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Description
The main aim of the initiative is the professional development of staff. That will, eventually, enhance the quality of teaching in Primary School no. 2, by providing better support for the learners. Since societies are very diverse, social and civic competences are crucial. It is of high importance to design inclusive activities at both local and global levels. We do believe our school might be a local leader in such initiatives. The implementation of the project will contribute to more efficient support of said competences of our students. Hopefully, we will be able to apply changes that will result in better environment for our students to thrive.
A social context of our school community is changing dynamically from year to year. It creates many new opportunities but poses a challenge at the same time. Additionally, the number of students for whom Polish is not their mother tongue increases every year. Two years ago it was less then 1% of the total number of students. Currently, it is over 6%. We notice increasing emotional problems, especially among students in grades 7 and 8. Many of these problems frequently arise out of students'' social situation or difficulties in the peer group. We do expect many challenges to worsen in the years to come due to the global pandemic crisis.
Four employees of Primary School no. 4 will participate in the project. These are professionals for whom involvement in the project will have a beneficial effect to their careers. Participants will conduct training for teachers, based on the experience gained in the project.
Summary of project results
The main objective of the project is the professional development of staff, which will ultimately contribute to improving the quality of school work. The Study Visit, which took place in Fellaskóla, Iceland, was attended by 4 people: the school director, the school deputy director, the school pedagogue and a teacher (project coordinator). The visit included meetings with the management of the Icelandic institution, teachers, students and their parents. The participants got acquainted with the school''s infrastructure and organization of work, participated in workshops on the procedures and practices that are used at the institution in working with students with special educational needs, and had the opportunity to look at the functioning of the department for children with autism. Together with the students, the visit participants took part in activities that developed their passions and interests and strengthened their key competencies, as well as workshops and training on inclusive education. A strong highlight of the training was learning about practices and procedures for students with special educational needs. Participants met with specialists from external institutions/entities supporting the work of the school. These included: employees of the Reykjavik Municipality; employees of sports clubs (e.g., chess club, swimming club, cycling club, recreation center) and institutions that develop students'' interests (art, music, dance) and cooperate with the school (e.g., city library, day care centers), translators; school management staff at the municipal level. Participants learned about the role of the Icelandic school as an important link in the child welfare system. Its role is also invaluable in building a well-functioning society and working for social inclusion.
Summary of bilateral results
According to the participants, it was extremely important that the Host Institution proved to be reliable and helpful. Cooperation with the Icelandic Host Institution has been evaluated as exemplary.