1. Working Group on Schools policy -Early School Leaving January 2014 to November 2015

2. Working Group on School policy - a new generation of Working Groups (WG) - mandate endorsed by Member States - January 2014 – October 2015 - memberships: national representatives (EU, candidate and EFTA countries)+ social partners - focus on: a)Reducing early school leaving b)Improving the quality of teaching by improving teacher education

3. Early school leaving – mandate and outputs Stimulate further Member State action to implement the 2011 Council Recommendation Focus: How to better support schools in preventing/ reducing ESL by developing collaborative practices (in and around school)  - Cooperation and teamwork among school staff with a view to creating supportive and conducive learning environments  - The capacity of schools to interact and cooperate with all relevant stakeholders

4. A School toolkit, on how to introduce collaborative approches in different school conditions; with examples; steps, "dos and don'ts"; diversified according to level of school autonomy with accompaning recommendations for policy- makers Final outputs

5. Date: in 12 pts Methodology Combination of 1-2 day meetings in Brussels and Peer Learning Activities (PLAs) 3 PLAs – Lisbon looking at school autonomy - Lyons looking at parental involvement in schools -- - Dublin looking at whole school approach. Lifelong learning programme

6. Date: in 12 pts Methodology contd At Group 1 st meeting presentation by Prof. Alan Dyson on whole school approaches to ESL. Whole School approach adopted as methodological template for the Group’s work Group divided into 5 sub sets Lifelong learning programme

7. WG on Schools working program To develop collaborative practices in and around schools we need to consider: - School organisation and leadership - Support for teachers - Support for learners - Involvement of parents and extended families - Involvement of other stakeholders

8. Key Statements/Policy recommendations * The school is a key actor to tackle early school leaving but it cannot work in isolation, because external factors will influence a learner’s level of engagement and success. Therefore, a 'whole school approach' to early school leaving is needed. * Whole School approach: where the entire school community engages in a cohesive, collective and collaborative action, with strong cooperation with external stakeholders and the community at large. * This whole school approach enables schools to respond adequately to new and complex challenges schools are facing, linked to the increasing diversity in society.

9. Key Statements/Policy recommendations contd * Effective leadership and governance essential to promote a positive school culture, teamwork and collaborative practices within the school community. * Also need to bring school actors and stakeholders together to ensure educational success and prevent early school leaving. * School development and improvement processes to targets to address the underlying factors of early school leaving. They should also involve the entire school community, stakeholders, multi-professional teams, external local services, parents and families..

10. Key Statements/Policy recommendations contd * Commitment towards investment for continuous professional development of school leaders, teachers and other school staff with a focus on awareness of early school leaving processes, and on the competences and skills needed to address educational disadvantage and student disengagement * Ensuring each child and young person has an equal chance to access, participate and benefit from high quality and inclusive education is a must. *Engaging and relevant curriculum together with inspiring and dedicated staff is the most effective way to prevent early school leaving and social exclusion.

11. Key Statements/Policy recommendations contd * All learners and their diverse needs should be at the centre of education. They should be actors of their own learning and be surrounded by appropriate support and services. *The school should offer a caring, stimulating and conducive learning environment and set high expectations for all learners to reach their full potential. *Education is a shared responsibility between parents and the school – it must be built on a relationship of mutual trust and cooperation between the two.

12. Purpose and target groups of the toolkit A diagnostic tool (to identify/assess needs and gaps in ESL prevention) and A resource (advice, ideas and examples to implement at school level) Target groups: School management (principals) Teachers / school staff Parents / extended family NGOs/associations Local authorities Other professionals (social, health etc.)

13. Structure of the content WHAT? Five mentioned areas split into more specific proposed actions to introduce at school level – proposed actions/advice WHY? Explanation on why this action is important, including evidence from research, examples of positive results, overview of MSs implementing such measures HOW? An example from practice / case study (story, video, additional materials, possible contacts);

14. Date: in 12 pts Free browsing of resources - Browse by category - Free search by keyword Free browsing of resources - Browse by category - Free search by keyword Personalised Report with List of selected resources Data-Base of Users Linked to eTwinning General information and documents on ESL, good practices and 5 areas of the toolkit ESL Tool-Kit Simplified version 19.06.2015 Users’ data stored for statistical analysis of profiles and needs Suggest more resources Self-assessment questionnaire To identify needs Subject to editorial approval Home Page User Log-in Data-Base of Resources Examples of good practice; national, regional and school level measures and projects Phase 1 Phase 2

15. Date: in 12 pts AreaSub-areasDescription / topics/ examples 1. School governance Whole school approach. Learner at the centre. Collaboration within and beyond school 1.1. School VisionStrategic vision for the school. School culture and climate - well-being; relational collaborative practices 1.2. School planning and monitoring Cooperative strategic planning. Development/ improvement plan. Monitoring mechanisms (overall) - School (self-) assessment. 1.3. School managementDistribute leadership practices. Collaborative leadership - teaching teams. HR management (recruitment, rewarding). Teacher-pupils relations. 1.4. Cooperation within the education system Cooperation, networking and clustering with other schools. Cooperation with national and local education departments. 2. Support to teachers Crucial role of teachers in preventing ESL, early warning, motivation of learners, improvement of learning and school climate 2.1. Raising awareness and changing attitudes Promoting caring relationships. Understanding of social disadvantage. Intercultural awareness. Cooperation with parents. Motivation and high expectations 2.2. CPD, skills and competencesCollaborative teaching. Multi-disciplinary teams; cross- curricular teaching. Inclusive teaching methods. 2.3. Monitoring and supportTeachers monitoring, mentoring and coaching. Reflection time for staff. Peer-support, observation and peer-to-peer learning.

16. Date: in 12 pts

17. 4. Parental involvement School welcoming to families and community. Respect and cooperation among school staff, teachers, parents and families. Parents as a resource, recipients and contributors. 4.1. Communication and information Continuous communication. Observation of classes. Sessions to explain the curriculum. Bridging programmes. Outreach. Cultural mediators. 4.2. Parents involvement in school governance Parents associations. Parents councils. Parents surveys and consultations. Involvement of ALL parents and representation of ALL their interests. 4.3. Spaces for parents and activities Parents' days. Participation in classroom activities. Community lifelong learning centres. Parents' room. 4.4. Family learningFamily literacy programmes. 5. Stakeholders involvement Cooperation and networks around school. Collaboration with local community. Clarity of roles and responsibilities; trust. Agreements and MOU 5.1. Stakeholders networksDrop-out prevention network. Central coordination body (local level). Role of local authorities. 5.2. Partnerships - public sectorMultidisciplinary teams (within and around school). Cooperation with police, justice. 5.3. Partnerships - employers and businesses Employers and businesses supporting/ participating in teaching at school and at workplace. Support for extracurricular activities, extended learning. 5.4. Partnerships - community organisations and civic society NGOs working with parents. Outreach and extracurricular activities. 5.5. Partnerships - complementary education services

18. Further information EU work on ESL: http://ec.europa.eu/education/policy/school/early-school-leavers_en.htm Final Report of the TWG on ESL: http://ec.europa.eu/education/policy/strategic-framework/doc/esl-group- report_en.pdf Current Working Group on School Policy: http://ec.europa.eu/education/policy/strategic-framework/expert- groups_en.htm