Avaliação Seminário ARION
Recebemos a avaliação do grupo de Directores estrangeiros participantes no Seminário ARION a que a EsproMinho teve a honra de co-organizar. Deixamos para cada um as devidas reflexões
Wednesday, January 19th
First of all the organization team had problems to find the school. Neither the driver nor the leaders of the seminar ever have been in this school before. But with a delay of more than one hour we were welcomed into a wonderful school.
Everybody (teachers and students) seemed to be involved in the preparation of this visit.
After a very nice buffet we were presented with music from Haydn by the students.
Introduction by the head - very dynamic presentation by the teachers of the school
Professional schools have autonomy in hiring the teaching staff and the pupils, but the autonomy is limited by certain laws.
Schools submit their budget every year. Analysed, approved, and then spent according to the study plans authorised by the ministry of education.
15% is paid after starting the plan – then the schools receive money every month – 15% retained until the study plan is fulfilled
Very positive view of conflicts – motive for reflection and change
Involving participation and cooperation with other institutions is regarded as beeing important
New organic structure: head supported by a management team
It is considered very important that school is attractive for students, parents and teachers > teachers look for schools that are attractive in their personnel point of view: “Why shall I go to this school?” Best schools attract the best teachers!
But on the other hand: The head has the possibility to dismiss teachers! For the teachers it is an honour to teach in the best schools!
Also in Portugal: competition between professional and academic schools, but some of the professional schools are private schools, academic schools are state run; so they do not have the same conditions.
Evaluation plays a very big role - formative and summative evaluation! Evaluation is orientated on ISO - standards
The schools offer very international programmes.
Wide field of specialised topics offered (music, archaeology, technology,…)
Changing the system by former students – will soon be presidents of town halls, orchestras…
Since 1975: 16 different governments always changing > with each government the system of education is changing > no constant development in the field of education
Although the laws give autonomy everything seems to be centralised in the view of teachers and heads – “decisions are made in Lisboa”
Less autonomy in human resources employment has a determinant role in the quality standards of schools
New evaluation system for teachers and non teaching staff: aims at a culture of responsibility, assessing the accomplishment of the objectives rigorously, but: a negative qualification is exceptional
In most countries the heads have to decide, whether they teach or not. Only in few countries they have to teach (Austria, Germany, Poland). In France they must not teach.
School assembly in Braga primary education (3 – 15): 8 teachers, 3 parents, 2 clerks, 1 representative of the municipality, 2 representatives of business and social agencies in the region, head teacher
Discussion at the end of the third day:
• Very good and empathetic presentations
• The way the host school was presented by teachers and students was very positive (big sign “welcome” in 19 different languages, name shields, folders,…)
• Very helpful young students – they seem to have a good attitude to learning
• The way the meeting in the school was organized, was very good and helpful
• The money of the EU has been well invested and well used
• High identification in the school: all of them seemed to be a team of teachers and students. (“This school is ours”)
• We saw success
• These heads seem to be body and soul in their school
• There was lots of time for presentations, but there was less space for us in a packed day. It is not ideal to make our group discussions after 9.00 p.m., which is what we had to do today.
• For some of us it was not clear enough that English is the working language. Others read it in the ARION – programme that it was English and French (confusion).
• Vertical cooperations as shown in the afternoon are actually happening more and more all over Europe
• Interesting afternoon with positive climate
• What is evaluation in Portugal going to check on? We did not see that there is something improved by evaluation.
• Smaller group permitted better discussion. In the afternoon there were only the hosts and ourselves.
• Either you have to evaluate teachers and heads, or none of them.
Wednesday, January 19th
First of all the organization team had problems to find the school. Neither the driver nor the leaders of the seminar ever have been in this school before. But with a delay of more than one hour we were welcomed into a wonderful school.
Everybody (teachers and students) seemed to be involved in the preparation of this visit.
After a very nice buffet we were presented with music from Haydn by the students.
Introduction by the head - very dynamic presentation by the teachers of the school
Professional schools have autonomy in hiring the teaching staff and the pupils, but the autonomy is limited by certain laws.
Schools submit their budget every year. Analysed, approved, and then spent according to the study plans authorised by the ministry of education.
15% is paid after starting the plan – then the schools receive money every month – 15% retained until the study plan is fulfilled
Very positive view of conflicts – motive for reflection and change
Involving participation and cooperation with other institutions is regarded as beeing important
New organic structure: head supported by a management team
It is considered very important that school is attractive for students, parents and teachers > teachers look for schools that are attractive in their personnel point of view: “Why shall I go to this school?” Best schools attract the best teachers!
But on the other hand: The head has the possibility to dismiss teachers! For the teachers it is an honour to teach in the best schools!
Also in Portugal: competition between professional and academic schools, but some of the professional schools are private schools, academic schools are state run; so they do not have the same conditions.
Evaluation plays a very big role - formative and summative evaluation! Evaluation is orientated on ISO - standards
The schools offer very international programmes.
Wide field of specialised topics offered (music, archaeology, technology,…)
Changing the system by former students – will soon be presidents of town halls, orchestras…
Since 1975: 16 different governments always changing > with each government the system of education is changing > no constant development in the field of education
Although the laws give autonomy everything seems to be centralised in the view of teachers and heads – “decisions are made in Lisboa”
Less autonomy in human resources employment has a determinant role in the quality standards of schools
New evaluation system for teachers and non teaching staff: aims at a culture of responsibility, assessing the accomplishment of the objectives rigorously, but: a negative qualification is exceptional
In most countries the heads have to decide, whether they teach or not. Only in few countries they have to teach (Austria, Germany, Poland). In France they must not teach.
School assembly in Braga primary education (3 – 15): 8 teachers, 3 parents, 2 clerks, 1 representative of the municipality, 2 representatives of business and social agencies in the region, head teacher
Discussion at the end of the third day:
• Very good and empathetic presentations
• The way the host school was presented by teachers and students was very positive (big sign “welcome” in 19 different languages, name shields, folders,…)
• Very helpful young students – they seem to have a good attitude to learning
• The way the meeting in the school was organized, was very good and helpful
• The money of the EU has been well invested and well used
• High identification in the school: all of them seemed to be a team of teachers and students. (“This school is ours”)
• We saw success
• These heads seem to be body and soul in their school
• There was lots of time for presentations, but there was less space for us in a packed day. It is not ideal to make our group discussions after 9.00 p.m., which is what we had to do today.
• For some of us it was not clear enough that English is the working language. Others read it in the ARION – programme that it was English and French (confusion).
• Vertical cooperations as shown in the afternoon are actually happening more and more all over Europe
• Interesting afternoon with positive climate
• What is evaluation in Portugal going to check on? We did not see that there is something improved by evaluation.
• Smaller group permitted better discussion. In the afternoon there were only the hosts and ourselves.
• Either you have to evaluate teachers and heads, or none of them.
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