Rome – May 2006 · Comenius 1 – School Development Project Babinets - Lehmann Macho - Rossi 17...

Comenius 1 – School Development Project

Babinets - Lehmann Macho - Rossi

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Comenius 1 – School Development ProjectThe Teacher and the Classroom

Rome – May 2006

G. – E. - Lessing Pahklimae Gymnasium IES Leopoldo Cano IIS Salvemini Gymnasium – Kamenz Narva Valladolid Rome



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School Development Project The Teacher and the Classroom

• Meeting of Principals and CoordinatorsKamenz – 24/28 November 2005

• Joint Declaration on European Partnership 2005/06



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JOINT DECLARATION ON EUROPEAN PARTNERSHIP

From November 24 to November 28, 2005 the representatives of upper secondary schools of the following countries met in Kamenz, Germany:

4. Gotthold-Ephraim-Lessing-Gymnasium Kamenz, Germany5. Istituto Istruzione Superiore “Salvemini –Lagrange”, Rome, Italy6. IES Leopoldo Cano, Valladolid, Spain7. Pahklimae Gymnasium, Narva, Estonia8. Colegiul de Electronica si Telecounicatii, Iasi, Romania9. Arendal Videregående Skole, Arendal, NorwayAs a result of the meeting all participating parties express their intent to maintain their partnership by 11. Teacher mobility12. Student exchange13. Application for the European Educational Programme SOKRATES II, COMENIUS I – School

development projects.



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JOINT DECLARATION ON EUROPEAN PARTNERSHIPFields of cooperation:1.Teacher mobility within the school development project.The project deals with the teacher and the classroom. Lessons will be observed by visiting teachers and reported on a

standardized form. The visiting teachers will also conduct questionnaires among teachers and students. The data will be processed and the results will be distributed to all participating schools.

The following dates are either approved of or envisaged for the forthcoming teacher exchanges.

1Rome - Valladolid

2Rome - Kamenz

2Rome - Narva

2Kamenz - Rome

1Kamenz - Valladolid

2Kamenz - Narva

Number of teachers

August 2005 – July 2006

1Valladolid - Narva

1Valladolid - Rome

1Valladolid - Kamenz

2Narva - Kamenz

2Narva - Rome

1Narva - Valladolid

Number of teachers

August 2005 – July 2006



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The weeks for the teachers exchanges were:1. 18 March - 24 March 2006 in Rome, Italia (a team of 5 teachers)2. 1 April - 7 April 2006 in Narva, Estonia (a team of 5 teachers)3. 6 May - 12 May 2006 in Valladolid, Espania (a team of 3 teachers)

2. Network of teachersWithin our partners we strongly support the establishment of networks between the teachers of our schools which will

cover the following areasHistory and Social Sciences - Geography - Foreign Languages and mother tongue - Computer Sciences - Natural

Sciences and Mathematics - Music and ArtsAccording to the interests of each school every member can choose to join the proposed areas of the network . The co-

operation in each of the areas should focus on:• Observation of lessons• Teaching and learning styles• Comparison of curricula• Evaluation• Presentation of the work and conclusions Communication will be based on new media, supported by teacher exchanges.



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• JOINT DECLARATION ON EUROPEAN PARTNERSHIP3. Student exchangesAll sides agree to comply with the established principles with respect to correspondence of age, size of groups and

duration of stay.The following aspects should be considered:Foreign language skills of students when travelling abroad.Lessons in the respective language/culture of the hosting country.The education goals of the exchange must be maintained.Families will have to be made aware of advantages and limits of the student exchange.

10 studentsMay 2006Narva - Rome

10 studentsSpring 2006Narva - Valladolid

10 studentsSpring 2006Valladolid - Rome

10 studentsSpring 2006Rome - Valladolid

10 studentsSpring 2006Kamenz - Rome

10 studentsSpring 2006Rome - Kamenz

25 – 30 studentsSeptember 2006Kamenz - Arendal

25 – 30 studentsSpring 2006 Arendal - Kamenz



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4. Continuing partnership arrangementsAll participating schools are requested to do their best to circulate the results. The following recommendations have

been agreed on:Increasing the use of new technologies in the exchange of information and communication (Internet, school

homepages, newsletters, e-mail)

The introduction of videoconferencing, first between teachers, in order to effect communication at various levels.

Kamenz, 28 November 2005



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Print review - Kamenz



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Fields of cooperation 2005/2006

• Teacher mobility • Comparison of results 2005/06• Student exchange• Continuing partnership arrangements



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Section 1Teacher Mobility

• Lesson observation: March – May 2006• Evaluation of forms: May 2006• Distribution of results in the schools: September 2006



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Teacher Mobility (Team of 6 Teachers)Rome 18 -24 March 2006



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Teacher Mobility (Team of 5 Teachers)Narva 1 – 7 April 2006



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Teacher Mobility (Team of 5 Teachers)Narva 1 – 7 April 2006

Print review



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Teacher Mobility (Team of 5 Teachers)Valladolid 6 – 12 May 2006



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Teacher Mobility

SECTION 2 - A

STUDENTS’ STUDY HABITS



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My Study Habits Check List AT SCHOOL: Always Almost

always Almost never

Never

Are you often distracted by your peers in class? Do you take notes during the lessons? Do you check your notes after lessons? AT HOME: Time Management Do you always begin to study at a certain time? Do you organise your time in the afternoon between different activities?

Do you make a weekly plan to avoid to start studying at the last minute?

Do you always begin your studie s in the afternoon? Do you get 8 hours sleep per night? Learning Environment Is your workplace free from distractions? Do you work at a quiet place? Do you study alone? Do you have everything you need for your work when you begin?

Study Techniques Are you familiar with the organisation of your textbooks?

If you come across a new term, do you first use the context to understand its meaning?

Do you look for key expressions when studying a text?

Do you use other sources of information to support your learning?

Do you take notes or underline when studying a text? Can you establish existing links between different subjects?

TESTS: Before a test, do you revise the main issues in question?

Do you prepare a list of expected questions and try to answer them?

FOR AGE GROUP 14: When sitting the test, do you read the instructions carefully?

When sitting the test, do you organise your time? When sitting the test, do you plan your work? At the end of the test, do you check your work?



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My Study Habit Check ListStudent Questionnaire

Procedure

• Each visiting teacher submits the questionnaire to at least two classes in the language of the hosting country.

• Students fill in the questionnaire according to the instructions.

• All the results are transferred into a matrix form.

• The coordinators process and evaluate the results.



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My Study Habit Check List Distribution of Results (Age group 14)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24Italy 1,50 1,60 1,16 1,65 2,10 1,09 2,18 1,56 1,33 2,18 2,50 1,98 1,81 1,91 1,65 1,19 2,21 1,89 2,45 1,46 2,57 2,16 2,21 2,48Estonia 1,47 2,39 1,18 1,66 1,79 1,49 1,84 1,59 1,25 2,08 2,42 2,62 2,54 2,41 2,26 2,21 1,97 2,26 2,37 1,97 2,43 1,82 2,04 1,92Spain 1,78 2,07 2,05 1,95 1,98 2,05 1,93 1,90 1,85 1,92 2,03 1,93 2,02 1,98 2,03 1,97 1,88 2,00 1,88 2,02 1,68 1,86 1,83 1,76average 1,58 2,02 1,46 1,75 1,96 1,54 1,98 1,68 1,47 2,06 2,32 2,18 2,12 2,10 1,98 1,79 2,02 2,05 2,23 1,82 2,23 1,95 2,03 2,05

σ 0,14 0,32 0,41 0,14 0,13 0,39 0,14 0,15 0,27 0,11 0,21 0,31 0,31 0,22 0,25 0,44 0,14 0,16 0,25 0,26 0,39 0,15 0,15 0,31

QuestionsCountries

Table of comparison

0,00

0,50

1,00

1,50

2,00

2,50

3,00

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

questions

aver

age

valu

es

Italy Estonia Spain average



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AT SCHOOL (questions 1-3)

• In general students of all 3 schools seem to be distracted almost identically by their fellow students (question 1).

• When it comes to students taking notes during lessons Estonian students seem to make a habit of it closely followed by their Spanish peers. Italian students are less inclined to write down notes during a lesson as they own their textbooks and underline passages (question 2).

• Almost twice as many notes are checked by Spanish students after lessons than by Estonian closely followed by Italian students (question 3).



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My Study Habit Check List Distribution of Results (Age group 14))

TIME MANAGEMENT (questions 4-8)

• On average students of all 3 schools seem to begin to study at a certain time, and almost identically are more concerned about organising their time between different activities and just as much begin their studies in the afternoon (questions 4 – 5 – 7).

• Italian students do not seem to make a weekly plan as much as students of the other schools. This is probably due to the fact that their lessons always start and end at the same time every day of the week. This interpretation coincides with data from a previous project. Compared to this their Spanish counterparts tend to do this twice as much (question 6). The reason could be a daily change in the weekly timetable of these students. (please Jaime confirm this assumption)

• Italian and Estonian students do not differ much when asked how much sleep they get, which is feasibly above average, but Spanish students take the lead in here.



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LEARNING ENVIRONMENT (questions 9-12)

• Spanish students seem to keep their workplace more free from distractions than their peers (question 9) while the Estonians have everything they need for work before beginning to study (question 12).

• A quiet place and studying alone is a general attitude among all the students. The results for questions 10 and 11 are similar and reach high values.



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STUDY TECHNIQUES (questions 13 -18)

• Italian students seem to use preferably school texts (question 16) whereas for the others it is much more normal to use in addition other sources of information when they learn.

• The Estonians are above the average values for knowledge of school texts, for the ability in using the context for new and key expressions and also in establishing existing links between different subjects (questions 13 – 14 – 15 - 18).

• The Italians underline and take notes when studying a text more than the others mainly because they own their text book (question 19, c.f. question 2). Estonian students do not own their text books – except for English - and this explains the lower value here.



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TESTS (questions 19-20)

• It is common practice for all students to revise the main issues before a test, Italian and Estonian students indicate to do it more (question 19).

• It is less common to prepare a list of expected questions and try to answer them, which is especially typical of Italian students. The explanation may be that in Italy there is no fixed system of evaluation (question 20).



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(questions 21-24)

• This group of questions is of equal importance for all students and reaches a high value.

• When sitting a text the Italians indicate to read the instructions, organise their time, plan their work and check it more carefully than the others (c.f. questions17and 19).



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My Study Habit Check List Distribution of Results (Age group >14)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Italy 1,67 1,88 1,43 1,86 2,02 0,86 2,26 1,45 0,90 2,05 2,48 2,21 2,05 2,14 1,69 1,31 2,71 1,88 2,71 1,05Estonia 1,22 2,40 1,35 1,47 1,56 1,33 1,56 1,50 1,51 2,03 2,36 2,40 2,25 2,22 1,82 1,72 1,73 1,98 2,05 1,52Spain 1,92 1,86 2,14 2,32 2,00 1,97 1,76 1,79 2,00 1,97 1,86 2,05 1,95 1,97 2,13 1,94 1,97 2,05 1,75 1,76

average 1,60 2,04 1,64 1,88 1,86 1,38 1,86 1,58 1,47 2,02 2,23 2,22 2,08 2,11 1,88 1,65 2,14 1,97 2,17 1,44

σ 0,29 0,25 0,36 0,35 0,21 0,46 0,30 0,15 0,45 0,03 0,27 0,14 0,12 0,10 0,18 0,26 0,42 0,07 0,40 0,30

QuestionsCountries

Table of comparison

0,00

0,50

1,00

1,50

2,00

2,50

3,00

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

questions

aver

age

valu

es

Italy Spain Estonia average



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AT SCHOOL (questions 1-3)

• Students in all three countries are distracted by their peers, but Spanish students are above average slightly more often than the Italians. Estonians show more discipline and therefore feel least distracted by class members (question 1).

• It is common practice to take notes during the lessons, with all data above average. Estonian students seem to do it most frequently, followed by their Italian and Spanish peers (question 2).

• Spanish students check their notes after lessons to a high degree whereas their Italian and Estonian peers do this less frequently both scoring slightly below average (question 3).



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TIME MANAGEMENT (questions 4-8)

• To a high degree Spanish students begin to study at a certain time. Italian students follow with about the medium score and Estonians below (question 4).

• For question 5 both Italian and Spanish students score relatively high when asked if they organise their afternoons, closely followed by their Estonian counterparts. When they plan their afternoons they tend to organise it in order to start their work at the same time per day.

• Italian students feel less need to make a weekly plan as their school starts and ends at the same time. Spanish students also score high here with a value double as high as the Italian one. It may also be an explanation for question 4 (question (question 6).

• Most Italian students indicated that they seem to start their studies in the afternoon. No relevant differences exist between the Spanish and Estonian students regarding the habit of studying in the afternoon who both are close below average (question 7).

• The average Italian and Estonian student seems to sleep slightly less than eight hours per night. The Spanish peers more frequently get an eight-hour sleep. But all of them are grouped around the average (question 8).



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LEARNING ENVIRONMENT (questions 9-12)

• Spanish students seem to work more often in a place free from distractions, in fact twice as much as their Italian peers indicated. Estonian students represent the average (question 9).

• Most students in all three schools work at a quiet place, mostly study alone and to a high degree have everything they need when they begin to study at home. This data is similar to the results of the previous project and proves that the re-application of the same questionnaire is able to give reliable data (questions 10 – 11 – 12).



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STUDY TECHNIQUES (questions 13-18)

• The high scores indicate that students of all three schools seem to have the same good knowledge of the organization of their text books and apply similar efficient study techniques when using the context for understanding a new term. The technique of looking for key expressions when studying a text is slightly less developed but still scoring higher than the medium value of the scale. This again is similar to the data of the previous project and shows how well developed these techniques are on an average (question 13 – 14 - 15).

• Like with the 14 –year-old group Italian students less often use other sources of information to support their learning and therefore the low score compared to Estonia and even Spain seems a logical continuation of this lack of technique in the older age groups. This phenomenon was also evident in the previous project (question 16).



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STUDY TECHNIQUES (questions 13-18)

• All students are used to underlining their texts when studying. This practice is most common among the Italian students who score almost the maximum value. Again the same evidence was received in the previous project. Italians own their textbooks and therefore underline parts of texts most commonly (question 17, also c.f. < 14 data in this respect).

• Students of all 3 schools say they succeed in establishing interdisciplinary links (question 18).



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TESTS (questions 19-20)

• All students revise to a high degree the main issues before a test. It is most common among Italian students scoring one of the two maximum values of the total questionnaire. Still at a high score but remarkable less common this was indicated by Estonian students and even less by the Spanish peers (question 19).

• Preparing a list of expected questions and trying to answer them on the other hand is far less common among Italian students. Again when looking at the 14-year-old questionnaire one must conclude that this is a logical continuation of a study techniques due to a different test methodology among teachers. Again the previous project has shown a similar evidence. The Spanish score higher than the medium score which is met by the Estonians (question 20).



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.It has to be considered that:

• the period of observation is short

• the sample is small

• the students have not been chosen according to statistical principles

• the types of schools range from gymnasium / lyceum to technical schools



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Section 2 - BObserving lessons



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Teacher Mobility - Teacher Questionnaire

Procedure

The visiting teacher observes lessons in their hosting school andevaluates the observations on the three main areas:

• teaching methods

• learning situations

• learning material and other resources



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Procedure

It should be taken into consideration:

• The sample is small.

• The teachers could not always attend lessons in their own subjects due to different curricula of the three schools.

• The observation is “coincidental” as the visits take place at different stages in the plan of the year of each school.

• The observation is limited to one week.



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Date: ………………School: …………………………..…………………Age group:…..…..….……

Subject: ………………………………………………………………Number of student: …………..

Topic of lesson: ……………………………………………………………………………………….

Name of teacher visited: ………………………………………………………………………………

Name of visiting teacher: …………………………………………………..…………………….…… Describe the characteristics of teaching and learning in your hosting school, and the ways in which the practices support the values and goals of this school. Please enter the number that best reflect the situation in your hosting class: 1 = not all; 2 = very little; 3 = to some degree, but not all the time; 4 = completely

Area of observation Quality indicator Number Teaching methods promote students attainment and advancement

Teaching methods involve working in cross disciplinary teaching teams

Teaching methods

Teachers make use of a variety of techniques to meet different learner needs and styles

Learning situations motivate students to engage

Students learn both individually and collectively

There is equal attention to all students based on the learning needs

Learning situations

A variety of learning materials and sources are available to students

Students have access to the library regularly

Students are encouraged to seek learning opportunities in non traditional settings that go beyond the classroom

Students are encouraged to learn from their peers

Learning material and other resources

A variety of media resources is provided to enhance the learning situations



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Teacher Mobility - Teacher Questionnaire Distribution of Results

1,9412,689,42Average

12,9812,879,61Foreign teachers in Spain

12,8515,0010,45Foreign teachers in Estonia

10,0010,178,21Foreign teachers in Italy

Learning material and other resources

Learning situationsTeaching methods

0,00

2,004,006,008,00

10,0012,0014,0016,00

18,0020,00

Teaching methods Learning situations Learning material and other resources

TEACHERS RESULTS - COMPARISON TABLE

Foreign teachers in Italy Foreign teachers in Estonia Foreign teachers in Spain Average



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Teacher Mobility - Teacher Questionnaire Distribution of Results

Teaching methods in terms of:• making use of a variety of techniques to meet different learner needs• promoting students’ attainment• working in cross disciplinary teaching teamsare most frequently applied in Narva, followed by Valladolid and Rome.

Learning situations observations indicate the same pattern, but the gapsbetween schools are wider.

This area implies questions about students’ motivation, individual and collectivelearning as well as the teacher’s attention to learner needs.



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Learning material and other resources also manifest this trend, butwith a smaller difference between the schools.

This area covers questions about:• regular access to the library• learning opportunities beyond the classroom• peer learning and media resources



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.

Section 2 - CTutor’s activities



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Tutor Questionnaire

.

TUTOR ___________________ S CHOOL_______________________ AGE GROUP <14 [ ] < 16 [ ] >16 [ ]

TUTOR STUDENT / CLASS: Indicate the number of lessons you teach in your class

1 - 3 3-5 5 – 8 > 8

Do you have tutorial lesson s in the time table per month?

1 2 3 >3

Indicate the number of tutorial lessons not in the time table

1 2 3 >3

How often do you give individual counselling to all your students in the school year

never rarely often always

Do you have responsibilities towards a student with difficulties

yes no

Do you have responsibilities towards your outstanding students

yes no

TUTOR / COLLEGUES Are you informed by your colle agues about your class?

never rarely often always

How is the contact established?

oral written report both

Are there regular meetings with the teachers of your class per year?

1 2 3 >3

Do you have any meetings with tutors of the same age group?

1 2 3 >3

Do you have any regular meetings with the principal or deputy principal?

1 2 3 >3

TUTOR / PARENTS How often do you meet parents as a group?

1 2 3 >3

How often do you meet parents individually?

<5 5 - 10 10-20 >20

Do you have a parent representing the interests of children?

yes no

Does the tutor give a written report of parents meeting?

yes no

Does the school have any regulations if parents ignore an invitation by the school?

yes no

TUTOR / SCHOOL ORGANIZATION Does the tutor have professional assistance (psychological, medical, social, etc) within the school?

yes no

TUTOR / EXTRA CURRICULA ACTIVITIES Do you have to arrange any activities out of the school?

yes no

How often do you arrange out of school activities per year?

1 2 3 >3

It is compulsory?

yes no partly



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Tutor Questionnaire

.

It has to be considered that:• the sample is small• the tutors have not been chosen according to statistical

principles• the types of schools range from gymnasium / lyceum to

technical schools• not all the information in the questionnaires can be

processed under a statistic point of view



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Teacher Mobility - Tutor QuestionnaireDistribution of results

.Table of comparison ( < 16 )

00,5

11,5

22,5

33,5

44,5

1 2 3 4 7 9 10 11 12 13 19

questions

aver

age

of v

alue

s

Italy Estonia Spain Average



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Teacher Mobility - Tutor Questionnaire < 16Distribution of results

.Tutor student / Class - Questions 1 / 4In Italy the tutor teaches about 7 lesons per week in their class – therefore

the higher score (question 1).The number of tutorial lessons per month is obviously quite similar in all

schools ranging to 2-3 lessons (question 2).As to the number of tutorial lesons not in the timetable is can be noticed that

at the Italian school it is quite customary for parents to come and talk to the teacher during the day and outside any fixed time tabe lesson. The opposite seems to be the case in Spain, where parents and students seem to rely on the fixed times of the time table (question 3).

As for the amount of individual counselling Estonia and Italy often do this as a form of tutorial work. Spain scores lower in that (question 4).



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.Tutor colleagues - Questions 7 / 11

• Estonia scores a very high score when tutors are informed by their colleagues – always. Spain scores just the average – almost always – and Italy scores for often (question 7).

• All schools indicate that there are more than 3 regular meetings with teachers per year with Italy at the highest value. (question 9)

• As for meeting with tutors of the same age group Estonia indicates a high value, followed by Spain and Italy. In Italy there 2 fixed meetings in a year for some subjects (question 10).

• In Estonia it seems to be part of their school organisation to have high number of regular meetings with the principal/deputy principal. Also Spain scores quite high with Italy as half as many like Estonia – ca. one to two meetings (question 11).



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.Tutor and Parents - Question 12 / 13

• Estonia reaches the maximum value when asked how often tutors meet parents of their group with more than 3 times. Spain follows slightly below average and Italy indicates the lowest value. Question3 should be noticed here as Italian teachers which scored very high there seem to prefer individual and flexible appointments (question 12).

• As a consequence Italian teachers say they meet about 10 – 20 parents individually. Estonia scoring quite high again. This is also a question of what sort of problems a tutor sees in the class he/she is responsible for (question 13).



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.Tutor / Extra curricular activities

Question 19• Concerning out of school activities only two schools presented their data. The Estonian school has indicated to have more

than 3 out of school activities. Italy seems to have about two.



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Teacher Mobility - Tutor QuestionnaireDistribution of results

.Table of comparison ( > 16 )

0,000,501,001,502,002,503,003,504,004,50

1 2 3 4 7 9 10 11 12 13 19

questions

avar

age

of v

alue

s

Italy Estonia Spain Average



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Teacher Mobility - Tutor Questionnaire > 16Distribution of results

.

Tutor and Student/Class – Questions 1 / 4All three schools indicate almost the same score meaning that they teach the same identical number of lessons in their tutor classes, i.e. about 5 lessons (question 1).

Spain has the highest number of tutorial lessons per month (i.e. more than three) whereas Italy and Estonia seem to have about 1 – 2 per month (question 2).

Concerning the number of lessons not in the timetableit can be noticed that Italy again, like with the <16, scores higher than the other two school, but all of them seem to have about 2 – 3 lessons (question 3).

The amount of individual counselling scores almost the same data at all three schools. This means that this form is often used by tutors to guide their students (question 4).



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.

Tutor and Colleagues – Question 7 / 9

All three schools score very high on the question if tutors are informed by their colleagues – i.e. almost always. This a logical aspect of school work and it similarly proven with the data of the < 16 (question 7).

All three schools indicate that there are at least 3 regular meetings with teachers of the same class per year –again with Italy scoring highest – as already is the case with data of the < 16 (question 9).



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.

Tutor and Colleagues – Question 10 / 11

Large differences are shown about the practice to have meetings with tutors of the same age group. Identical with the data of the < 16 Estonia scores the highest value with more than 3 meetings whereas Italy scores quite low as it is common practice at this school to have 2 fixed meetings per year and even then only for some of the subjects taught (question 10).

All three schools seem to have an identically high number of regular meetings with their principals or deputies. This shows clearly that this form of pedagogical work is common practice everywhere (question 11).



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.

Tutor and Parents – Question 12 / 13As evidenced with the < 16 students it is Estonia again which reaches the highest score when asked how often tutors meet parents as a group – i.e. more than 3 times. On the other hand an opposite effect comes to show as Italy scores relatively high – about 2 to 3 meetings – but Spain with only about 1 – 2 per year (question 12).All three schools score identically low in this section. But this is mainly to be seen as a result of the frequency categories used in the questionnaire. They range from <5, 5 – 10, 10 – 20, >20. These categories are much too big to get a more differentiated picture – a weakness of the questionnaire. Teachers of all schools say they meet individual parents up to 5 times per year as an average indicating that this is a frequent form of pedagogical work (question 13).



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.

Tutor and Extra Curricular Activities – Question 19

Expressing a similar result like with the < 16 group again the Estonian school indicates they have more than 3 out of school activities per year. Spain and Italy seem to organise 1 or 2 such activities.



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Tutor QuestionnairePrincipals area

.

No.The class teacher is either to have a pedagogical education or to pass a 160 hours general course of pedagogics in addition to the subject qualification.

No.Does the appointment require any special qualifications?

No.There is an extra pay determined by the local government.

There is an extra pay determined by the internal arrangements of the school with School’s Trade Unions.

Is there any extra pay?

According to positions the following reductions are laid down in the curriculum: 1 h for parents, 1 h for students, 1 h for psychologist and Principal.

The teacher's working hours are not supposed to be reduced.

The Teacher's working hours are not supposed to be reduced.

Is there any reduction of teaching hours?

The tutor is appointed by the Principal and the basis of a group of names proposed by the Deputy.

The tutor is appointed by the Principal for a certain class.

The tutor is appointed by the Principal and remains with the class as tutor until students leave school.

Who appoints the tutors?

SPAINESTONIAITALYQuestion



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.

Section 3Student Exchange



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Student Exchange

.

A financial support by national authorities does not exist for most of the participating schools – except for Kamenz which can apply for additional support by the Saxon government.

The Comenius – School Development Project only provides a small amount of money for two students per participating school. So most if not all of the financial costs have to be covered by the families of students. The quite demanding target of student exchanges as laid down in the Joint Declaration therefore could not be met.



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Teaching and Learning Styles

.

Section 4Continuing Partnership

Arrangements



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Teaching and Learning StylesContinuing Partnership Arrangements

.The valuable links established among the schools, the individualteachers and the students involved in the project will progress invarious fields such as sharing of good teaching practices during the next years of activities.

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