Skoleledelse

Skoleplanlegging og oppfølging

Schools wishing to take a 'whole school approach' to address complex issues need to systematically engage in collaborative strategic planning. They will need a process to integrate all their activities into a coherent plan and to monitor and evaluate their progress. The school development/improvement plan serves as a reference document which guides school activities and facilitates monitoring and self-evaluation. As a strategic plan, it should clearly and simply set out the school’s priorities, the main measures it will take to raise standards, resources needed, and the key outcomes and targets it intends to achieve within a specific timeframe.

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Combating drop-out and early school leaving (ESL) in Serbia

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Læreplan og læringsveier; Oppfølging av risikoutsatte elever; Tverrfaglige grupper

Språk: EN

Land: Serbia

CroCoos (Cross-sectoral cooperation focused solutions for the prevention of early school leaving project)

The CroCooS - Prevent dropout! project was developed in the framework of the EC proposal "Implementation of the European strategic objectives in education and training" under the Lifelong Learning Programme to support innovative policy solutions to reduce and prevent early leaving from education and training (ELET). The main aim of the CroCooS project, which was implement between 2014 and 17, was to contribute to the development of an institutional early warning system (EWS) for preventing early leaving from education and training. It also tested its applicability with national pilots focusing on contextual factors affecting the evaluation.
Regional needs addressed included: sensitizing the staff of each school on the need to address the problem of dropout; actively involving teachers in monitoring students and working with them; developing better relationships between students and teachers; strengthening pupils' sense of belonging to the class and the school; developing relationships of trust by being supportive and ensuring a safe school climate.

Områder: Skoleledelse; Støtte til elever

Underområder: Skoleplanlegging og oppfølging; Oppfølging av risikoutsatte elever

Språk: EN

Land: Serbia; Slovenia; Ungarn

E-tool for preventing bullying

Swedish education is built on respect for human rights and fundamental democratic values such as inviolability of human life, equal value of all people, respect for the individual?s personal integrity and gender equality. In accordance with these values, there is a strong emphasis that all education should be inclusive and actively prevent discrimination and harassment in all forms, which includes bullying.

Områder: Skoleledelse; Støtte til elever

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Elevenes trivsel

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Sverige

Eliot Bank primary school self-evaluation

UK Ofsted (school inspectorate) presents the reasons behind continuous outstanding performance of Eliot Bank primary school. It has developed robust systems for monitoring and evaluation so that it knows what works well and what can be improved further. The school's evaluation process includes a wide range of stakeholders and strategies, but it has always remained focused on pupils achieving the highest possible outcomes. School provision is continuously modified in order to narrow the attainment gap for those pupils at risk of not attaining the levels expected for their age.

Område: Skoleledelse

Underområde: Skoleplanlegging og oppfølging

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Storbritannia

Et formende vurderingsverktøy for klasseromsmiljøet

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.

Områder: Skoleledelse; Støtte til elever

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse; Samarbeid internt i skolesystemet; Elevenes trivsel; Elevenes deltakelse i skolehverdagen

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Land: Irland; Italia; Malta

Forebyggende tiltak for robusthet – UPRIGHT

Over hele verden er psykiske problemer hos ungdom noe som stadig øker i omfang, og UPRIGHT er et prosjekt som formidler de ferdighetene som er nødvendige for å oppnå god fysisk og mental helse. Det er i ferd med å bli innført på skolene, og det involverer ungdom, deres familier og alle ansatte ved deltakerskolene.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærernes trivsel; Elevenes trivsel; Familielæring

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Land: Danmark; Island; Italia; Norge; Polen; Spania

Indicators to monitor school effectiveness

Indicators on early school leaving and on learning improvement are used in Portugal to promote quality improvement of students? performance and recognise/reward the good work undertaken by all the public schools.

Områder: Skoleledelse; Støtte til elever

Underområder: Skoleplanlegging og oppfølging; Samarbeid internt i skolesystemet; Oppfølging av risikoutsatte elever

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Portugal

IndY (Individualized Learning at the school centre Ybbs)

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.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; 3.9. Flyktninger, migranter og sigøynere; Målrettet støtte – vanskeligstilt sosioøkonomisk bakgrunn; Kommunikasjon og informasjon; Interessentnettverk

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT

Land: Østerrike

JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School (Hospitalet de Llobregat, Spain)

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Karriereveiledning og støtte; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; Oppfølging av risikoutsatte elever; Kommunikasjon og informasjon; Foreldreinvolvering i skoleledelse; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk; Partnerskap – arbeidsgivere og bedrifter; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: EN

Land: Spania

Leadership in School

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

Område: Skoleledelse

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse

Språk: EN

Land: Tyskland; Østerrike

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