Школски одбор

Школско планирање и праћење

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.).

Области: Школски одбор; Наставници/-ице; Подршка ученицима/-ицама; Укључивање родитеља

Подобласти: Школска култура и клима; Школско планирање и праћење; Почетно образовање наставника/-ица и Континуирани професионални развој наставника/-ица; Наставни план и програм и путеви учења; Праћење ризичних ученика; Мултидисциплинарни тимови

Језик: EN

Држава: Србија

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.

Области: Школски одбор; Подршка ученицима/-ицама

Подобласти: Школско планирање и праћење; Праћење ризичних ученика

Језик: EN

Држава: Мађарска; Словенија; Србија

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.

Области: Школски одбор; Подршка ученицима/-ицама

Подобласти: Школска култура и клима; Школско планирање и праћење; Добробит ученика/-ица

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

Држава: Шведска

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.

Област: Школски одбор

Подобласт: Школско планирање и праћење

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

Држава: Уједињено Краљевство

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.

Области: Школски одбор; Подршка ученицима/-ицама

Подобласти: Школско планирање и праћење; Сарадња унутар образовних система; Праћење ризичних ученика

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

Држава: Португалија

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.

Области: Школски одбор; Наставници/-ице; Подршка ученицима/-ицама; Укључивање родитеља; Укључивање заинтересованих страна

Подобласти: Школска култура и клима; Школско планирање и праћење; Руководство школе; Вештине и способности наставника/-ица; Наставници/-ице и њихови односи са ученицима/-ицама и родитељима; Добробит ученика/-ица; Учешће ученика/-ица у школском животу; Наставни план и програм и путеви учења; Учење и оцењивање; Продужена настава и ваннаставне активности; 3.9. Избеглице, мигранти и Роми; Усмерена подршка - неповољне социоекономске околности; Комуникација и информације; Мреже заинтересованих страна

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

Држава: Аустрија

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. 

Области: Школски одбор; Наставници/-ице; Подршка ученицима/-ицама; Укључивање родитеља; Укључивање заинтересованих страна

Подобласти: Школска култура и клима; Школско планирање и праћење; Руководство школе; Вештине и способности наставника/-ица; Наставници/-ице и њихови односи са ученицима/-ицама и родитељима; Почетно образовање наставника/-ица и Континуирани професионални развој наставника/-ица; Добробит ученика/-ица; Учешће ученика/-ица у школском животу; Каријерно усмеравање и подршка; Наставни план и програм и путеви учења; Учење и оцењивање; Продужена настава и ваннаставне активности; Праћење ризичних ученика; Комуникација и информације; Укључивање родитеља у школском одбору; Простор за родитеље и укључивање у образовне активности; Породична настава; Мултидисциплинарни тимови; Мреже заинтересованих страна; Партнерства - послодавци и послови; Партнерства - Организације у заједници и цивилно друштво

Језик: EN

Држава: Шпанија

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

Област: Школски одбор

Подобласти: Школска култура и клима; Школско планирање и праћење; Руководство школе

Језик: EN

Држава: Аустрија; Немачка

Learning hub at the TGM (Technologisches Gewerbemuseum)

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.

Области: Школски одбор; Наставници/-ице; Подршка ученицима/-ицама; Укључивање родитеља

Подобласти: Школска култура и клима; Школско планирање и праћење; Руководство школе; Вештине и способности наставника/-ица; Наставници/-ице и њихови односи са ученицима/-ицама и родитељима; Учешће ученика/-ица у школском животу; Наставни план и програм и путеви учења; Учење и оцењивање; Праћење ризичних ученика; Комуникација и информације

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

Држава: Аустрија

MiCREATE – Migrant Children and Communities in a Transforming Europe

The objective of the MiCREATE project is to encourage the inclusion of diverse groups of migrant children by adopting a child-centred approach to the integration of migrant children at educational and policy level. Stemming from the need to revisit the existing integration policies, the research project aims to comprehensively examine the contemporary integration processes of migrant children to enhance their agency, participation, and well-being.

Области: Школски одбор; Наставници/-ице; Подршка ученицима/-ицама

Подобласти: Школска култура и клима; Школско планирање и праћење; Руководство школе; Вештине и способности наставника/-ица; Добробит ученика/-ица; Учешће ученика/-ица у школском животу; Праћење ризичних ученика; 3.9. Избеглице, мигранти и Роми

Језик: EN

Држава: Аустрија; Белгија; Бугарска; Данска; Италија; Кипар; Летонија; Литванија; Мађарска; Немачка; Португалија; Пољска; Словачка; Словенија; Србија; Уједињено Краљевство; Холандија; Хрватска; Шпанија

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