OSCE schools by fatimakajouj HU

How do you ensure close communication with the partner schools?

fatimakajoujhu — 2024-05-13 14:26:31 UTC

FRANCE

nathalie_lauren_laine — 2024-05-22 09:13:28 UTC

Spain: Increase the communication amongst the schools in the entire project in order to reinforce networking and enhanced opportunities for shared initiatives.

fatimakajoujhu — 2024-05-22 09:17:31 UTC

annagolubeva — 2024-05-22 09:18:28 UTC

Estonia: 1. personal contact with school principals who shape school culture and manage communication within school, 2 regular updates on the course of the project

annagolubeva — 2024-05-22 09:19:41 UTC

Estonia: sharing actual experience and more detailed feedback regarding classroom practices (input to quality assurance and classroom guide)

ealmazan — 2024-05-22 09:20:18 UTC

Spain: 1. Via the evaluation protocols they are sent.

Through particiaption in meetings.

FRANCE

nathalie_lauren_laine — 2024-05-22 09:20:31 UTC

Experience sharing on classroom practices, training (or lack of it), difficulties on beginnings, expectations from the institution and the project, language improvement possibilities

annagolubeva — 2024-05-22 09:20:58 UTC

Estonia: so far they have read the position paper and provided their feedback. In providing input to the project packages a lot depends on timing (exams, etc) and how busy the schools are.

annagolubeva — 2024-05-22 09:22:18 UTC

Estonia: a more structured feedback, guidelines, probably multiple choice questions or smth like that

Flanders

2024-05-22 09:22:28 UTC

The Flemish schools prefer to work together as a team to give input because they find that more pleasant and also task-reducing. It's something my organisation also stimulates. Unfortunately, this means that for example with the position paper in theorie not many answers were collected which impacts the statistical analysis negatively.

ealmazan — 2024-05-22 09:23:21 UTC

Spain: Their involvement in the remainder of the WPs is crucial, just like it has been for the Position Paper. It would also be interesting to compare insights across countries on the case studies, via, for instance, a brief protocol or survey.

Netherlands: email for updates on process and meetings. Teams for collection of materials and Teams meetings + F2F meetings for exchange and input

fatimakajoujhu — 2024-05-22 09:24:54 UTC

Netherlands: Materials on quality assurance/testing, both formal and informal. Materials on language policies and approaches in schools.

fatimakajoujhu — 2024-05-22 09:25:37 UTC

Flanders

2024-05-22 09:26:25 UTC

It would be good if all schools were not only to provide feedback on the products but also on the way they pilot them, integrate them into their daily CLIL organisation. I guess, this is exactly what the case studies are about but perhaps we need more feedback on this whilst the project is running?

Netherlands: formal and informal materials (documents) on quality assurance, e.g.: observation forms, teacher trainer materials, policy documents, etc.

fatimakajoujhu — 2024-05-22 09:26:39 UTC

Netherlands: online meetings and f2f meetings for exchange

fatimakajoujhu — 2024-05-22 09:27:45 UTC

FRANCE

nathalie_lauren_laine — 2024-05-22 09:27:54 UTC

Surveys, questionnaires, case studies, on-line and physical meetings attendance

Flanders

2024-05-22 09:28:54 UTC

We communicate regularly through mail and phone with the headmasters and the OSCE coordinators. The coordinators make sure the other teachers are informed and remain engaged. To make sure no-one feels left behind, we also communicate directly with the other teachers when they have a question or concern. After hearing the Dutch model, I think perhaps we need to organise a separate meeting with them as well. Personally, I also feel the first live teacher meeting will make a difference as well in bringing them together.

FRANCE

nathalie_lauren_laine — 2024-05-22 09:31:44 UTC

The website would be a nice way to gather everything for schools to see