Skoleledelse

Det formende vurderingsverktøyet i klasseromsmiljøet er utviklet i sammenheng med rapporten «En formende, inkluderende og helhetlig skolestilnærming til vurdering av sosial og emosjonell undervisning i EU». Målet er å gi en omfattende og helhetlig evaluering av klasseromsmiljøet og veilede lærere og elever til å gjøre positive endringer i klasserommet sammen.

E-EVALINTO har som mål å fremme fadderordninger for å redusere tidlig skoleavgang blant elever med fremmedkulturell bakgrunn og anerkjenne verdien av interkulturalitet, samt utvikle et IKT-rammeverk for å vurdere, administrere og utvikle aktiviteter for interkulturelle sammenhenger. Det Erasmus+-finansierte prosjektet setter søkelys på beslutningsprosesser og identifisering av ulike mønstre i de analyserte situasjonene

"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)

The Oscailt network for school leaders was established in Limerick in 2009 to promote the community use of school premises and facilities, with a view to providing a comprehensive range of services to pupils both during and outside school hours. It has served the school heads in supporting each other and sharing experiences in addressing ESL and educational disadvantage.

Målet med prosjektet Preventing School Failure (PSF) var å se nærmere på manglende inkludering og rettferdighet i skolesystemet ved å sette søkelys på sammenhengen mellom mislykket skolegang og inkluderende politikk . Prosjektet ville undersøke den vitenskapelige dokumentasjonen på at inkluderende skolepolitikk kan forebygge mislykket skolegang – både for enkeltpersoner og for systemet som helhet. 

Prosjektet «Raising the Achievement of all Learners in Inclusive Education» (RA) hadde som mål å dokumentere effektiv praksis for å oppnå bedre prestasjoner og styrke skolenes og samfunnets evne til å inkludere og støtte alle elever.

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.

PDST was established in September 2010 as a generic, integrated and cross-sectoral support service for schools, and is supported by the Irish Department of Education and Skills. It is now the country’s largest single support service offering professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas. Key priorities include supporting school leadership, school self-evaluation, assessment, ICT for teaching and learning, inclusion, health and wellbeing and post primary subjects and programmes. PDST provides continuing professional development and support through a team of teachers, primary and post-primary, seconded from their schools to work with the PDST. The PDST website contains pages dedicated to teacher’ health and wellbeing, containing resources and links for teachers concerning their ongoing physical and mental wellbeing in the workplace, and providing face-to-face trainings and seminars to teachers.