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Brindisi Italia
I really wish you had some different projects

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We have made some steps in our school for an open social environment  by involving parents in the design and implementation of school activities and projects. As for the participatory culture, we tried to establish informal regulations for determining the factors that would enhance a good climate between teachers

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I really wish you had some different projects

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italy
In my school it is not defined a set of organisational values. Almost everything is regulated by the laws and we just follow them. Despite this, we try to be open, and collaborate with the other teachers as well as with the students. Our principal is very open to discussions and collaboration but every teacher has his own perspective.

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In my school is prevalent the old model of formal, one-person leadership which leaves the substantial talents of teachers largely untapped. Improvements achieved under this model are not easily sustainable.

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In our school weare slaves of bureocracy but we try to be open to cultural programmes and diversity in many aspects of our values

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My school is based on a set of values, most of them about sustainable development and respect of diversity.

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In our school it is not defined a set of organisational values. Almost everything is regulated by the laws and we just follow them. Despite this, we try to be open, and collaborate with the other teachers as well as with the students. Our principal is very open to discussions and collaboration but every teacher has his own perspective.

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My school works on a set of values, some are defined in a national level, others are decided throughout the school year. What is lacking however, is the formal chance for everyone inside and outside of school to express their views and shape the school's values and priorities.

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Our school does not have a set of organisational values defined yet. The values that best describe our school are those of sustainable development and respect of diversity.

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Our school does not have a set of organisational values defined yet. The values that best describe our school are those of sustainable development and respect of diversity.

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The values of my organization are defined in programmatic documents, they are partly known by the members of the institution, but they were decanted more implicitly without an explicitly oriented analysis to identify those values that represent the institution and its members without a reflection on how these values Are defining and limiting the day-to-day educational interventions of school counselors, speech therapists, mediators, auxiliary staff. From the set of values describing my institution I could enumerate: Respect the rights of each child in ensuring the development of its maximum potential support and counseling for differentiated training, depending on the specific needs of each child; school partnership – community; accepting cultural, ethnic and linguistic diversity ensure access to quality education for all children delivering services in an integrated way, along with other specialists from other fields who are interested in education, for the benefit of education and community.

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My school has a set of organizational values, only partially written in official documents, partly shared at an informal level. Because so far decisions have been centralized or taken into small groups of influence, they are not known by all the actors involved. Work and common sense are two values that they share in general.

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- Take care of relationships (with students and colleagues)
- Develop PBL that capture teachers energy
-Encourage people in doing better
-Have a collective view

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Romania
This participatory culture exists only at the documents level.
These are presented in an institutional development project that is reviewed annually by a committee of teachers, but in practice is hard because the teachers in the school were not involved more that .

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In our school is a set of organisational values defined. Flexible and open ways of working are promoted.  hierarchy, departments and formal roles are not rigid.

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Romania

In my school, the new leadership is new, just 5 months. From the beginning, the values ​​that will be based on the next 4 years have been established. Various teachers have already been involved in sparkling projects, students have been encouraged to express their own opinion, and the community is involved in the school's educational life.

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I think the school should have a training plan based on the students who attend it, and not a community-based document that will only be recycled paper.

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In my school is a Managerial Plan with few direction for a good education and European teaching.There we declare our values;the principal,teachers,parents,mentors and community partners work about this plan(curricular and extracurricular teaching,projects,etc).Unfortunately,sometimes,the plan become only formal

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If I think  our PTOF( the three-year plan of educational offering) and RAV( the Report of self-evaluation)approval during teachers College,I can affirm our values are considered and often some hesitations now almost all teachers try to accept them even if with some reticence

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In my school, as all Italian school, there is a Plan (Piano Triennale dell'Offerta Formativa) in which we declare our values. The principal, the teachers, the parents work about this plan. But sometimes the Plan become only a formal document.

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My school has a set of values - these are described in school documents. However, year after year they have become just a set of rules that are not discussed and taken for granted. In other words, we have them in documents but not in reality.

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Well, in my school there are basic organizational values such as collaboration, sharing of ideas and proposals, teamwork. The mission of my school is the promotion of democratic ciizenship, intercultural understanding and inclusive learning. Projects are debated upon by the council of teachers, refinements are provided by smaller groups focusing on a particular issue or area. Everybody takes responsibility about school policies and actions by working directly or indirectly on projects.

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Gli Organi Collegiali igarantiscono la cultura della partecipazione democratica con elezioni in ogni Consiglio di Classe di genitori e studenti rappresentanti nelle scuole superiori.Il Piano triennale della Offerta Formativa , specifico di ogni istituzione, articolato sulla base  delle linee di Indirizzo del Dirigente Scolastico, curato da un docente Funzione strumentale, è conosciuto e condiviso da tutti i docenti, diffuso e pubblicizzato attraverso il sito del Liceo, aggiornato annualmente , calibrato secondo  i bisogni dell'utenza e del contesto.

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Yes, there is a set of values defined by a team of teachers. These are presented in an institutional development project that is reviewed annually by a committee of teachers. The departments of this project are debated, endorsed and approved by the members of the Teaching Council, then approved by the Board of Directors. The project includes targets, proposed strategic options for a 4-year period, and an Operational Plan for short-term implementation of up to one year.

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In my school there are values defined by Government, but I think that the values of a school are the volues of every single person working in it. So, the values of a school are the sum of all our values

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As i am not teacher i do not have experience of school but as i know the public scholls operate under country regulations but even this exist i believe that if the head of the school believe to the common culture and DL can change some things and be all teacher together to work differently.

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In creating the conditions for the development of this "culture of participation" the school management bodies and their natural leaders have particular responsibility
Whether they are members of the board of trustees and board members (or executive directors and members of the school board or school area, to speak on the "model" they are experiencing), or other influencers.

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Yes we do, they follow the values of the city that runs the college, they in paper strongly are for quality and distributed leadership

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My school has developed a participatory culture and has an open social environment. During the school year, all teachers meet and compare their teaching practices.

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Every school in Poland has a school charter - a long document about values, aims, organisation, grading etc. This charter is to be obeyed by the staff and the students but the practice is different in many cases. At least teachers in my school started to talk about it.

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Romania
In my school 's organisation the national system is deeply followed since it's a public school

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My school has a set of organizational values such as new forms of literacy, life-long learning, and respect of the multicultural environment of students.

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Our school shares values concerning innovation and experimentation which were really there since the set up of the school, the mission as defined by the state, since it is a public school. These are aims that are supported by about half the staff, whereas the other half have chosen a different path in the last couple of years. indeed, the school has the reputation of being at the forefront of educational experimentation.

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In Italy school organisation follows national guide lines rules and relative laws.

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In our school we defined the mission of the school . All of the said tips are accepted by our staff. Participatory culture supposes people view leadership as emergent,participation is valued,core values of equity and democratic citizenship are explicit commitments ,respect for all is fostered,a sense of trust and belonging exists,co-creative and co-operative attitudes are fostered,flexible and open ways of working are promoted.

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In Greece school organisation is largely defined by state laws and regulations. However, within a highly centralised school system, there are always paths that school themselves open. Therefore, our school has set a number of organisational values, concerning managing behaviour that 'breaks the rules' and punishment ranking, dealing with missing teaching hours and ways to keep the students in class, supervised and 'busy' during them, dealing with students with learning difficulties when the state has not provided special support for them and we care for them to be an active part of the teaching/learning process, teaching Ss,who do not speak Greek, (but are obliged to attend a Greek school), Greek as a foreign language (we have developed an in-school language project for them).

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My school is defined by the concept which was written by parents. Our school has a very strong parent lead community and the values are very social and child centred.

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If all members of school is responsible of a parte of the task, each of them feels parte of a educating community. When everybody has a say then the community is truly democratic. This should also be the case in schools. Nevertheless I think it is of great importance to keep a respectful tone in group discussions and accept other peoples opinions.

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National school system defines my school's organization. I don't like this because I prefer more freedom for each school to find its own cultural values.

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The school organization in my school school is that defined by the national school system.

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My school has a set of organisational values defined and i had an active role in that definition and organization, we try to make them  collective and accepted, but is not easy. Staff changes every year, and those who stay are so  overwhelmed with daily work and bureaucracy  that sometimes we forgot what is really important

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My school hasn't a set of organisational defined value but I think that the type of value that would best describe my school is equity

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In my school there is an organizational idea that responds to the national guidelines of the school system.

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In my school’s, each child will be trained to be a good European citizen able to adapt to the requirements of an ever-changing society and to appreciate values such as equality of opportunity, tolerance, multiculturalism.

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In my school’s Educational Project there are a set of values such as work and responsibility, solidarity and participation. Still, some of the main focus of the school is set in  improving students grades and avoiding year retention. For instance, in secondary level this focus is specially directed towards the improvement of students results in national exams. A lot of the school’ s effort is invested in this goal, as a result of some of the Ministry of Education lastest evaluation of the school. This results in the fact that most other goals related to emotional, social and civics education, to skill development and holistic learning are put to second place and are not being acted upon with the same investment as the other goals , although they do appear in official documents as relevant for the school.

In a way, I believe that the focus of the school needs to be re-directed, since the lack of a participatory culture and of an open social environment may be linked to lack of investment of students in their learning process. When students, teachers and other professionals  feel involved in a cohesive, collaborative and participatory school environment that could lead to learning results improvement.

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In our school, we are in the process of PYP accreditation. We have now more defined values as we are working on it from the beginning of this academic year. It has to be improved but we are trying to do better.

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In our school we have created an internal code but this is just a drop in the ocean as school management is rigid and predefined by the national educational law. So very few things to do.

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My school has got a defined set of organisational values but they sometimes don't work well because of a weak participatory culture so they are accepted only at a general well. They were defined in a forum of teachers, staff and parents. So some times they work and some other times they don't.

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In my school, more than shared organizational values, I would say that these are organizational leadership values in which everyone is bound to obey dictated rules from above without questioning whether their actions are right or wrong. Cooperation is not spontaneous but is artifacts and limited by the lack of flexibility.

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I would rather said my school hasn't got a defined set of organisational values. Teachers and tutors work according to the school plan and they try to do their best.

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In my school as in the majority of schools in Greece there are not  any defined organizational values. Every descent teacher tries to do his best in order to offer good education to the students and every indifferent teacher just does the absolutely necessary and  nothing more. Most of the time the principal is not able to communicate and behave in an equal manner and the result is denial, fights and of course a big loss for the school the students and the stakeholders

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I can proudly say that all 5 levers exist in my school to a high extent and are deeply rooted into the core culture of the organization and were built, maintained and nurtured by all stakeholders since the establishment of the school 30 years ago.  This is quite opposite to my previous school where the interpersonal relationships are damaged, disrupted and dysfunctional which reflects on every level and the work of the school in general.

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Unfortunately, my school does not have any organisational values defined. The organizational culture could be summarized by “Do the least, be the first to go home,….sad.”

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My school  has a set of organisational values defined.  The one which predominates is the preparation of students for the exams which are very theoretical. For me it is most important to integrate activities which develop students to become good citizens, which let them thing critically.

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I´m not working at a specific school but works with ICT for many schools. I should say that every school I visit have a very open organization when it comes to participatory culture and working with an open social environment. That´s the way most schools are organized in Sweden today. Some schools has a better development and some are worse, because you have to remember that this goal is hard to get done perfectly. Democracy doesn´t work unless you participate!

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Technical colleges in Romania operate according to a "School Action Plan" in which the aims and objectives of the school are mentioned. I specify that the targets are imposed by local and regional political and economic factors. Most of the time they do not correspond to school reality

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Our school does have a set of organisational values: respect, creativity, solidarity and learning ‘in’ and ‘for’ diversity. The last 2 school years, we have been engaging in a discourse with all stakeholders to redefine our set of values, in the light of the project ‘catholic dialogue-school’. We agreed on a new set of 10 (old/new) values.

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İn my school we have difficulty in creating an organizational culture.both the system and the teachers are the reason.our teachers are not eager to improve their School.

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In my school, organizational culture is included in the "Institutional Development Plan", designed exclusively by the director. This PDI contains the vision and mission of the school, goals and objectives, operational program.

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My school doesn’t have a real set of organizational values defined, but it can be seen as  an open social environment. Infact people participation is valued and respect for all is fostered, and core values of equity and democratic citizenship are explicit commitments. Flexible and open ways of working are promoted, too.

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My school values are included, like in any school in Romania, in official managerial documents. These documents, even very useful for the headteacher, have not a short and understandable form for ordinary teachers. This leads to different interpretations of the school values meaning. Doesn't matter in this point who proposed the values, important is to make them known to all actors involved in school life.

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Yes, we have kind of set of  values defined. We worked with our school identity, so most of values are discussed in some circle of community.

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As most of schools in Lithuania, we have mission, vision and a common goal. We have agreed on then and stick to them in our daily routine. But I like the idea of common values, I think we need to discuss them in school community and agree upon the best ones for us.

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Our school values were set by the headmaster and his wife who is also a teacher in our school. The meetings are only typical to appoint some work such as the mail protocol, the working teams for the national celebrations. Nothing new is introduced. There is no teacher leadership in my school. The truth is, that the values set, aren't evaluated at the end of the year. This has led to indifference by the teachers.

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In our kindergarten the organizational culture is concretized in the mission and vision of the school unit "to create a environment that is most conducive to the harmonious development of the child to form those intellectual capacities and prosocial behaviors necessary for the successful integration into the school life. Both with each other and with their parents and the local community

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Each School in the beginning of the school year is obliged to promote an internal regulatory code.The Principale and the teachers of the school have a meeting, where this code is read.It's a traditionally reproduced paper dealing about operetional details concerning general matters of the function of the school unit.There isn't a defined idea,attitude or solution for all matters that may occure.The group of the teachers and the Principale discuss ,if something different has to be managed.

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in Greece it's a close educational system and teacher work alone.

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In my school there is a set of organizational values, but they are not accepted by everyone. Unfortunately, there are exceptions that we still face and try to find solutions for everyone to be included.

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My school used to outline its values in the "four-year-School Plan" designed exclusively by the principal, which - unfortunately - was just a formal document nobody had ever read. Some teachers did not even know about it. Values such as coexistence, positive interaction with peers and with adults, valuing uniqueness, singularity and cultural identity of each student were preached but not necessarily dealt with. Hopefully, we will be able to design a Four-Year-School Plan that will focus on aspects related to innovation and community needs, as it will be designed by a body of teachers, not the principal alone. It will be discussed, adapted and approved inside the teachers meetings so that all teachers could accept it and do their best to innovate our school.​

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In my school, the educational project was defined by the board teachers and the headmaster. That document is very important because it gives us the guidelines to transform our organization. However almost no one cares about it, and also, some of the teachers never read it. Almost all teachers fell school as a place where they have to teach their subjects, prepare students for exams... and not to built with them an holist education, giving them skils to the real life. So, the ones that believe that school is much more than teach a subject, fell that we are alone inthe process. Not understanding the mission and the culture of a school is a dangerous step that will carry us for failure. But with all the burocratic system and statistic work... sometimes seams to be achived what in fact is not.

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My school has a set of organisational values defined in a generally aknowledged Plan. Tthis plan is created and discussed by a board of teachers who work with the principal on its draft. The rest of the teachers have to stick to it and act upon. This sort of agreement defines the purposes and goals to be achieved by the school in the mid-term and is based on a participatory culture. Every stakeholder is affected by these decisions which influence the relationships with the students, family, external organisations and internal staff in general.

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Our school values were defined during a whole staff set of meetings over time, whereby everyone had input and understanding into what defined our school, our cutlure, vision etc. All staff and Executive teachers were involved in a non-threatening way, but as a collaborative and supportive group of educators

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My school  outlines its values in the "three years School  Plan". Our   values are coexistence, positive interaction with peers and with adults, valuing uniqueness, singularity and cultural identity of each student. Our plans have been focused on aspects related to  learning environments innovation.  They were approved inside the teachers  meeting. Not all teachers totally agree, but there are a large  majority of teachers who acept them  and try to do their best to innovate our school.

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Greece
In our school  there are some general values we stick ourselves to such as respect to the needs of the student and respect towards the teacher on behalf of the student. There is no specifically defined school policy regarding organization besides what is dictated by the state. There is neither determined school regulation  by us so far, but we are thinking to prepare one. There is not an entire school policy we can describe apart from the fact that some teachers try to establish effective communication regarding the headmaster and the students.

One thing that characterizes our school in comparison to others in our area is tolerance and good communication with the students. Watching the video it reminded me of some tasks the students are given within the frame of school projects including peer teaching (with the supervision of a teacher) and  also the way our students have easy access to school administration in order to ask for things or discuss some ideas. The teachers can also have discussions with the school administration about ideas, how to handle difficult student cases and so on, but this doesn’t apply to all cases.

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In the Portuguese school system is very difficult to create a school culture. Schools and leaders are engaged in the industrial model. School as a place to made a product/ service, that is promote a student formation. I agreed that with the creation of a culture, shared by all the people in school, will be a turning point to promote success.

Is also very difficult to promote collaborative participation in a culture that is not prepared to do so. We need to destroy the school foundations and rebuilt again. That my opinion, of course.

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Yes my school has a set of defined values. And in general they are put into practice by the majority of the elements of the community.
They were defined as subsidiary.

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My school has developed participatory ideas such as inclusion, diversity sense of responsibility

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My school's core value is inclusiveness. We recognise and respond to the different needs of our students. We have seen that inclusive beliefs, policies and practices, specifically addressing the needs of students with disabilities and additional learning needs, are equally beneficial for the full range of students.

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 Aliya , Azerbaijan  In our school we defined the mission of the school . All of the said tips are accepted by our staff. Participatory culture supposes people view leadership as emergent,participation is valued,core values of equity and democratic citizenship are explicit commitments ,respect for all is fostered,a sense of trust and belonging exists,co-creative and co-operative attitudes are fostered,flexible and open ways of working are promoted.

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 Aliya , Azerbaijan  In our school we defined the mission of the school . All of the said tips are accepted by our staff. Participatory culture supposes people view leadership as emergent,participation is valued,core values of equity and democratic citizenship are explicit commitments ,respect for all is fostered,a sense of trust and belonging exists,co-creative and co-operative attitudes are fostered,flexible and open ways of working are promoted.

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Of course, yes! However, not every values are accepted by all members of my school community and it's understandable: most of them (the set of values defined) were imposed by the Group Directorate to which my school belongs and no opinion was asked.

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My school has a set of perfectly defined values ​​known to all. Some are better accepted than others, even though they were not defined by all, were imposed by management.

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In my school we didn't define formally the values. We have a vision of school mission. I think we should discuss about it and define values formally. It would be easier to reach the school goals.

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All the teachers in the preprimary school that I work believe in  the social nature of learning and we all try to promote it with cooperative teaching methods. We all take in mind childrens' prior knowledge, opinions or preferences. We try to involve parents into the educational process. Even though we share common pedagogical ideas the   implementation differs a lot and same times seems contradictory to each other. The relationship with children and parents also differs in many ways.  Maybe this is the reflection of our lack in setting organizational values. How to relate with children and parents, how to react towards them or what to expect from co-teachers. The definitions of the words "co-operation", "participation", "responsibility", or "trust" "belonging" must be discussed and redefined by all of us together.

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The values that define my school are outdated. They should be reviewed, adapted to reality and shared with all components of our school. It is a work to be done.

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In our school we didn't define formally the values, but I think that they emerge from our way of action. I must say that not all teachers and students agree: they can express their opinions. Besides, the values are more about teaching than about organization. In Italy we used to neglect this second aspect. Now we are trying to make up for lost time. I appreciate the video in this module 2.3

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a positive school climate improves student achievement and a sense of belonging. We know that important factors in a positive school climate are also significant mediators of learning: empowerment, self-efficay and motovation.

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My school has the values defined. There was the team of who were responsible for defining the values. It is stated that we work towards them. We prepare different self-evaluation reports which should somehow underpin the values. But I do not remember us sitting together and discussing whether we have reached or do we have to change something.

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My school has a vision of school mission and its values. Every year before starting a new school year we return back to them and discuss which point or points of our vision we have achieved or want to work on more, as everything at once can’t be implemented. We analyse what have been done well, where we succeeded, and what must be improved. We do this in groups consisting of teachers, children and patents. We make a plan of actions to help the school community to achieve goals. As always, somewhere we succeed  somewhere we fail. But we’re on the move.

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My school has a set of defined organizational values. They work and are accepted and acted. They have been defined by teachers.

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Romania

In a participatory culture and open social environment:

People view leadership as emergent

Participation is valued

Core values of equity and democratic citizenship are explicit commitments

Respect for all is fostered

A sense of trust and belonging exists

Co-creative and co-operative attitudes are fostered

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In a participatory culture and open social environment:
People view leadership as emergent
Participation is valued
Core values of equity and democratic citizenship are explicit commitments 
Respect for all is fostered
A sense of trust and belonging exists
Co-creative and co-operative attitudes are fostered

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Looking at the contributions of my Greek colleagues, it is  obvious that there is a wide aray of views and experiences, which show that there is nothing like mainstream school practice on the issue.
In my school we have improved the function of the teachers' assembly, discussing most of the schools topics and issues, tryin always for unanimus decisions. Our values and principles are depicted in our School Regulation, reviewed every year by teachers, students and parents.

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Yes , our school has its own  ,where common values and goals 

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Yes , our school has its own  ,where common values and goals 

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In Italy common values and goals are chosen by all the teachers in September and they are written in a document called “POF” (Piano dell’Offerta Formativa). This document is like an “Identity card” of the school.

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In our school we have “tacit” organisational values: collaboration at various levels, learning from success / mistakes, be a risk taker, be open-minded, communicative, transparent, inclusive etc. However those values should be discussed and formalised between teachers, students, management and parents. They should also be reviewed periodically.

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My contribution is not about specific values – although we do have a set of shared values in our community schools programme – but rather about processes to agree on those values that we have been going through. We asked each of the 30 schools we work with to bring together a group of teachers, other school staff, parents, students etc. and discuss the values of the school. In some of the schools, this was a very productive dialog-opener activity as they embarked on the journey to becoming community schools. These events were genuine negotiations of what it means to all those involved to be appreciative of diversity, to be inclusive, to strive for equity, to value meaningful learning etc. – which was remarkable mostly because, essentially, when we analyse the “big words” leaders will use in public discourse, we want to see how those big words play out in everyday school life.

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In my school we don't have a set of values defined. The principal decides what is worth working on and what is not. The teachers are invited to discuss various aspects and there are votes about some topics but if the outcome is not the one appreciated. There will be a new vote...