DYNAMIC MODEL DY.MO.VO.TRA. A NEW WAY TO SUPPORT TEACHERS’ PROFESSIONALISM FOR IMPROVING THE QUALITY OF EUROPEAN SCHOOL IN THE KNOWLEDGE SOCIETY KEY ACTION 2 Cooperation for Innovation and the Exchange of Good Practices Strategic Partnerships in the field of education, training and youth

The Project DY.MO.VO.TRA. -DYNAMIC MODEL OF VOCATIONAL TRAINING – will represent the transfer into Vocational training of the dynamic model created by the project DI.SCOL.A. which has been founded within LdV programme n. I/05/B7F7PP Project DY.MO.VO.TRA. aims to improve the quality and attractiveness of School and VET European systems by adapting and integrating the innovation and the results of dynamic model DISCOLA into private and public School and VET systems and into local enterprises. DYNAMIC MODEL DY.MO.VO.TRA. T RASFER OF DYNAMIC MODEL DI.SCOL.A. I N DY.MO.VO.TRA. DYNAMIC MODEL OF VOCATIONAL TRAINING ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The school success is a consequence of the Improvement of Teaching Proficiency, according to a virtuous and recursive circle illustrated below: S COLASTIC S YSTEM AND S COLASTIC S UCCESS DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The project wants to transfer the dynamic Model DISCOLA from school to VET system in order to create the foundation to share at a European level the same methodology to select and guide young unemployed and to train private and public workers. The dynamic model created by the project DISCOLA can assure the basis to the European Model DY.MO.VO.TRA. shareable between school system and labour market so to support young people to success into the labour market and to develop their professional. G ENERAL INTENTS OF PROJECT DY.MO.VO.TRA. DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The transfer of innovation process will include and imply the following features: Identification and analysis of target group’s needs Selection and analysis of the innovative content aimed to satisfy the needs and feasibility analysis of the transfer The integration of innovative contents into local, regional and European VET systems and practices The fitting of innovative contents (methodology and products) to VET Systems, Culture target group needs The transfer of innovation to new socio cultural and linguistic contests The application of the innovative content to areas different from the target group ì G ENERAL INTENTS OF PROJECT DY.MO.VO.TRA. DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The inspiring principle of the project DY.MO.VO.TRA. is characterized by its aim to improve trainers skills and professional in order to facilitate the access of young people into the labour market and to improve adults’ career progression The model will be applied to and tested on the following target groups: Young people (16-18) attending the final years in training schools or attending VET courses Young people looking for a job through job and guidance centres or Job Agencies Adult employed in SMEs attending training courses related to their jobs. S PECIFIC TARGETS OF THE PROJECT DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

Together with the characteristics which emerged from the good European practices selected – and taking into consideration the initial researches of the project – further macro-indicators to define the project, the learning environment and the organisational context, can also be considered. They are: a planning method based on the goals and on the participation of multiple key actors, a co-operative or collaborative learning, also with school agents from the external, the consideration of the competences of each student obtained through formal or informal paths, research-action as the main working method, punctual knowledge of the problems within the context where the teaching activity is developed, flexible teaching action also based on the “ learning by doing ” and the “ work based learning ”, acquisition of skills for planning the educational paths, choice of the subjects according to the “ bottom up ” system, directly from the teachers of the community the educational action included within a logic system, the educational process included within a micro- innovation. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The Dynamic Model DY.MO.VO.TRA. which emerges from the above mentioned considerations, foresees the realization of four educational areas of the teaching proficiency, in 4 interconnected phases in a cyclic and hierarchic way: - Audit of resources area - Projecting area - Training paths area - Evaluation area DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. AUDIT AREA PLANNING AREA FORMATIVE PATH AREA EVALUATION AREA ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The four phases of the DY.MO.VO.TRA.. dynamic model are characterized by the following METHODOLOGICAL STRUCTURE : DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. AUDIT AREA INNOVATION AND RESEARCH RESEARCH-ACTION PLANNING AREA COMMUNITY OF PRACTICE FORMATIVE PATH AREA PROCESS AND RESULTS EVALUATION AREA ©Copyright I.S.P.E.F. - E.C.E. all right reserved

The methodological structure is developed as follows: DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. AUDIT AREA INNOVATION and RESEARCH Funtional Innovation, Organizational System, Research, Experimentation and Development, Networks RESEARCH-ACTION Analysis Phase, Planning Phase, Reflection Phase PLANNING AREA COMMUNITY OF PRACTICE Collaborative and Reflective practice, Meaningful Innovation and Evaluation Networks and Information and Communication Technologies FORMATIVE PATH AREA PROCESS EVALUATION Leadership Policies and Strategies Employees Partnership and Resources Processes EVALUATION AREA RESULTS EVALUATION Collaborative and Cooperative learning Concrete results Evaluation System Logic Effectiveness and Relevance Achieved Innovation ©Copyright I.S.P.E.F. - E.C.E. all right reserved

A. DY.MO.VO.TRA. dynamic model: general scheme A. Learning community on subject DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. EVALUATION OF PROCESS EVALUATION AREA AUDIT AREA PROJECT AREA TRAINING PATH AREA EVALUATION AREA EVALUATION OF THE OUTCOMES Information Analysis Innovation Information Analysis Innovation AUDIT OF EXTERNAL RESOURCES AUDIT OF INTERNAL RESOURCES AUDIT OF INNOVATION AND RESEARCH Learning community on subject ©Copyright I.S.P.E.F. - E.C.E. all right reserved

B. Area of AUDITING DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. PLANNING AREA ©Copyright I.S.P.E.F. - E.C.E. all right reserved

B. Area of AUDITING In the area of auditing the following activities are developed: Auditing of the key-members on the territory Auditing of activities of interest on the territory Auditing of the internal resources (teachers) Auditing of the students’ resources Auditing of educational subjects of interest for the Institution In particular, in the Dynamic model, proposed after the phase of auditing, a list of themes of interest to be developed in the school with the participated and shared method emerges. This choice will be shared by both the teachers and the students of the biennial stage; the practical communities on line with the same learning subjects, as decided by the school will be individuated; teachers and students will join them according to their interests. DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

C. Area of PLANNING In the Area of Planning, the Planning Workshop is developed through multi-acting and activity sharing, starting from the results of the audit phase. DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. In this area the RESEARCH-ACTION is used It is a method which co-ordinates the several phases of the system activities following the shared planning method, involving participants in an active, constructive and collaborative approach. AREA OF TRAINING PATH COLLABORATIVE AND Reflective PRACTICE INNOVATION AND EFFECTIVE EVALUATION NETWORK AND INFORMATION AND COMMUNICATION TECHNOLOGIES ©Copyright I.S.P.E.F. - E.C.E. all right reserved

C. Area of PLANNING During the planning phase, the community education project will be planned and a precise work plan and of activities will be implemented using technologies, internet, audio conference meetings, s, etc. In the development phase the work plan of the selected Communities of Practice will be applied. The work of each community will be monitored and evaluated as a process and for its outcomes. To evaluate the results, the various communities will be linked to the production rooms of the partner Countries. DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. ©Copyright I.S.P.E.F. - E.C.E. all right reserved

D. Area OF THE TRAINING PATHS In the area of the training paths the following activities are developed: Teachers training in learning communities also constituted by other external members on the specific subjects Research and action in school on the subjects and problems arisen from the context. COLLABORATIVE AND thoughtful PROCEDURE INNOVATION AND EFFECTIVE EVALUATION NETWORK AND TECHNOLOGIES OF INFORMATION AND COMMUNICATION DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. COLLABORATIVE AND thoughtful PROCEDURE INNOVATION AND EFFECTIVE EVALUATION NETWORK AND TECHNOLOGIES OF INFORMATION AND COMMUNICATION ©Copyright I.S.P.E.F. - E.C.E. all right reserved

D. Area OF THE TRAINING PATHS LEARNING COMMUNITIES The three macro-dimensions distinguish the functioning of a virtual Learning Community of teachers of the upper school, each on a subject emerging from the initial Audit phase. These aspects are analyzed according to three stages of educational itineraries, to be considered in a flexible way (cyclical and fluctuant) and not rigidly. The three stages are: INFORMATION: with regard to the subjects chosen for the teachers training within the learning community. ANALYSIS: of the thematic area, developed in collaboration, within the learning community. INNOVATION – SELF-TUITION – AUTONOMY : on the thematic area and determination of the elements of micro-innovation of the teaching proficiency. DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. Information Modules a,b,c,d… Analysis Modules a, b, c, d… Innovation, Self- tuition and Autonomy Modules a,b,c,d… ©Copyright I.S.P.E.F. - E.C.E. all right reserved

D. Area OF THE TRAINING PATHS If, for instance, two themes are selected, two Community of Practice will be selected, each with the characteristics of the formative: Learning Community on subject 1 Learning Community on subject 2 DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. TRAINING PATH AREA Information Analysis Innovation Information Analysis Innovation ©Copyright I.S.P.E.F. - E.C.E. all right reserved

E. Area of EVALUATION In the area of evaluation are developed: the evaluation of process the evaluation of training and research results in each learning community the re-planning of training as a consequence of the feedback. DYNAMIC MODEL DY.MO.VO.TRA. THE STRUCTURE OF THE DYNAMIC MODEL DY.MO.VO.TRA. RE-PLANNING EVALUATION OF PROCESS is developed according to the five factors:  Leadership;  Management of personnel;  Policies and strategies;  Partnership and Resources;  Processes. The EVALUATION OF RESULTS is developed according to the six MACRO INDICATORS:  System Logic  Collaborative and Co-operative Learning  Evaluation  Concrete results  Effectiveness and relevance  Achieved innovation RE-PLANNING ©Copyright I.S.P.E.F. - E.C.E. all right reserved