-ippjanar u l-monitoraġġ tal-iskejjel; 1.3. It-tmexxija tal-iskejjel; 2.1. Il-ħiliet u l-kompetenzi tal-għalliema; 2.2. L-għalliema u r-relazzjonijiet tagħhom mal-istudenti u mal-ġenituri; 2.3. L-edukazzjoni inizjali tal-għalliema u l-iżvilupp professjonali kontinwu tagħhom; 2.4. Il-benesseri tal-għalliema; 3.1. Il-benesseri tal-istudenti; 3.2. Il-parteċipazzjoni tal-istudenti fil-ħajja tal-iskola; 3.4. Il-kurrikulu u l-mogħdijiet tat-tagħlim; 4.1. Komunikazzjoni u informazzjoni; 4.2. L-involviment tal-ġenituri fit-tmexxija tal-iskejjel; 5.1. Timijiet multidixxiplinari; 5.2. In-netwerks tal-partijiet interessati

Lingwa: EN

Pajjiż: Olanda

School innovation in Europe: promoting children’s continuous development through the integration of the school and day care centre and the application of the TASC model in the Warande school

In the past, the Dutch School Inspectorate notified the Warande school about their students‘ low results. The school staff, however, were very much hesitant towards the test-driven-accountability-approach established by the Inspectorate. Therefore, the school team decided to re-define and interpret test-driven accountability in their own way. Instead of emphasising the learning results per se, they wanted to focus on the process of learning itself – starting from children’s needs and guiding them in their own development.

To be able to focus on children’s continuous development, the school also felt the need to integrate the child day care, kindergarten, elementary education and after school care. These issues ignited the need for organisational and pedagogical changes. Overall, the school has been innovative during recent years, and latest innovative approaches represent a continuity of this process and reflect the school’s innovative culture.

Oqsma: 1. Il-governanza tal-iskejjel; 2. L-għalliema; 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 5.1. Timijiet multidixxiplinari; 5.2. In-netwerks tal-partijiet interessati; 5.3. Sħubijiet: L-impjegaturi u n-negozji; 5.4. Sħubijiet: L-organizzazzjonijiet tal-komunità u s-soċjetà ċivili

Lingwa: EN

Pajjiż: Olanda

TIMIJIET MULTI-INTERDIXXIPLINARI GĦALL-PREVENZJONI TAT-TLUQ BIKRI MILL-ISKOLA

Dan id-dokument jipprova jeżamina l-evidenza rigward il-potenzjal għal timijiet multidixxiplinari u interdixxiplinari li jaqdu rwol ewlieni fil-prevenzjoni tat-tluq bikri mill-iskola. Bħala parti mill-iżvilupp ta' strateġija għal timijiet multi/interdixxiplinari bħal dawn, tingħata attenzjoni kbira lill-kundizzjonijiet meħtieġa u ta' appoġġ għall-effettività tagħhom, minflok fuq suppożizzjoni deterministika tal-effettività inevitabbli tagħhom. Ir-rapport jenfasizza l-ħtieġa li tingħata gwida strateġika b'saħħitha lit-timijiet dwar kwistjonijiet importanti li jkunu se jindirizzaw it-timijiet bħall-appoġġ għas-saħħa mentali, alternattivi għas-sospensjoni, l-involviment ta' familji emarġinati, is-soluzzjoni ta' kunflitti bejn l-għalliema u ħiliet ta' taħriġ fid-diversità, ħiliet ta' prevenzjoni tal-bullying, it-trawwim ta' ambjent pożittiv fl-iskola, ħiliet ta' impenn mal-ġenituri u attenzjoni fuq l-iżvilupp tal-lingwa fit-tfal eċċ.

Oqsma: 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 3.1. Il-benesseri tal-istudenti; 3.3. Gwida u appoġġ dwar il-karrieri; 3.9. Appoġġ immirat: il-migranti, ir-Roma; 3.10. Appoġġ immirat: il-ħtiġijiet edukattivi speċjali u d-diffikultajiet fit-tagħlim; 5.1. Timijiet multidixxiplinari

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