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hello, my name is diego, i'm ten yers old and i live in paliano (italy).i have one sister her name's elena .my favourite colour is blue.i have two and my favourite food is sushi.

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I teach at a secondary school.

Collaboration and cooperation are very important both in our school and in European contexts as well. Since a few years we carry on etwinning projects, some students are also concerned with Transalp Programme or Intercultura exchanges.

It is nevertheless difficult to involve a larger number of fellow teachers in european projects such as Erasmus +

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Ipermahia Greece, In my  school there is collaboration  for school activities.

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Ipermahia Greece, In my  school there is collaboration  for school activities.

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In my school inclusive education is an important target to achieve but  it is not easy to promote team work and collaborative activities

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In my school all teachers work together, helps each other. Collaboration is most important thing. As we would like that our students would get the best.

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School is a learning-centered institution. Students need all sources and information to progress and acquire knowledge.

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on as well as local partners and 
Pina Onorato
Pina Onorato
The inclusive school is an important oppotunity for students .
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Suela Braushi.Berat. Albania
Suela Braushi.Berat.            Albania
The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect.
Rosellina(Italy)
Rosellina(Italy)
In my school inclusive education is an important target to achieve but  it is not easy to promote team work and collaborative activities

Drita Sulejmani, Albania
Drita Sulejmani, Albania
The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect.
Ania Poland
Ania Poland

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Chiara, Italy
In my school we apply a whole-school approach. Inclusive education is the main mission. Everyone cooperate and work to allow any students to reach their full potential. Cooperation is one of the pillars. It regards school staff at all levels: teaching staff, administration as well as local partners and 

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The inclusive school is an important oppotunity for students .

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The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect.

# data[].attributes.body
In my school inclusive education is an important target to achieve but  it is not easy to promote team work and collaborative activities

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The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect.

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We have to learn it, to make all the staff and students CARE

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School students are motivated very little, and parents too, so we are trying to achieve a whole-school approach through different projects, attention to special needs, and a school policy based on communication, collaboration and debate.

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Envolving the whole community in the school work is a need nowadays as , foe example, parents are leaving kids education more and more aside, by not enrolling in what their children are doing. Erasmus + can be a "tool" to bring everybody "back to school".

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A whole school approach is based on a project planned and developped by different partners: school, family, local national authorities, associations

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Through projects that try to involve students, families and other entities (town halls, medical services, nursing homes ...)

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The whole-school approach and staff collaboration is very important for teaching success and projects. Especialy in Erasmus Plus strategic partnership all mobilities and activities must be planed and figured very well before mobilities.

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Target: the whole-school approach. In the Primary school where I work a lot of efforts have been made to improve inclusive teaching and promote a whole-school approach.

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A school is  a learning organization. It is important to have instruments for development of the human resources. Erasmus+ is such an instrument.

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A school is  a learning organization. It is important to have instruments for development of the human resources. Erasmus+ is such an instrument.

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I teach in a vocational school where students are not particularly motivated and interested in school subjects. Their families are often absent so we work in very difficult conditions. For a lot of years we have been experimenting a whole-school approach to better our standards of learning by inclusive activities, peer to peer actions, good practices, a particular attention to special needs and a school policy based on communication, collaboration and debate.

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In my school we apply peer to peer approac

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In my upper secondary school we could make more efforts in order to follow a whole-school approach, because teachers are a bit individual and don't collaborate a lot with non teaching staff. We are more open to involve students' families but in generally we could make improvements in this field.

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I think the school success must count with these kind of projects.

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A whole school approach must have a good communication tool and to start from an analysis of need of all the local community

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The whole- school approach seem to take place at my school by organising events with the particioation of teachers, students, parents, external stakeholders.

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My school  really needs to implement a whole-school approach. Teachers change a lot from one year to another and it's really difficult to increase parental involvement .   These  are the bad aspects but this year we are carring on a project , proposed by public authorities, whose aim Is to help the integration of migrants' sons.

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Whole approach: I think that the Italian school, for at least the first cycle, has for many years been pursuing and applying this vision in order to optimize educational interventions, to reach all social states, to train men and women who have fully matured their own ability, conscious and free to choose, to be and to act, for their own good and collective.

From an ancient institution, the collegial system that see the active participation of the families and entities present on the territory. In a horizontal and vertical view. New teaching methodologies, pedagogical reflections, stressed by epochal and contingent changes, cause in continuous ferment the school, the teachers, the leaders, the learners in continuous ferment.
Perhaps, to implement, it is just the opening to other schools in Europe and in the world. To confront, learn, improve.
Mine is a privileged school, by context and setting. It is an open school, but my wish and hope is that it will open up and with greater commitment from all together, over our borders.

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A whole school approach is an important aspect in students and teachers activities. It must have been developed.

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 Paulina (Poland)My kindergarten recognises the importance of a whole-school approach.  Children’s wellbeing and their development are crucial for us. Kindergarten–family–community partnership is very important for us. We try to engage parents, community members, specialists in different actions that take place throughout the year in our kindergarten. eg. projects, workshops That partnership, however needs to develop.

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 Paulina (Poland)My kindergarten recognises the importance of a whole-school approach.  Children’s wellbeing and their development are crucial for us. Kindergarten–family–community partnership is very important for us. We try to engage parents, community members, specialists in different actions that take place throughout the year in our kindergarten. eg. projects, workshops That partnership, however needs to develop.

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The whole-school approach in my school happens first with appropriate training of staff, implementation which involves checks by school principal, other teachers, contacts and training of parents.

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In my school we apply a whole-school approach. Inclusive education is the main mission. Everyone cooperate and work to allow any students to reach their full potential. Cooperation is one of the pillars. It regards school staff at all levels: teaching staff, administration as well as local partners and institutions. As far as my teaching practice is concerned, I try to adapt my lesson plans to my students' needs and to personalize strategies and materials to achieve the same objectives for everybody.

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Reading this module I came to the conclusion that WHOLE SCHOOL APPROACH was exactly what I have been trying to achieve for several  years now. Just I did not know the term and could not phrase it and present it to our staff. I did several project some of them being creative drama approach to bullying in which I have engaged parents, peer education,  teachers from other schools , local institutions, local government.
This year we  set up eTwinning project and last week we hosted our partners from Slovenia  together with parents of our students. They were also guests of the mayor, our museum,  a gallery , in one word , different stakeholders were engaged in this visit.
Great experience

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I'm a teacher at a technical profile high school
The whole school approach has the following advantages:

- To establish a learning environment suitable for students;

- Organizing training programs for students regardless of the class they belong to;

- Addressing the issues of interest to economic agents in preparing students.

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I work in a bilingual seconday school. We have been involved in some Erasmus+ proyect. Now it is the first time we are doing the exchange with the students, which is a way to colabore between differents areas.

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Schools are communities and represent the focal point of children’s academic development but also their social and emotional development, since it is  the place where they make friends and develop healthy relationships. A whole  school approach gives support to school in term of  a process of engaging and involvement of all school staff, students , families and community partnerships. My school has this attitude  but there are some teachers that don’t want to be involved in most activities  because they don’t care, don’t participate,  don’t cooperate  because they don’t see  school  a community, they remain strongly individuls  on their own and are not interested in activities and projects.  Very often I try to involve them   with poor results. In my teaching practice  I try to promote positive attitude, innovative and inclusive  approaches and strategies to support , welcoming, caring environments that  respect diversity and  give a sense of  belonging and involvement for students and colleagues.

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I am aware of the importance that a whole-school approach has to improve learning and teaching and ensure success for all, and I think it is something that cannot be avoided anymore. Every school must follow this trend. Unfortunately, my school and most of the schools I have worked at, are very far away from this objective. I am trying to change my way of teaching, because I have joined some courses on the Teacher Academy, which have made me aknoweleged with this approach, but I know, it is a long way.

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A whole school approach is beneficial to all students and school staff. The former are more motivated and engaged, the latter can collaborate with stakeholders and local services in order to reduce early school leaving, inequalities and social exclusion. I teach English in a secondary school in the heart of Sicily, I had experienced a learning mobility Key Action 1 in 2016. I would like to involve my colleagues but it is not easy because they can't speak English.

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I teach English in a vocational secondary school in a small town in the south of Italy. This school is in a very difficult territory where students need to gain a role in the society for their future. The socio-economic status, the lack of stimuli and inequalities are the main problems of students. Underachievement and dropout are our main risks. So it was important to improve their motivation and engagement. One of our iniziative was the participation to the Leonardo program first and Erasmus+  KA1VET then for about 20 years. This is an important opportunity to improve their competences and motivate them to learn, giving the possibility to live an experience where training and learning are fondamental for their growth.

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In my school, there has been a huge change in school methodology. We work now ICT-PBL in the first courses. It has been a change of paradigm for the whole school.

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Projects and cooperation are of paramount importance in order to improve the learning process and of course the teaching one. A whole-school approach is the way to achieve It.

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I would like to develop a project but I have to find out important things.

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I teach in an upper secondary school, my school promotes a whole-school approach in that it fosters collaborations and sharing of ideas with others schools abroad through Erasmus+ projects and e-twinning exchanges, we host students coming from other nations and send ours abroad to improve their foreign language skills.

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School approach is very important, especially for projects. Taking part in projects requires the whole school staff and the parents. We are collaborating with differents subjects, we need support for project meetings from parents and we also are in contact with stakeholders. Outside the project, it is not less necessary.
Important are also institutions and the community.

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My institution is a teacher's training centre. It is very important to keep in touch with similar institutions in the rest of Europe to be a reference in innovation for the schools of our area. The whole institution approach would involve not only all the staff working in the institution but also other schools around that would take part in any of our projects.

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We (in my school) are in the starting point of this kind of approach. So, there is a lot to do and learn.

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Hello!
I am Maria Carmela, a teacher of Italian primary school and teaching mathematics, geography, science, technology, motoring education in a second class. I believe that my school has a full-fledged school approach as head teacher, non-teaching staff, learners, parents, families and local authorities involved in school life, feel responsible and participate and promote the improvement of learning experiences for all students in a cohesive, collective and collaborative effort, based on multidisciplinarity and cooperation.

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Hello!
I am Roberto and I am an unsupported support in a fourth class of the Italian Primary School.
I believe that my school engages in a comprehensive school approach here all the reference figures, parents and associations feel responsible and participate in and foster the improvement of learning experiences for all students in a cohesive, collective and collaborative action , based on multidisciplinarity and cooperation.

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A whole school approach depends on the type of school and management and needs flexible mindsets and strategies. It is easier in a small school to get the whole community involved around exciting projects, and it can be a really really exhausting  and demanding task for teams of coordinators and headmasters in schools with more than 100 teachers/1100 students (yes, they exist) and

who must fulfill their daily tasks at the same time, especially in KA219 projects involving huge pupil exchanges and loads of contacts with families, coordination of learning activities, planning, trips... it doesn't matter the degree of collaboration and good partnership, coordinators assume a huge workload even to manage effective help. The participation on Erasmus+ can improve both the soft and leadership skills of staff involved.

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A whole-school approach is key to success.  We work hard to collaborate and learn from each other in my school, but I would like to see us work more collaboratively with other schools across Europe and the world to tackle issues such as racism, inclusion and tolerance.  The children who have been involved in eTwinning projects have loved it.

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I am a secondary math school teacher. Our students are not very motivated to learn at the moment and we are trying to put up a new whole-school approach to make it happen. Such programs are a great chance for us to improve our teaching methodds because we have the opportunity to learn new things and to share them.

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Hi from Turkey. I'm math teacher in middle school. I think collaboration and the culture of institutions are very important. Working together and tempting it can develop this approach. But this is not easy, first we must accept it. You can try many ways...

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Hi!
I'm Roberta and I teach Italian, English, History, Geography, Science, Technology, Gym and Art in a third class of Italian Primary School.
I think tha my school has a whole-school approach because Headmistress, teaching and non-teaching staff, learners, parents, families and local amministration involved in the school life. Each ones feel responsible for improving the learning experiences for all learners. The entire school community engages in a cohesive, collective and collaborative action, based on multidisciplinarity and cooperation.

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Hi!
I'm Roand I teach in a third class of Italian. I teach Italian, ish

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I teach German in a primary school. Our school has a whole-school approach but unfortunately it is not fully developed. Parents have less and less time to be involved in part of the school activities.

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I am a History and Civics education teacher in a primary school. Our school has a whole school approach but it is not fully developed. We still need more parents and also  the local community

to be involved in the school activities.

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I am a secondary English school teacher. I believe that sharing and collaborating is essential to teaching and learning. At the moment I find that my students are highly motivated but I find it difficult to keep up with their expectations. I would love to find the way to keep motivating them but very often I feel tha we have little time or simply ww luck the creativity to carry out some kind of project.

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I am a techer in a Secondary school and my students are inolved in KA219 projects. Cooperation, Collaboration, integrated skills and sharing good practices are our main objectives. However we have to cope with lots of problem as the whole-school approach you say doesn´t exist at all.

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Spain
We are lucky to n my school

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My school could definitely improve on the whole-school approach. Even though staff collaboration is on quite a high level (organised in the form of meetings), we have low parents' involvement. We've attempted to tackle the problem by creating a digital tool to get parents more engaged, but we haven't measured the success of this project yet.

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I teach in a lower secondary state school in Northern Italy. I am afraid we are far away from the whole-school approach as it has been presented here. We have regular meetings with the school principal and with the students' families of course, but there is no real sharing and planning together. Most of the times these meetings are about administration issues or the students test results. I would love if my school could identify its educational needs, agree on them within the school staff and the kids' families and work together to satisfy those needs. I really hope taking part into the Erasmus + project can push us into the right direction.

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I quite agree with Fernand from Portugal.  I also think that the most difficult task schools have is to change the way teachers work, specially for those who have been doing the same thinks for the last 10-20 years.
I manage to have in my school (for first time) KA2 project and I saw that the teachers and mostly the students were very interested!

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A whole-school approach is key to success for European projects. However, it is difficult to get all the sectors to agree to change a school identity. We must cooperate  as much as possible to reach compromise, understanding and inclusion of most learners, teachers and parents.

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I teach in a secondary school. I believe that collaborating and sharing ideas and projects is an increase for everyone

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I am a high school teacher and I am new in my school so I am still figuring out how everything works but I do agree that cooperation is a key word for educational success.

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In my school were made agreements with exterior services and authorities to improve health, learning and inclusion in society. As a teacher I always try to work with other colleagues, so that the students can see that teachers are interested in their success.

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I quite agree with Daniele from Italy. Some teachers  are not interested in projects and cooperation to change a school. But I don´t think that participation in this kind of project must be compulsory.

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I'm Italian teacher and I work in a scholl very interested about projects and cooperation in European educational system. This year we are hosting in a project very important including teachers and student from European States.

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In my school collaborate with other teachers is very very strong. They aren't interested in projects and cooperation.

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Usually in Italian school a whole-school approach is not present or it is really poor. Teachers are usually not too much interested in projects and cooperation. So it is really difficult to propose projects that can change the entire school. I think that we should be forced to cooperate in some way. Some times colleagues ask simply only if the activity planned is compulsory and if not they do not come.

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Hi,My name is Gratiela and I teach physics and computer science at the gymnasium. Education is a mechanism that must be adjusted for each student.

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Hi,My name is Gratiela and I teach physics and computer science at the gymnasium. Education is a mechanism that must be adjusted for each student.

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I teach English to students attending the 3rd and 4th grades. It is my first year in this school and I'm still learning and trying to understand how it all works. I know that the school is involved in a KA2 project. In my daily work, I collaborate with other teachers in order to develop our teaching practices. Whenever it is possible, I ask for parents' involvement and collaboration. I think the most difficult task schools have is to change the way teachers work, specially for those who have been doing the same things for the last 10, 15 or 20 years.

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I am a french teacher in a secondary school. I believe that cooperation, communication, team working are the best ways to be successful as educational staff. However, it is still difficult to get everybody involved. We started with some eTwinning projects and we have meetings with teacher’s parents and students to discuss the problems of students learning

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Hi everyone....My name is Alessandra Ortolano ,I leave in Chieti (ITALY )and I teach psychology in a Secondary School.I  know ERASMUS  but I want learn new strategies for my classes and for my school.I collaborate with an eTwinning project and i attended at Erasmus project in Poland in a Primary school.In my school the teachers are collaborative but not everyone Knows English and this does notlead them to engage in European project.

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I am a french teacher in a secondary school. Eery two months my foreign languages colleagues and I we meet to talk about the projects and activities we are doing and and we talk about future ones. We collaborate and cooperate with other teachers too, but what is difficult in my opinion is to involve parents and families of our students. Sometimes is also difficult to involve students in exchange programs, so I think we should work harder and insist on that point.

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Paola Patrizia Cardo-ITALY                I am a teacher of a semi-secondary school, very small, but with a strong desire to emerge. In this period of autonomy, I had the impression that many schools have closed themselves, and instead of throwing bridges, have been raised to defend themselves against imaginary enemies. The importance of a school is the sense of belonging, the feeling of being responsible for a common home. That's where collaboration is concerned. My school is trying to work more and more in teams, communicate a lot, teachers , parents, pupils. Last year we had the first experience with eTwinning, this year we will have more. Then I think ... ERASMUS + ... why not? !!

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Paola Patrizia Cardo-ITALY                I am a teacher of a semi-secondary school, very small, but with a strong desire to emerge. In this period of autonomy, I had the impression that many schools have closed themselves, and instead of throwing bridges, have been raised to defend themselves against imaginary enemies. The importance of a school is the sense of belonging, the feeling of being responsible for a common home. That's where collaboration is concerned. My school is trying to work more and more in teams, communicate a lot, teachers , parents, pupils. Last year we had the first experience with eTwinning, this year we will have more. Then I think ... ERASMUS + ... why not? !!

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I teach at a secondary school.

Collaboration and cooperation are very important both in our school and in European contexts as well. Since a few years we carry on etwinning projects, some students are also concerned with Transalp Programme or Intercultura exchanges.

It is nevertheless difficult to involve a larger number of fellow teachers in european projects such as Erasmus +

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I work in a small private school, that goes from nursery to Primary School. I am the English teacher and also cooperate with the Primary teachers in their classes. We meet every week to discuss projects, ideas, difficulties. Every month we meet with the headmasters (which actually are around us everyday) and the pre-school and kindergarten teachers.
There is also a full time psychologist, in our classes, meetings and projects.
Here the families are very close to us: they enter the school every day, walk in the corridors with us, greet us good morning and, each Friday morning, there's a presentation from one of the groups of children to the community (school staff, teachers, families).
We use the Modern School approach in our teaching and learning strategies and take advantage of autonomy to meet pupils needs. I believe that the next step for us will be to take part in an Erasmus + partnership.

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Our school it is involved in e twinning projects, but also has an Erasmus + on KA2 action- strategic partnership just between schools. In both contexts, we have a lot o partners which usually suport the educational process. I think that European projects are the perfect way to create networks and to improve relations between school and other social actors, as school partners.  The whole-school approach is manifesting in a school, if there are promoted the educational projects as part of educational act.

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I work in only a small primary school. My students are involved in two eTwinning  projects. We are learning to cooperate with other schools and each other. Working in eTwinning projects is very motivating. I would like to apply for an Erasmus+ K2 project.

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It is so important to engage all the stakeholders which rotate around a school in order to enhance the learner's experience and put his well-being at the centre of the scholastic experience. There are so many fields of expertise which together can better equip our students. However, it is still difficult to get everybody involved. Effective communication about the projects in hand and regular meetings with experts could improve the situation. A new mindset has to be adopted

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I strongly believe that creativity, communication and collaboration, critical thinking are the basic skills which all of us must use (learners, teachers, parents, NGOs, Business organisations, etc.). I'm trying to apply all of the skills mentioned above in order to achieve success.

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I strongly believe that creativity, communication and collaboration, critical thinking are the basic skills which all of us must use (learners, teachers, parents, NGOs, Business organisations, etc.). I'm trying to apply all of the skills mentioned above in order to achieve success.

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I am a primary teacher, I use to teach using new education field, new methodologies to have more fun for the students. In my opinion, the PBL, STEM; STEAM class is a way to open minds, to help students to be more creative and original.

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I am a high school teacher and I work in a small school. I try to promote team work, and collaborative activities because it is the best way to be successful with students. But sometimes it is very hard to work together: European projects are a good start.

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I'm a high school teacher and in my school we worked to promoting collaboration with collegues, parents, external experts and we designs activities to envolve our students. In this year we started with Etwinning project and our next goal is doing European excanges

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Occationally it is a challenge to persuade all stakeholders that a whole-school approach is not "threatening". In that process the role of the school principal is of key importance. As a teacher my aim is to make students , parents and colleagues to understand that the educational goals are common after all

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I believe strongly in cooperation on the educational field. Communication, team working are the best ways to be successful as educational staff.

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Collaboration its important in several levels: for work in a coherent way (same rules, same vision, same methodologies). However in my school we are know starting to think as a whole, leaving the borders of each classroom.

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I work in a school in Spain and we are implementing step by step a whole-school approach. We started with different Etwinning projects. In the classroom we regularly use cooperative learning strategies and the results have been pretty good so far.
The biggest difficulty we face is the commitment of all teachers.

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Hello,I am a teacher at a primary school in Italy.I love teaching in a collaborative way. I think schools should have an inclusive vision of education

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I work in a small secondary school with only 200 pupils. The teachers and school leader work together, students form a council that work together with them and parents are informed via digital platforms. However, we have a long way to go before we have a hole-school approach. The number one problem spells TIME - there isn't enough time to get everything working. To save money the organization give all adults working at the school more to to in less time and since we are a relatively new school we don't have projects ready to run. Through eTwinning we hope to get ideas from other schools in Europe and our aim is to continue working towards this goal.

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I work in a comprehensive school comprising two kindergartens, two primary schools and one secondary school. The school was established in 2004 and it was initially difficult to put together various school orders. Today, most teachers know each other and collaborate in various committees that have been created to follow the different fields: new technologies, teaching, discomfort, handicap,.... The comparison of working together in the commissions led to a greater knowledge of the three school orders. The introduction of the Google suite platform has greatly facilitated exchanges and teacher sharing.
Families are informed through the school site, and the meetings that are organized: class meetings, representatives, school council, etc...

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I work in a small school were everyone knows eachother, that's very good enviroment for the school approach idea. It's difficult to envolve the whole staf but we are working on it and every year we can see the difference, teachers comunicate more wich each others, parents more offten collaborate... eTwinning it's helping a lot and the idea of Erasmus+ it's not fo strange. Step by step.