Supporting Schools in Development

We offer comprehensive support and a systematic approach to school development or transformation through guidance from experienced experts and practitioners.

Mateja Peršolja has twenty years of experience in self-regulation, leadership, formative assessment, and visible learning, as well as ten years of experience in leading school development processes.

Nataša Lenarčič has experience in introducing self-regulation and internal control in the field of relationships. She has developed an effective approach for personal growth and relationships suitable for both younger children and teenagers. She holds a certificate in Choice Theory (Glasser Institute) and NLP Coach.

The mode of collaboration and support is determined in agreement with the school leadership and the needs of the staff.

With one year of collaboration, which includes an initial seminar and two sessions with a consultant, as well as at least 3 independent meetings of the development group at the school, we ensure:

• Quality support for student learning for 20% - 60% of the staff,

• Increased responsibility and motivation for learning in classrooms where teachers introduce the language of learning, self-regulation and metacognitive strategies,

• Improved integrity, 

• Teacher collaboration for the improvement of the learning process and relationships,

• Increased satisfaction and creativity among teachers.

Each individual can progress and develop in a safe, supportive environment of accepting colleagues and exceptional leaders. Each person is exceptional and contributes to the community in which they operate.

For the transformation you want to achieve at your school, a three-year systematic development plan with clear goals and focused leadership is required. Since each school has a different leadership style and group dynamics, an adapted leadership approach is needed. The principle that less is more applies to all.

In the first year of development, we focus on professional growth at the individual teacher level. We create a safe and supportive environment for development within the school's development group. We observe effects and progress and identify areas for improvement.

The second year of development is dedicated to knowledge networking, strengthening teacher competencies to support each other. Together with the development group and school leadership, we plan the expansion and implementation at the level of the entire staff.

In the third year, we formulate the school's operating principles, including skills, progress monitoring policies, and feedback.

The plan, development, and work dynamics vary from school to school and do not necessarily follow these steps.

Priporočila

Učinek in uspeh preobrazbe dosežemo s supervizijami in sta odvisna od vodenja šole in vodje razvoja na šoli. 

Zelo pomembno je natančno in premišljeno načrtovati aktivnosti  in prisluhniti potrebam kolektiva. Potrebne so mesečne (ali dvomesečne) aktivnosti (s cilji) s katerimi se več let zaporedoma ohranja fokus na razvoju, implementaciji in učinkih. Proces preobrazbe je pot, ne projekt.

Spremljanje potreb in zagotavljanje izobraževanj, mreženja znanja in podpore ekspertov iz prakse je za šolsko razvojno skupino ključnega pomena. Zato priporočamo članstvo v naši učiteljski skupnosti ali v intervizijskih skupinah. 

Povezovanje kolektiva v koherentno celoto je ključna. Ne želimo ustvarjati še večjih razlik med učitelji znotraj šole ali delitev v kolektivu, ker se začnejo pojavljati vprašanja, ki jih v povezavi s spremljanjem znanja in načinom učenja na učitelje (še zlasti ne vključene) naslavljajo učenci in starši. Zato je naš cilj pridobiti kritično maso učiteljev in po treh letih poenotiti šolsko kulturo/politiko poučevanja, spremljanja in vrednotenja znanja. 

V petnajstih letih sodelovanja s šolami smo v inštitutu razvili korake za učinkovito vodenje preobrazbe šole.
V spodaj priloženem dokumentu najdete:

• Priporočila za vodstvo šole in organizacijo procesa na šoli;
  
• Odgovornosti BeGrejt inštituta in šole;
  
• Pričakovane učinke v primeru spoštovanja dogovorov.
   Priporočila in dogovori s šolami
  

Izkušnje, spoznanja učiteljev z ene od slovenskih šol