Start date: Jun 1, 2015,
End date: May 31, 2016
Minervaskolan offers education from primary to upper secondary school levels and our pupils are represented by a diverse cultural and socio-economic diversity. From research we know that a successful study experiece is a key to a good life, not the least through one's acquired perceptions of study- and career possibilities. Based on this knowledge about the essential value of education we are now introducing a project of pedagogical development with the aim of enhancing quality improvements, advancements in knowledge and basic skills in order to meet with our motto "to contribute to the maximum devlopment of each individual". It is well known that those areas are particularly important when combatting experiences of school failure which may result in unfinished studies. From our experience that is however not enough. It is also crucial that the organization arrange for the develoment of educationalists and leaders in their professions. WIth this in mind, together with national and international reports on the status of contemporary education, we have developed strategies targetting areas that are portrayed as acute. Exampels of these are to be found on a national level ( PISA reports), on a European level ( Europe 2020) och globally (the OECD report Education at a Glance). These reports have been important to us in the analysis of our pedagogical development needs and in our reasonings about the needs of educational training for staff.
Based on the above mentioned reports, we have already some strategic projects going on focusing on such target areas as "basic skills" (reading -writing, mathematics-science and language-communication).
The part of the project that the present application is based upon applies to the the schoolyear 2015/16 and it represents a part of a larger project aiming at professional development aiming at reinforcing the educationalists in their efforts to enhance the chances of the pupils to experience success in their studies as well as in later choices of studies and vocational directions. Apart from the above mentioned subject related projects this now occurs in this present drive for pedagogical staff and schoolleaders at our school. Our leader for pedagogical development has the overall responsibility for the project involving on the one hand pedagogical, methodological and didactical development (in line with the CDIO-model - Crawley, 2001, 2010) and on the other hand developmnet of language competences. The developments we are aiming for will involve pedagogical staff, direction and pedagogical leaders. Our ideas for educational development builds on the conviction that when building on identified targets the develoment in the profession can lead to changes and improvements in teaching and thereby meet with aims related to identified critical aspects of the educational areas, nationally and globally. In our case this work ultimately aims at increasing knowledge levels in general from early school years and at the same time develop so called "engineering skills". Such skills are focused in the CDIO framework as particularly necessary for managing well in further studies and vocational life. To a large extent it is about aspects of abilities to cooperate, personal develpment, social relations, holistic thinking, the skills to solve problems based on hypotheses, reflection, analysis and critical thinking. By this drive we aim at developing our work with inspiration from the CDIO-model. The abroad activities that this application is promoting aim at supporting the responsible staff in the development of colleague-based learning as they through their participation will feel prepared and empowered to lead the work at home (that is to work out the material and push forth and lead the colleagual work). In that way our development project will eventually include all staff and guarantee that we strive for common and shared ideas and that we have a shared stable ground that we base our work on. In that way each person will feel prepared to individually contribute to a desired change. As these new ways of working demand increasing international contacts, in-puts and communication in English that also require improvements in language competences. We argue that it is important to support the pedagogues in their language developments and thereby feeling more comfortable about using English in their everyday work. The aim of this project, Everyday CDIO, is thus to contribute to pedagogical development in teaching and learning so that our teachers and leaders are well prepared to carry out these changes successfully. Potential long term effects that we strive at are based on the activities and we believe that they will provive tools enough to broaden the work at home so as to then include all staff at all educational levels at our school. Ultimately we wish to see that the new will meet with target aims in "basic skills" and pupils who are prepared for further studies and vocational life
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