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Second example of good practice. Multi-annual Improvement Area Plan.

Second example of good practice. Multi-annual Improvement Area Plan. Background. This Improvement Plan was proposed by two neighbourhoods of the city of Valladolid: Pajarillos and Pilarica.

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Second example of good practice. Multi-annual Improvement Area Plan.

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  1. Second example of good practice. Multi-annual Improvement Area Plan.

  2. Background This Improvement Plan was proposed by two neighbourhoods of the city of Valladolid: Pajarillos and Pilarica The managing staff and services from all the educational centres of the areas met at the beginning of the school year 2001-2002,in order to start this experience together Both city areas are underprivileged at a socioeconomic and cultural level .

  3. Background Common characteristics of all the educational centres in these areas: • Be coordinated, and increase their own quality of education. • Educational proposals for all student body directed towards school success. • Introduce strategies in the process of schooling for a balanced distribution of all students in the area. • Include families in the centres´ educational projects.

  4. Background The common characteristics of all the centres of these areas are: high presence of gypsy culture students, constant increase in numbers of immigrants in the classroom, students come from families with a low socioeconomic profile who need support of all kinds: human and material.

  5. Objectives of the Plan To increase families´ and students´ participation through motivating social activities in the centres, in the neighbourhood and in the city. To improve teacher training based on the reflection, debate and exchange of educational experiences. To achieve full early-education schooling and to reduce school absenteeism rate. To integrate the model of inductive discipline and assertive behaviour for pupils, parents and teachers in the curricula in order to facilitate coexistance in the educational community. Second example of good practice. Izmir, March 2008

  6. Design and implementation .Timing and phases. FIRST PHASE : 2001-2004 The PLAN is titled “From, To, With Everyone for the Improvement of Education in our City Areas” The inclusion of parents began to create an air of participation and trusting dialogue between teachers and parents. It also empowered the figure of the mediator.

  7. Design and implementation. Timing and phases SECOND PHASE : 2004- 2007 • The second part of the PLAN was titled ”We move in our centres towards a common goal”. • The starting point for this second phase was the weaknesses found once the first phase was evaluated: • Little effect on families. • Little interaction among the pupils of different schools in common activities. • Unbalanced involvement of the schools in the Plan.

  8. Structure and Organization • The designed structure allowed teachers to share information fluidly and reversibly. • Methodology: collaborative, dynamic, and participative among the 13 educational centres and 4 educational service centres. PUPILS AND FAMILIES

  9. Coordination, monitoring and assessment. Assessment indicators Who coordinates: When: Yearly, at the end of each academic year, the development of the Plan is assessed in order to find necessary corrections, adaptations and adjustments. • Improvement team in CFIE Valladolid 2 • Questionnaires of evaluation: general, seminars, specific activities • Annual report • Annual seminar reports

  10. Activities in the Improvement Area Plan.

  11. CONCLUSIONS Thanks to this Plan the families´ involvement in school life has improved through all the activities carried out by Schools of Parents, fostering communication using ICTs. The Plan has not continued during this course with the same structure as before, but the managing staff and educational services from the schools and high schools of the area go on working on a collaborative platform with regular meetings, and activities performed together.

  12. CONCLUSIONS The Improvement Area Plan involved: ALL the schools and high schools of the area ( 13 in total), around 450 teachers (Infant , Primary and Secondary), 3,000 pupils and their families ( of which 25% are immigrants or ethnic minorities) Educative support and advice teams. Educative Inspection. Teacher Training Centre (Pedagogic Centre) Valladolid 2. Other social and educational institutions, associations and volunteers.

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