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Raising the Achievement of all Learners in Inclusive Education project

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Raising the Achievement of all Learners in Inclusive Education project

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The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.

The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.

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Raising the Achievement of all Learners in Inclusive Education project

  1. 1. Overview of presentation • The Agency • The ‘Raising Achievement’ (RA) project overview o Project activities o Project practical work o Project outcomes and outputs
  2. 2. The Agency • An independent organisation that acts as a platform for collaboration for the ministries of education in member countries • Our mission is to help member countries improve their inclusive education policy and practice for all learners • Our work is in line with and directly supports international and European Union policy initiatives on education, equity, equal opportunities and rights for all learners • Co-funded by the member countries’ ministries of education and the European Commission’s Erasmus+ Programme
  3. 3. Position on Inclusive Education Systems Vision for inclusive education systems… ...all learners of any age are provided with meaningful, high- quality educational opportunities in their local community, alongside their friends and peers
  4. 4. Currently • 31 member countries: Austria, Belgium (Flemish and French speaking communities), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales) • Secretariat in Odense, Denmark • European Liaison office in Brussels, Belgium
  5. 5. Key activities • Provide information for member countries on their progress and developments with regards to inclusion • Thematic projects focusing on priority topics identified by member countries • Data collection and statistics • Information dissemination • Organisation of special events (European Hearings, conferences, thematic seminars, workshops and meetings)
  6. 6. ‘Raising the Achievement of all Learners in Inclusive Education’ (2014–2017)
  7. 7. Project Background • Highest performing education systems combine quality with equity (OECD, 2012) • Inclusive practice: equal opportunities and more equitable outcomes for all learners • Positive impact of inclusion on academic achievement (European Agency, 2012) • Need to pursue equity in the aims, content, teaching methods and forms of learning to achieve a high quality education for all (Council Conclusions, 17 February 2017)
  8. 8. Inclusive Education and Raising Achievement • Inclusive education as an organising principle or ‘mega strategy’: • Diversity in the classroom increases capability and provides: o more equitable opportunities for all learners to participate, to raise their achievement and experience success o more authentic outcomes for life (including personal and social) through flexible organisation, curriculum and assessment and learner-centered teaching.
  9. 9. Project aim and questions •Aim: to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners •Questions: o What pedagogical strategies and leadership approaches best support learning and are effective in raising the achievement (academic and social) of all learners? o What collaborative approaches are effective in raising the achievement of all learners?
  10. 10. Project ‘Theory of Change’ • Pedagogy: from traditional approaches to flexible teaching and support, assessment for learning, relevant curriculum - increasing teacher confidence in taking responsibility for ALL • Leadership: from reactive to constructive/proactive support for staff and learners • Collaboration: from individual/small group stakeholder work to trust and effective co-working for whole LC • Achievement – from focus on academic/accredited outcomes to authentic learning for life and work, active learner engagement
  11. 11. Collaborative learning Learning Communities: ‘collaboration of education stakeholders around clusters of schools involving school and community personnel, together with researchers, local area leaders and policy makers’ (European Agency, 2016)
  12. 12. Selection of Learning Communities • 29 Agency member countries have participated in the project • Criteria were defined for applications to be involved in school-based work • 13 countries applied (Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Poland, Portugal, Slovakia, Sweden, UK-England, UK-Northern Ireland, and UK-Scotland) • 3 Learning Communities (LC) were selected: from Italy, Poland, UK- Scotland
  13. 13. Calderglen mainstream school and Sanderson special school, East Kilbride Group of Schools in Łajski, Commune of Wieliszew Istituto Tecnico Agrario Sereni (I.T.A. Sereni) & Istituto Comprensivo Antonio Rosmini, Rome Lazio region
  14. 14. Networking activities • Project kick-off meeting in June 2014. • School/LC based work between May 2015 until end 2016 • Participants from each country: 1 practitioner and 1 researcher (total: 60 researchers and external project participants). • Participants‘ visits in LC sites in 2015 and follow- up visits in 2016. • On-line forum: platform of communication and on-going support between the visits. • Working Conference in Malta (April, 2017).
  15. 15. Raising Achievement school-based activity Baseline 1 • Self-Review • Learner Information • LC contextual analysis (change to date) • Identification of key issues Project Input Structure/Process Outcomes Baseline 2 – Analysis of theory of change / what works / Project Imapct • Visits • Forum research / experience to inform decisions and develop thinking / practice • LC organisation • Network Community engagement • Support systems • Leadership • Adapted curriculum & pedagogy • Support stratagies • Positive attitude • Increased participation • Increased collaboration • Developing skills & confidence (teachers and learners Outcomes leading to raised attainment / achievement increased independence further study & employment
  16. 16. LC focus areas The LCs have identified some key issues as a focus for the practical work including: •Developing strategies to increase staff engagement - professional development, leadership opportunities. •Exploring strategies to provide a more relevant curriculum (cross-curricular approaches, practical/vocational courses). •Examining a pedagogy for deep learning and developing learners’ growth mindset •Increasing the learner voice in assessment and learning. •Working with parents and the local community (e.g. neighbourhood schools, universities, employers).
  17. 17. Self-Review • Pedagogy for all learners • Support for learning • Leadership roles and approaches • Learner well-being and participation • Curriculum development • Partnerships and collaborative working • Support systems How well are we doing? What can we improve? Dialogue with stakeholders How will we monitor progress? What evidence can we collect? What does the data tell us? (Priorities) What actions will help to answer our questions? Who will be involved? What specific questions should we investigate? Start of Raising Achievement project ‘input’
  18. 18. Outcomes of LC work (1) • School development through an ‘inclusive lens’ - focus on equity across all school structures and processes (e.g. learner grouping, staff allocation, access to curriculum and wider activities, accreditation of learning and qualifications, resource allocation). • Analysis of learner attainment and achievement – development of more personalised ways to value wider and more authentic outcomes. • Measures to address the health and well-being of all learners. • Flexible learning opportunities that provide continuity and progression through the phases of education and ensure the relevance of learning for life and work.
  19. 19. Outcomes of LC work (2) • Shared leadership and increased collaboration among school staff • Partnership with parents, carers and families- local community and employers’ involvement to increase curriculum relevance and work opportunities • Increased capacity for evidence-informed practice within the school through networking both within the learning community and beyond • Monitoring the quality of inclusive education for a deeper understanding of structures and processes and their impact on outcomes for all learners. • Developing a ‘growth mindset’, which sees hard work and persistence as contributing to success.
  20. 20. Seven actions and key messages for RA (1) 1. Create an RA culture •A culture of trust and openness enables all learners to succeed 2. Lift limits on learning •Achievement is raised by extending the learning opportunities available to every member of the learning community 3. Develop a system of mutual support •Everyone needs support – and can provide support to others
  21. 21. Seven actions and key messages for RA (2) 4. Nurture all learners •Raising achievement practice is learner-centred 5. Share leadership •Raising achievement is everyone’s responsibility 6. Focus on what matters •Raising achievement requires ongoing monitoring and reflection on priorities 7. ACHIEVE MORE TOGETHER! •Raising achievement involves building a collaborative learning community
  22. 22. Recommendations for school leaders and teachers • Build a strong leadership team and distribute tasks among stakeholders to ensure sustainability and secure engagement. • Develop a school ethos that supports respectful interactions between all stakeholders. • Ensure evidence-informed teaching and learning. • Provide a flexible curriculum to ensure relevance to all learners. • Develop ‘assessment literacy’ among teachers and other stakeholders • Build structures/processes that support collaboration with families and specialist services
  23. 23. Recommendations for system leaders and policy-makers (1) • Develop ways to gather and share information on ‘what works’. • Facilitate national dialogue to develop a shared understanding of inclusive education. • Increase collaboration between ministries/departments at national level that have a key role in education and support for learners and their families.
  24. 24. Recommendations for system leaders and policy-makers (2) • Ensure clarity regarding the functions of formative and summative assessment and work towards an integrated assessment system that is fit for purpose and includes all learners. • Ensure that policy for initial teacher education and continuous professional development focuses on equity and diversity. • Undertake a review of accountability and quality assurance mechanisms to ensure they are coherent and support inclusive development.
  25. 25. Project outputs • Raising the Achievement of all Learners in Inclusive Education: Lessons from European Policy and Practice and Final Summary Report • Raising the Achievement of All Learners: A Resource to Support Self-Review • Raising the Achievement of all Learners in Inclusive Education: Literature Review • Raising the Achievement of all Learners in Inclusive Education: Conceptual framework • Key Actions for Raising Achievement: Guidance for teachers and leaders and 22 Country reports on individual approaches to raising achievement are soon available on the project web area
  26. 26. Contact www.european-agency.org European Agency for Special Needs and Inclusive Education Østre Stationsvej 33, DK-5000 Odense C, Denmark secretariat@european-agency.org Tel: +45 64 41 00 20

Editor's Notes

  • Raising the Achievement of all Learners in Inclusive Education
  • Overview of presentation
    The European Agency
    The ‘Raising Achievement’ (RA) project overview
    Project activities
    Project practical work
    Project outcomes and outputs
  • The Agency
    An independent organisation that acts as a platform for collaboration for the ministries of education in member countries
    Our mission is to help member countries improve their inclusive education policy and practice for all learners
    Our work is in line with and directly supports international and European Union policy initiatives on education, equity, equal opportunities and rights for all learners
    Co-funded by the member countries’ ministries of education and the European Commission’s Erasmus+ Programme
  • The Agency member countries’ shared ultimate vision for inclusive education systems is that ...all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers
  • Currently…
    30 member countries: Austria, Belgium (Flemish and French speaking communities), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Northern Ireland, Scotland and Wales)
    Secretariat in Odense, Denmark
    European Liaison office in Brussels, Belgium
  • Key activities
    Provide information for member countries on their progress and developments with regards to inclusion
    Thematic projects focusing on priority topics identified by member countries
    Data collection and statistics
    Information dissemination
    Organisation of special events (European Hearings, conferences, thematic seminars, workshops and meetings)
  • ‘Raising the Achievement of all Learners in Inclusive Education’ (2014–2017)
  • Project Background
    Research shows high performing systems also more equitable - Every learner on the agenda always. Dealing with diversity strengthens the performance of all teachers and therefore quality of education for all learners
    Highest performing education systems combine quality with equity (OECD, 2012)
    Inclusive practice: equal opportunities and more equitable outcomes for all learners
    Positive impact of inclusion on academic achievement (European Agency, 2012)
    Need to pursue equity in the aims, content, teaching methods and forms of learning to achieve a high quality education for all (Council Conclusions, 17 February 2017)
  • Inclusive Education and Raising Achievement
    So to continue this thinking – an important part of this relationship between inclusion and RA – and we came to see that inclusion is as an organising principle underpinning all policy and practice and as a ‘mega strategy for RA (Mitchell) - as well as enhancing learning through security and belonging – educating all learners together also provides more equitable opportunities and potentially more authentic outcomes for life – not only in the formal curriculum but also informal/non formal in school and in the community beyond – for all learners
  • Project aim and questions
    This work builds on the previous Raising Achievement for all Learners (RA4AL) Agency project from 2012.
    Aim: to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners
    Questions:
    What pedagogical strategies and leadership approaches best support learning and are effective in raising the achievement (academic and social) of all learners?
    What collaborative approaches are effective in raising the achievement of all learners?
  • Project ‘theory of change’ - from what and why to how could it be?
    Pedagogy: from traditional approaches to flexible teaching and support, assessment for learning, relevant curriculum - increasing teacher confidence in taking responsibility for ALL
    Leadership: from reactive to constructive/proactive support for staff and learners
    Collaboration: from individual/small group stakeholder work to trust and effective co-working for whole LC
    Achievement – from focus on academic/accredited outcomes to authentic learning for life and work, active learner engagement
  • Collaborative learning
    Learning Communities:
    ‘collaboration of education stakeholders around clusters of schools involving school and community personnel, together with researchers, local area leaders and policy makers’ (European Agency, 2016)
  • Selection of Learning Communities
    29 Agency member countries have participated in the project
    Criteria were defined for applications to be involved in school-based work
    3 Learning Co13 countries applied (Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Poland, Portugal, Slovakia, Sweden, UK-England, UK-Northern Ireland, and UK-Scotland)
    3 Learning Communities (LC) were selected: from Italy, Poland, UK-Scotland
  • 29 Agency member countries have participated in the project
    Criteria were defined for applications to be involved in school-based work
    13 countries applied
    3 Learning Communities (LC) were selected
  • Networking activities
    Kick-off meeting in June 2014
    Participants from each country: 1 practitioner (teachers and headteachers) and 1 researcher (60 researchers+ external project participants in total). In 2015, the project team and participants (primarily researchers and school leaders from member countries) visited the three sites in order to explore the identified issues and support the learning communities to introduce relevant initiatives. Follow-up visits to the three Learning Communities took place during 2016. The site visits involved presentations and workshops on key issues relevant to the Learning Communities. Project experts and staff from the Learning Communities discussed the successes and the challenges that informed further work and priorities.
    Throughout the project, the participants have been sharing ideas via an on-line forum. This forum serves as a platform for communication and on-going support on three levels: within the learning communities, between the learning communities and among the 'international learning zone'.
    Working Conference in Malta (April, 2017)
  • 29 Agency member countries have participated in the project
    Criteria were defined for applications to be involved in school-based work
    13 countries applied
    3 Learning Communities (LC) were selected
  • LC focus areas:
    The LCs have identified some key issues as a focus for the practical work including:
    Developing strategies to increase staff engagement - professional development, leadership opportunities
    Exploring strategies to provide a more relevant curriculum (cross-curricular approaches, practical/vocational courses)
    Examining a pedagogy for deep learning and developing learners’ growth mindset
    Increasing the learner voice in assessment and learning
    Working with parents and the local community (e.g. neighbourhood schools, universities, employers)
  • Self-Review
    Pedagogy for all learners
    Support for learning
    Leadership roles and approaches
    Learner well-being and participation
    Curriculum development
    Partnerships and collaborative working
    Support systems.
  • Outcomes of LC work (1)
    School development through an ‘inclusive lens’ - focus on equity across all school structures and processes (e.g. learner grouping, staff allocation, access to curriculum and wider activities, accreditation of learning and qualifications, resource allocation).
    Analysis of learner attainment and achievement – development of more personalised ways to value wider and more authentic outcomes.
    Measures to address the health and well-being of all learners.
    Flexible learning opportunities that provide continuity and progression through the phases of education and ensure the relevance of learning for life and work.
  • Outcomes of LC work (2)
    Shared leadership and increased collaboration among school staff
    Partnership with parents, carers and families- local community and employers’ involvement to increase curriculum relevance and work opportunities
    Increased capacity for evidence-informed practice within the school through networking both within the learning community and beyond
    Monitoring the quality of inclusive education for a deeper understanding of structures and processes and their impact on outcomes for all learners.
    Developing a ‘growth mindset’, which sees hard work and persistence as contributing to success.
  • Seven actions and key messages for RA (1)
    1. Create an RA culture
    A culture of trust and openness enables all learners to succeed
    2. Lift limits on learning
    Achievement is raised by extending the learning opportunities available to every member of the learning community
    3. Develop a system of mutual support
    Everyone needs support – and can provide support to others
  • Seven actions and key messages for RA (2)
    4. Nurture all learners
    Raising achievement practice is learner-centred
    5. Share leadership
    Raising achievement is everyone’s responsibility
    6. Focus on what matters
    Raising achievement requires ongoing monitoring and reflection on priorities
    7. ACHIEVE MORE TOGETHER!
    Raising achievement involves building a collaborative learning community
    Nurture all learners
    Raising achievement practice is learner-centred
    Share leadership
    Raising achievement is everyone’s responsibility
    Focus on what matters
    Raising achievement requires ongoing monitoring and reflection on priorities
    ACHIEVE MORE TOGETHER!
    Raising achievement involves building a collaborative learning community
  • Recommendations for school leaders and teachers
    Build a strong leadership team and distribute tasks among stakeholders to ensure sustainability and secure engagement.
    Develop a school ethos that supports respectful interactions between all stakeholders.
    Ensure evidence-informed teaching and learning.
    Provide a flexible curriculum to ensure relevance to all learners.
    Develop ‘assessment literacy’ among teachers and other stakeholders
    Build structures/processes that support collaboration with families and specialist services
  • Policy implications (1)
    Develop ways to gather and share information on ‘what works’.
    Facilitate national dialogue to develop a shared understanding of inclusive education.
    Increase collaboration between ministries/departments at national level that have a key role in education and support for learners and their families.
    Ensure clarity regarding the functions of formative and summative assessment and work towards an integrated assessment system that is fit for purpose and includes all learners.
  • Policy implications (2)
    Ensure clarity regarding the functions of formative and summative assessment and work towards an integrated assessment system that is fit for purpose and includes all learners.
    Ensure that policy for initial teacher education and continuous professional development focuses on equity and diversity.
    Undertake a review of accountability and quality assurance mechanisms to ensure they are coherent and support inclusive development.
  • Raising the Achievement of all Learners in Inclusive Education: Lessons from European Policy and Practice and Final Summary Report
    Raising the Achievement of All Learners: A Resource to Support Self-Review
    Raising the Achievement of all Learners in Inclusive Education: Literature Review
    Raising the Achievement of all Learners in Inclusive Education: Conceptual framework
    Key Actions for Raising Achievement: Guidance for teachers and leaders and 22 Country reports on individual approaches to raising achievement are soon available on the project web area
  • Contact
    www.european-agency.org
    European Agency for Special Needs and Inclusive Education
    Østre Stationsvej 33, DK-5000 Odense C, Denmark
    [email_address]
    Tel: +45 64 41 00 20

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