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Description
The aim of the project "Transforming the school from the inside" is to increase respect for the individual needs of pupils and to improve the relationship and cooperation between teacher and pupil, especially in schools with Roma pupils. Through this project, LEAF and its partner ETP are guiding teachers in 7 primary and secondary schools towards active learning and active citizenship. Through trainings and supervisions, teachers will be guided to respect the needs of pupils, so that even after the end of the project, innovations are introduced in schools and the specific needs of pupils are respected.
The project will provide the following activities in each of the 7 schools involved in the project to achieve the goal: workshops and coaching for school leadership, 2-day workshops on respectful approach and mentoring for 140 teachers in the beginning and middle of the programme (about 35 teachers per training session), individual supervision for all participating teachers. We support students with peer workshops and inspirational training and online mentoring of students.
The direct target group is the 140 teachers who will work with their self-awareness, reflection, naming the reality of their practices, the effectiveness of the methods they use and their attitudes towards their pupils during the workshops.The group workshops will offer suggestions and impetus from the outside. Teachers will be guided throughout the project process by LEAF supervisors who, through reflecting on teachers'' values and attitudes, will lead them to strengthen their critical thinking, respect for self and others, foster understanding, and appreciation of cultural diversity. Supervision and mentoring will directly support active listening skills, the ability to listen to other views and different perspectives, and promote appreciation of and respect for difference.
Summary of project results
The project targeted significant issues and challenges prevalent in teachers'' professional development. One primary concern addressed was the common scenario where approximately 90% of teachers attended training sessions but struggled with the practical implementation of the acquired knowledge in their specific classroom settings. The project aimed to overcome obstacles arising from the dynamics of individual classrooms, often hindering teachers from effectively applying new insights. This implementation difficulty led to a decline in motivation and a lack of sustained changes in teaching practices.
Additionally, the project sought to tackle the challenge of navigating the specific characteristics of each classroom, recognizing that teachers frequently faced difficulties adapting new knowledge to the unique dynamics of their teaching environments. The resulting struggle not only affected the teachers'' ability to innovate but also contributed to a lack of lasting impact on their students.
Furthermore, the initiative addressed issues related to motivation, as teachers often experienced a decline in enthusiasm after training sessions. This motivational challenge was identified as a significant barrier to the successful and lasting implementation of new teaching approaches.
In summary, the project focused on key challenges such as the effective application of training knowledge in classrooms, adaptation to the dynamics of individual teaching environments, and the sustainability of positive changes in teaching practices. By addressing these issues, the project aimed to foster a more impactful and enduring impact on teachers'' professional development.
The project actively tailored teacher development programs to address specific needs in individual classrooms. It enhanced educators'' skills through targeted training, aiming to bridge the gap between general training and the challenges faced in daily teaching.
Throughout the project, teachers were accompanied by Leaf supervisors who, through reflecting on values and attitudes, guided teachers towards critical thinking, self-respect, and support for understanding. Supervision and mentoring directly support the skill of active listening, the ability to consider different opinions and perspectives, and promote the recognition of diversity.
The principals and leadership of all seven schools underwent residential training with lecturer Andy Profantova on the topic of respectful leadership, 21st-century leadership, and online full-day training on Effective Leadership Consultation. All teachers, along with principals and leadership, underwent two residential training sessions (kick-off with the aim of learning mentoring interviews and adopting three activation methods, mid-term with the goal of progressing from frontal teaching to advancing in mentoring).
Each participant completed four mentoring interviews and four individual supervisions. The program concluded with a ceremony where all participants from the involved schools met. In addition to planned activities, after the final conference, we organized a discussion at Podjavorinska Primary School, with guests including the Roma origin rapper Čavalenky and Michal Kaščák, the founder of the biggest Slovak open-air festival. The school group, Roma origin, Deviatkare čave, which also accompanied the ceremony, received an invitation to perform at this year''s Pohoda Festival in Trenčín after the discussion."
Key outputs included the active improvement of teachers'' implementation of training knowledge, the enhanced impact on classroom dynamics, increased teacher motivation, and the development of better-equipped leaders capable of fostering a supportive and innovative educational environment. Ultimately, the project actively aimed to instigate sustained changes in teaching practices, establishing a foundation for continuous improvement in the education system.
The outcomes and impacts of the project manifested in several key areas, directly benefiting various stakeholders within the educational ecosystem. Teachers experienced improved proficiency in implementing training knowledge, resulting in enhanced teaching practices and increased effectiveness in adapting to diverse classroom dynamics. This translated into a positive impact on students, fostering a conducive learning environment and promoting better engagement.
The project''s emphasis on individual and group mentoring led to increased motivation among teachers, addressing the challenge of declining enthusiasm after training sessions. This, in turn, contributed to sustained changes in teaching practices, creating a ripple effect throughout the education system.
The focus on leadership development for school principals had a broader impact on school management. Principals became better-equipped leaders, fostering a supportive and innovative educational environment within their institutions. This leadership enhancement not only positively affected teachers but also permeated to students, creating a more dynamic and responsive school culture.
Overall, the project''s outcomes and impacts were felt across the entire educational landscape, benefiting teachers, students, and school administrators. The improvements in teaching practices and leadership capabilities contributed to a more effective and sustainable educational system.