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Similar to Raising Achievement for a better life_project.ppt
Raising Achievement for a better life_project.ppt
- 2. Overview of presentation •The Agency • The ‘Raising Achievement’ (RA) project overview o Project activities o Project practical work o Project outcomes and outputs
- 3. The Agency • Anindependent 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
- 4. Position on InclusiveEducation 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
- 5. Currently • 31 membercountries: 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
- 6. Key activities • Provideinformation 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)
- 7. ‘Raising the Achievementof all Learners in Inclusive Education’ (2014–2017)
- 8. Project Background • Highestperforming 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)
- 9. Inclusive Education andRaising 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.
- 10. Project aim andquestions •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?
- 11. Project ‘Theory ofChange’ • 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
- 12. Collaborative learning Learning Communities: ‘collaborationof education stakeholders around clusters of schools involving school and community personnel, together with researchers, local area leaders and policy makers’ (European Agency, 2016)
- 13. Selection of LearningCommunities • 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
- 14. Calderglen mainstream school andSanderson 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
- 15. Networking activities • Projectkick-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).
- 16. Raising Achievement school-basedactivity 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
- 17. LC focus areas TheLCs 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).
- 18. Self-Review • Pedagogy forall 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’
- 19. Outcomes of LCwork (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.
- 20. Outcomes of LCwork (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.
- 21. Seven actions andkey 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
- 22. Seven actions andkey 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
- 23. Recommendations for schoolleaders 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
- 24. Recommendations for systemleaders 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.
- 25. Recommendations for systemleaders 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.
- 26. Project outputs • Raisingthe 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
- 27. Contact www.european-agency.org European Agency forSpecial 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
- #1 Raising the Achievement of all Learners in Inclusive Education
- #2 Overview of presentation The European Agency The ‘Raising Achievement’ (RA) project overview Project activities Project practical work Project outcomes and outputs
- #3 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
- #4 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
- #5 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
- #6 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)
- #7 ‘Raising the Achievement of all Learners in Inclusive Education’ (2014–2017)
- #8 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)
- #9 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
- #10 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?
- #11 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
- #12 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)
- #13 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
- #14 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
- #15 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)
- #16 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
- #17 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)
- #18 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.
- #19 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.
- #20 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.
- #21 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
- #22 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
- #23 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
- #24 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.
- #25 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.
- #26 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
- #27 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