RAZVOJNA NALOGA ZA MAJ 2011
PROJECT IMPROVEMENT PROPOSALS
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Operacija se izvaja v
okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne
usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
Seznam oddanih razvojnih nalog / List of submitted R&D tasks
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Foreign Teacher
Filipe de Almeida
Irma Bandiera
Soizic Dupuy-Roudel
Demará C. Ivanič
Philip Jacobs
Andrea Jadrzyk
Gerosa Lambergar
Laura L. Jensen
Andrea Leone
Mary Ellen Ramasimanana Virtič
Ignacio Escriche Rubio
Daniel Schmidt
William Tomford
Amresh Prakash Torul
Benjamin Tweedie
Andrea Valenti
Stephen Moses Zulu
FL
Submission
ENG
ITA
FRA
ENG
GER
ENG
GER
ENG
ITA Project Improvement Proposals
FRA
SPA
ENG
ENG
ENG
ENG
ITA
ENG
Navodila / Instructions
Think of measures (changes in the project structure and/or activities) at both the national level and school level
that would improve (directly or indirectly) your pedagogic behaviour/performance in class as well as your
participation in the project management/execution.
In your proposals for project improvement(s), you should delineate:
 the overall aim and specific goal(s)/objective(s) of the proposed improvement(s);
 the measures that need to be adopted at either level to produce/ lead up to the desired improvement(s), the
people responsible for their implementation and the timeline/timeschedule of implementation;
 conditions that need to be fulfilled for the improvement to take place;
 constraints that might prove detrimental to the implementation of the measure(s) as well as ways and means of
removing them.
In your justification of the proposals, explain/describe:
 the project and real-life context of the improvement proposals (ie. what area of the project they refer to/affect);
 the root causes of the problem(s) that must be overcome/call(s) for improvement;
 the underlying reasons for the implementation of the desired changes in the project structure or/and activities.
Check your formulation of the improvement goals and measures for feasibility and effectiveness using the 3M
approach (meaningful - manageable - measurable).
We expect 3 improvement proposals for each level. They can refer to different project areas and activities
(research, education, project management/teamwork etc.) and phases (planning, execution, monitoring&evaluation)
or one only. If the latter, 3 individual improvement measures for the same area/activity/phase of the project at each
level need to be clearly specified and justified.
National level
No.
1.
No.
2.
No.
3.
Improvement proposal
Explanation/Justification
Improvement proposal
Explanation/Justification
Improvement proposal
Explanation/Justification
Improvement proposal
Explanation/Justification
Improvement proposal
Explanation/Justification
Improvement proposal
Explanation/Justification
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
School level
No.
1.
No.
2.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
1. Filipe de Almeida
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Accessible archives/databank with lesson
plans, project work and homework
assignments etc…
Zavod will assign someone responsible for
doing this
Employment of a competent person to carry
out this responsibility
Costs involved, finding an expert willing to
carry out the task etc...
Explanation/Justification
Transparency of information and
documents. Availability of material to
all educational institutes (equity of
access).By having a specialized
person who organizes all the material
in a coherent archive accessible to
anyone involved in education. Public
access to all material.
Improvement proposal
Webpage for the project with all information
on the project and new developments.
Zavod will assign someone responsible for
doing this
Employment of someone responsible for this
Costs, expertise, time etc...
Explanation/Justification
Dissemination of project work to
public. Advertise the project online.
People who cannot go to the ministry
can access information from any part
of the country. Keep up with updates
within the project which haven’t been
published yet. Possibility of having an
online record of project work.
Improvement proposal
Periodical scientific publishing of project
work.
Design a newsletter or publish in a known
scientific/educational newspaper
Find the ideal magazine newspaper and writer
to publish these documents
Cost of publishing, availability of qualified
personnel, willingness of scientific circles to
publish our articles.
Explanation/Justification
Shows scientific importance of
project and dissemination of project
within intellectual circles. By
publishing our work it gains weight as
a necessity in Slovenia and makes it
easier for foreign teachers to integrate
in the Slovene educational system.
Improvement proposal
Inter-school network co-operation(students,
teachers, ideas and material)
Joint planning of next school year including
possible exchange ideas of both personnel,
material and students
Willingness of team members and school to
participate in exchanges.
Reluctance of teachers and students to
exchange, logistics of moving students,
eventual costs. Lack of communication
between schools, scepticism to divide
materials and dissemination of ideas. Time
constraints, coordination of schedules,
overcrowding in certain schools etc...
Explanation/Justification
To promote collaborative culture.
Sharing intellectual knowledge and
know-how from different schools will
enrich education on all levels as
teachers from different areas
participate in the project. This will
diversify the students working habits
and give them new perspectives to
learning. To get a good education we
need to know how to share
information instead of keeping it for a
select few.
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Added motivation to participate in project.
The project leader should put together a set of
“rules” for principles and send them this
document in writing reminding them of the
“time” difficulties of teachers working in the
project in order for them to have a reduced
extra workload.
Principle should reduce the non-teaching
activities for teachers participating in the
project (suplence, doprinos etc…)
Principles do not adhere to these rules as they
are autonomous and their word is final.
Explanation/Justification
Project work entails a lot of different
aspects of planning, researching and
putting together innovative ideas
which takes up not only time but a lot
of mental work. It is important to
maintain the project team motivated
and not see the project as an overload
of work. To be able to invite new
teachers to participate the project
shouldn’t be seen as a burden but
something new and exciting. If you
have too much work then of course
the quality of work is less and so is
motivation.
Improvement proposal
Better team communication through
workshops to improve team work.
Active teambuilding workshops organized by
ZRSŠ at least 3 times in the year (beginning,
middle and end).
Workshops should be included in project year
plan or done when both foreign and Slovene
teachers meet for project work.
Specialized person to run the workshop in a
professional and practical way that results in a
positive outcome.
Explanation/Justification
By running workshops to improve
team teaching we will find a solution
within the school and at the same time
resolve a problem at national level
which is the constant changing of
workplace by foreign teachers. The
best solution is resolving the problem
within and maintaining continuity of
teachers at one school. Another thing
is that it is not always easy to teach
with someone from a different culture
thus we need to training to familiarise
ourselves with their customs and
habits.
2. Irma Bandiera
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Izboljšanje komunikacije med člani PT
Za boljšo komunikacijo bi predstavljali ali
ponujali nove učne teme za možno skupno
obravnavo redno na 14 dni v okviru srečanj
strokovnih delavcev.
Urnik naj bi prilagodili tako, da bi člani PT
imeli istočasno proste termine vsak teden za
skupna načrtovanja in priprave na pedagoške
ure.
Strah pred novimi temami in načini dela (npr.
v timu s človekom, ki ga ne poznaš).
Večina pedagoških delavcev je naučena delati
samostojno z učenci in nič učiti v tandemu z
drugo osebo. Učenci težko sprejmejo novega
tujega učitelja, morda tudi zaradi zastarelih
pogledov na nekaj novega.
Improvement proposal
Izboljšanje sodelovanja med člani PT
 Redno informiranje drug drugega o
obravnavanih temah.
 Točno določanje terminov za
učinkovito izvedbo.
 Uvajanje čim več novih metod in oblik
dela.
 Jasno predlaganje idej.
 Spodbujanje učencev in učiteljev za
uvanje novosti pri učenju in delu.
 Premalo prostih skupnih terminov za
srečevanje.
 Nezainteresiranost za novosti.
 Slaba naravnanost za učenje s strani
učencev.
 Slabo spoštovanje dogovorov.
 Zamujanje in podaljševanje
pedegoških ur.
 Stari sistem poučevanja je preveč
utirjen pri večini.
 Želje, da bi uvajali novosti so redke.
 Strah do novega je prevladujoč.
Explanation/Justification
Izboljšanje komunikacije med učitelji
s pomočjo tujega učitelja omogoča
napredek in povezovanje novih znanj.
Zaradi rednega informiranja o novih
temah, spodbuja tudi medpredmetno
sodelovanje in povezovanje. Pri
rednih srečanjih je mogoče sprotno
informiranje za možno sodelovanje in
na tak način spodbujanje k novemu
načinu dela.
Način izvajanja učnih ur v timu je
dober model za bodoče timsko delo
učencev. Nov način dela učiteljev je
temelj za drugačno sodelovanje
učencev kot bodočih delavcev v
različnih dejavnostih.
Explanation/Justification
Strokovnost bi morala biti podlaga za
trdne temelje pri uvajanju novosti.
Člani PT naj bi se dogovarjali redno
in na skupnih srečanjih.
Ideje morajo stalno krožiti in se
nadgrajevati ter dopolnjevati s starimi
metodami in oblikami dela.
Način izvajanja učnih ur v timu je
dober model za bodoče timsko delo
učencev. Nov način dela učiteljev je
temelj za drugačno sodelovanje
učencev kot bodočih delavcev v
različnih dejavnostih.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Izboljšanje odnosov med člani PT
Vsak seodelujoči naj bi čim več energije vložil
v uvajanje novega, ki naj se prepleta s starim.
Pričakovali bi več truda od vsakega člana.
Zaradi uspehov pri delu bi z veseljem
sodelovali in odnosi bi se izboljšali.
 Pripravljenost za uvajanje novosti in ne
samo fizična prisotnost na sestankih.
 Redno srečevanje na skupnih srečanjih in
informiranje drugih učiteljev preko
članov PT.
 Sprotno dogovarjanje o temah
 Strokovnost naj prehiteva osebne interese.
 Dogovarjanje o temah pred začetkom
šolskega leta (julij – avgust).
 Pomanjkanje interesa za novosti.
 Premalo strokovnosti s strani predagoških
delavcev.
 »Delam pri projektu, ker so me določili«.
Explanation/Justification
Zaradi slabih odnosov družba ne
more napredovati.
Improvement proposal
Izboljšanje komunikacije med strokovnimi
delavci pedagoškega zbora.
Tuji učitelj naj bo rdeča nit povezovanja vseh
strokovnih delavcev. Srečanja za izmenjevanje
idej naj bodo redna zaradi uvajanja novosti.
Obogatitev dela s pozitivnimi izkušnjami, da
bi se zmanjšala apatičnost, lenoba in s tem
posledično tudi manj frustracij ter neuspehov.
Zmanjšanje nezainteresiranosti, ker vsak vlaga
energijo v novosti.
Strokovna znanja posameznikov se zlijejo v
nove dimenzije.
 Dvigovanje entuzijazma in s tem tudi
morale.
 Zmanjšanje nezainteresiranosti, ker
vsak vlaga energijo v novosti.
 Reševanje novih problemov z
delovanjem vseh članov.
 Delitev strokovnih informacij.
 Odprto širjenje idej.
 Podpora vseh članov PT med seboj.
 Učinkovite tehnike, da bi lažje širili
ideje.
 Veliko spoštovanja do strokovnosti
drugega.
 Vsak član PT naj ne bi varoval rešitve
zase.
 Nespoštovanje vseh oseb v PT (zaradi
starosti ali drugačnih pogledov in
delovanja).
Explanation/Justification
Slabi vzorci se prenašajo od starejših
na mlajše generacije. To ponavaljanje
bi morali ustaviti oz. prekiniti.
Zgled dobrega sodelovanja med
učitelji je dober primer za otroke.
Napredovanje ni možno brez interesa
in pozitivne naravnanosti učiteljev.
Temelj za dobro delo naj bo
strokovnost, ki naj se vedno
dopolnjuje.
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Z veliko vstrajnosti, potrpežljivosti in
truda posameznikov, s pomočjo
strategij in ustreznih metod do
izboljšanja komunikacije.
Najboljše učenje učencev je učenje z
zgledom učiteljev.
Delo v timu z dobro komunikacijo je
temelj za vse življenjske situacije.
Način izvajanja učnih ur v timu je
dober model za bodoče timsko delo
učencev. Nov način dela učiteljev je
temelj za drugačno sodelovanje
učencev kot bodočih delavcev v
različnih dejavnostih.
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Izboljšanje kvalitete znanja učencev in učiteljev.
 Reševanje problemov z delovanjem vseh
članov.
 Stalno dogovarjanje strokovnih delavcev na
skupnih srečanjih.
 Odprta in direktna komunikacija.
 Vztrajnost, potrpežljivost in veliko truda vseh
članov PT.
 Učinkovite tehnike, da bi lažje poglabljali
znanje.
 Podpora vseh članov PT med seboj.
 Nesebična delitev strokovnih informacij.
 Ekstremne spretnosti članov PT.
 Odprto širjenje idej.
 Ekstremno dobro komuniciranje za hitro
širjenje znanja.
 Varovanje rešitev individualno.
 Čim manj osebnih interesov.
Improvement proposal
Učenje timskega dela.
 Dobro sodelovanje v timu.
 Visoka strokovnost.
 Povečanje zainteresiranosti za delo v
skupini.
 Podpora vseh članov.
 Uporaba učinkovitih tehnik, metod in
oblik dela.
 Vsi člani PT se podpirajo med seboj.
 Učinkovito uporabljajo tehnike in metode
poučevanja.
 Delitev strokovnih informacij.
 Sodelovanje vseh članov, da se pride do
kvalitetnih rešitev.
 Želja po novem znanju.
 Slaba zainteresiranost za delovanje v timu.
 Vztrajanje pri uporabi starih oblik in
metod dela.
 Varovanje rešitev samo zase.
 Majhna pripravljenost za delo v timu.
 Slaba strokovnost.
 Slabo širjenje informacij.
Explanation/Justification
S prepletanjem različnih tehnik
metod in oblik dela se izboljša
znanje učencev.
Delovanje strokovnih delavcev
je zgled za vse učence.
Učenje vztrajnosti in vlaganje
veliko truda do izboljšanja
znanja.
Boljše znanje za izboljšanje
življenja.
Explanation/Justification
Najboljše in najbolj učinkovito učenje
timskega dela je zgled skupinskega
dela učiteljev.
Pestrejše oblike dela
učinkovitost pri delu.
za
večjo
Želje po novem znanju se povečajo z
dobrim sodelovanjem.
Izboljšanje komunikacije med učitelji
s pomočjo tujega učitelja omogoča
napredek in povezovanje novih znanj.
Zaradi rednega informiranja o novih
temah spodbuja tudi medpredmetno
sodelovanje in povezovanje.
Pri rednih srečanjih je mogoče
sprotno informiranje za možno
sodelovanje in na tak način
spodbujanje k novemu načinu dela.
3. Soizic Dupuy-Roudel
National level
No.
1.
No.
2.
Improvement proposal
Aim/Goal(s):
Une évaluation initiale / finale destinée aux
Lycéens / aux Professeurs / aux partenaires de
l'équipe
Measure(s):
- Réunion de Septembre: présentation des
objectifs concernant le rôle du Professeur
étranger dans l'établissement / dans la classe
- Rédaction d'un questionnaire précis destiné
à tous les membres impliqués.
- Réunion finale de Juin: Objectifs atteints?
Oui / Non / Pourquoi + exemples concrets
Conditions:
- Avoir plus d'informations / d'explications / d'
exemples sur les techniques d'évaluation
- Réfléchir et rédiger cette évaluation au début
de l'année par groupe de langue ainsi qu'avec
les partenaires de l'équipe.
- A la fin de l'année: présentation de cette
évaluation par groupe de langue + feed-back
+ Analyse et réflexions sur les échecs /
réussites.
Constraints:
- Pas d'évaluation efficace
- Evaluation trop détaillée / trop personnelle /
ou au contraire trop générale qui ne
répondrait pas aux questions préalables.
Explanation/Justification
- Le rôle / les fonctions / le statut d'un
professeur étranger varient d'un
établissement à un autre selon les
partenaires impliqués.
- Toujours utile de rappeller les
grands objectifs du projet et surtout
de les évaluer ensemble.
- Ce projet est ambitieux et très
interessant mais certaines directives
ne sont pas réalisables
- Important de se fixer des objectifs
généraux de travail par équipe
(variations selon l'établissement et la
langue enseignée.
- Evaluation à long-terme fixée selon
les attentes / les besoins / les
compétences des différents
partenaires en vue d'une
amélioration.
Improvement proposal
Aim/Goal(s):
Adapter le projet à la langue enseignée et à la
situation linguistique particulière de
l'établissement
Measure(s):
- Réflexions sur les directives du projet: sont elles réalistes / réalisables? Oui / Non et
Pourquoi?
- Par groupe de langue, analyser les objectifs
initiaux du projet et les diviser en, par
exemple: » facilement réalisable « , » non
réalisable « ...
Conditions:
- Toujours par groupe de langue / par équipe
(team teaching d'un Lycée particulier),
analyser la situation linguistique personnelle
de l'établissement
- Faire une liste des avantages / des
inconvénients de l'enseignement de la langue
donnée.
- Etablir les points forts / les points faibles
Constraints:
- Certaines langues n'auront pas ce problème
ou ce besoin là.
- Difficile d' adapter les objectifs de travail
aux besoins / à la situation réelle
Explanation/Justification
Il s'agit ici de la situation particulière
du Français Langue Etrangère en
Slovénie: seconde ou troisième langue,
peu ou pas d'apprenants, option
facultative, niveau débutant mais
rarement »avancé«, conditions
d'enseignement , horaires...
Il est certain que suivant les langues
vivantes, nous ne pouvons pas tous
faire la même chose ou les mêmes
activités.
Prenons l'exemple de l'Anglais qui en
fin de Lycée est parlé couramment et
du Français , qui n'est qu'une option
facultative, une troisième langue de
surcroit...le contenu pour l'un peut-être
privilégié (en Interdisciplinarité par
exemple), au détriment de la forme
pour l'autre (comment comprendre le
contenu si la forme est trop complexe).
Et on ne peut pas développer les
mêmes activités si les niveaux
linguistiques sont opposés
(débutants / avancés)
Exemple de la comparaison film / livre
Exemples:
Qu'attendez-vous d'un professeur
étranger?
No.
3.
Improvement proposal
Aim/Goal(s):
Le projet général sur l'année proposé par les
Lycées avant leur application devrait être plus
ou moins rédigé en accord avec le profil des
futurs professeurs étrangers.
Measure(s):
- Rencontre du professeur étranger avant
Septembre avec toute la team teaching.
- Présentations respectives des idées des uns
et des autres.
- Ellaboration d'un plan sur l'année en lien
avec le projet de base et suivant les
compétences du professeur étranger.
Conditions:
- S'organiser avant Septembre pour obtenir
un résultat correct
- Implication de tous les membres
concernés
Constraints:
- Le temps, l'organisation générale, le
niveau de la langue enseignée et les
qualités personnelles / professionnelles du
professeur étranger
Explanation/Justification
Par exemple, les deux projets des deux
Lycées pour lesquels je travaille sont
très différents:
Pour l'un la motivation
Pour l'autre l'interculturalité
Que signifie exactement ces deux
notions? Pourquoi ont-elles été
choisies? Quels étaient les attentes?
Les résultats à la fin de l'année sont-ils
en accord avec ces deux projets?
Toutes ces questions, si l'on veut bien
respecter le projet de base et travailler
en fonction, devraient, il me semble,
être explicités plus clairement.
Et à partir de cela, il serait plus simple
de réfléchir ensemble à la performance
du professeur étranger ( expèriences
dans ce domaine, exemples, moyens...)
School level
No.
1.
Improvement proposal
Aim/Goal(s):
Limiter le nombre de sous-projets par mois /
par an ainsi que le nombre de co-teachers (
pour les autres disciplines) dans l'école afin de
faciliter l'emploi du temps et la performance du
professeur étranger
Measure(s):
- Limiter le nombre d'interventions en
Interdisciplinarité
- Limiter la participation aux autres projets
Conditions:
- Choisir les personnes avec qui l'on peut
travailler
- Préparer ensemble pour que ce soit
réellement du co teaching
Constraints:
-
Trop d'interventions en tant que professeur
»invité«
Pauvreté du fond / de la forme
Pas assez d'investissement de la part des
partenaires
Explanation/Justification
- Favoriser la qualité et non la
quantité des performances
- Prévoir des projets à long-termes
plutôt qu'à court terme
- Réfléchir à l'utilité réelle et aux
objectifs sous-jacents de
l'intervention du professeur
étranger en Interdisciplinarité
- Un contenu qui n'est pas très /
assez développé (plus une valeur
d'illustration)
- Certains professeurs
»
utilisent« les professeurs étrangers
pour varier leurs leçons : » fais ce
que tu veux sur ce sujet«.
Où est donc le co-teaching?
Quelle est la valeur réelle du
contenu? De la forme ( aspect
linguistique)?
Est-ce en accord avec le projet?
No.
2.
Improvement proposal
Aim/Goal(s):
Réduire le nombre d'heures d'enseignement
mais inclure les travaux de recherche /
préparation du co-teaching dans l'emploi du
temps
Measure(s):
- Par exemple, 15h de cours au lieu de
20h mais vraiment »nnovatives«
- 5 autres heures pour les travaux de
recherche et autres préparations pour
le projet
Conditions:
- Organisation efficace
- Accord des co-teachers
Constraints:
- Emploi du temps / Directives
officielles
Explanation/Justification
- Si l'on veut faire / proposer
quelque chose d'innovant, il
faut avoir du temps pour la
réflexion / l'organisation / la
préparation de l'activité puis la
mise en place
- Valeur ajoutée pour chaque
heure de cours, ce n'est pas
réaliste si l'on tient compte des
contraintes du programme, de
l'école... (préparation du
Matura...)
No.
3.
Improvement proposal
Aim/Goal(s):
Prévoir quelques heures dans l'emploi du temps
où le professeur étranger est indépendant dans
son travail
Measure(s):
- Des heures fixées dès le départ
- Favoriser la division des classes et le
travail par groupe ( un groupe par
enseignant)
- Encore une fois favoriser la qualité de
l'enseignement
- Autonomiser le professeur étranger
Explanation/Justification
- Si le professeur étranger
partage toutes les heures de
langue avec son co-teacher,
certaines heures ne possèdent
pas de valeurs ajoutée ( test:
révisions, corrections en
classe, grammaire, programme
personnel de l'enseignant...)
- Pour éviter la position de
l'enseignant étranger comme »
assistant «
- Pour améliorer le travail
d'équipe ainsi que le domaine
de compétences des deux
partenaires
Conditions:
-
-
Constraints:
-
Trouver le moyen d'instaurer des
heures en plus pour le professeur
étranger sans » voler » les heures des
professeurs Slovènes
Il faudrait que ces heures linguistiques
soient inscrites dans le cursus
Optionnel mais pas facultatif
Pas assez d'heures
Organisation complexe
4. Demará C. Ivanič
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Improvement proposal
To improve project management among
schools during the planning, execution and
monitoring/evaluation phases via a Facebook
web portal that would connect participating
schools throughout Slovenia to one another
(similar to www.parelliconnect.com).
This would require a certain level of
computing skill on each participant's part.
Furthermore each participant would be
required to register for and maintain an
updated Facebook-like account. It could be
implemented at the administrative level and
spurred on by the foreign teachers themselves.
Time contraint: 1 year to create, 1 year beta,
then final version to be distributed.
Videos, documents, powerpoints, graphs, etc.
are all uploadable to the web portal. Progress
can be tracked. Participation/involvement is
able to be tracked on both a school and
individual level. Participants are in touch
anytime, anyplace, anywhere and also have
access to archives.
Virtual communication may become more
emphasized than personal communication.
Explanation/Justification
This proposal was made with the
primary intention of improving
communication within the project on
a national level and would have an
effect on the planning, execution and
monitoring and evaluation stages of
the project. Improving
communication skills within the
project may be caused by a certain
lack of uniformity and such an
improvement would help to provide
consistency without limiting
creativity.
Improvement proposal
To improve communication among schools
during the execution phase via an interactive
school and administrative calendar that would
allow easier communication between the
mother schools and partner schools.
This would require all participating schools to
have a database of their yearly plans as well as
interdiscplinary projects, intracurricular
undertakings, etc. Again this would be
implemented at the national level by
administration and would require the joint
cooperation of project team leaders, foreign
teacher coordinators, and foreign teachers. As
stated in Proposal 1., perhaps a two year period
would be needed to successfully implement an
interactive calendar.
Computer savvy, archiving, and planning
among other tasks are all necessary. A
restructuring of deadlines would need to be
discussed so that the interactive calendar is
ready before September 1st each academic
year. Ideally the calendar would be usable
beginnning August 1st of each year.
Explanation/Justification
Having an interactive calendar would
allow teachers to better cooperate
together when planning for projects
between schools and also allow for
teachers and administrators to see
what is going on at other institutions.
The primary obstacle would be
planning. For an interactive calendar
to initialize and take place, a school
must have something to put on the
calendar in the first place. This
require planning. Finally sticking to
the planning and carrying out the
lessons, activities, events that have to
do with the project would make the
calendar sucessful.
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
In this way administrators and teachers could
access the calendar and begin more detailed
planning one month in advance of the start of
the regular school year.
Motivation is the primary constraint. For this
proposal to work, each one has to be working
towards the same goals, unified in mind and
willing to put in the time that it would take each
year to make a successful interactive calendar.
Pre-planning, planning, and post-planning
would be a must.
Improvement proposal
To improve the monitoring and evaluation
phase among schools by implementing an
interactive timetable available bilingually in
Slovene and English, Slovene and French,
Slovene and Italian, Slovene and Spanish, and
Slovene and German.
Foreign teachers would be responsible for
maintaining their personal timetables online.
A monthly deadline would be required.
An reliable intranet database and operating
system platform may be required along with
access to one' payroll information.
Explanation/Justification
When proposing this improvement I
was thinking of the time consuming
duty of going back through the month
to fill out one's timetable but then
checking those actual hours with the
hours on the payroll time sheet. It
would be helpful to have a glossary,
or key, if you will, to the abbreviations
used on the timetable and a key as to
how many working hours certain dates
require (e.g. praznik = 4 hours, sick
leave = 4 hours, etc.). Better yet
would be to have theis timetable
available in each person's native
language as well as in Slovene.
Improvement proposal
To improve communication within the team by
conducting skills surveys at the beginning,
middle, and end of the school year to be
distributed among team members as well as to
be distributed among students.
Interactive, online forms would be useful and
would provide uniformity to the process. One
month could be given to create a survey, one to
two weeks to fill it out, and another week or
two to discuss it and come to some conclusions
about the information provided.
Age-appropriate, content-specific and classspecific questionnaires and surveys would need
to be created.
Time constraints may be of concern.
Explanation/Justification
In order to improve our teamwork, we
need to know each other's strengths
and weaknesses. (We could also
distribute similar surveys or
questionnaires to students to see how
they best learn and to get to know
them better before the school year).
When we begin working together as a
team, we usually have no idea who the
other person is and what they are bring
to the table, so to speak. This would
be a way to help improve that.
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
To improve communication within the team
during the planning phase by utilizing an
interactive template and calendar.
Online, interactive forms, deadlines. Timeline:
ongoing.
Deadlines must be met and discussion must
take place.
Time constraints may be of concern.
Explanation/Justification
This would help us to better plan and
could be used as a planning calendar
or working calendar throughout the
school year as well as a basis of
improvement for the following year.
Improvement proposal
To improve communication within the team
during the monitoring and evaluation phase by
utilizing an interactive template that focuses
upon best practices and reflective teaching.
Interactive forms with an archiving system.
Deadlines must be met and discussion must
take place.
Time constraints may be of concern.
Explanation/Justification
This would help us to better plan for
the following school year and to
improve the implementation of
projects and lessons.
5. Philip Jacobs
Nacionalna raven
Št.
1.
Namen/Cilj:
Ukrep/-i:
Pogoji:
Omejitve:
Št.
2.
Namen/Cilj:
Ukrep/-i:
Pogoji:
Omejitve:
Št.
3.
Namen/Cilj:
Ukrep/-i:
Pogoji:
Omejitve:
Predlog za izboljšavo
Urejen in vsem dostopen arhiv gradiv,
predavanj, nalog
Določitev osebe, ki bo za to zadolžena in
strokovno usposobljena.
Zaposlitev osebe
Omejitev zaposlovanja v javni upravi, finančne
omejitve, prostor za delovno mesto
Utemeljitev
Prevelik obseg informacij in gradiv
ovira tekoče delovanje projekta.
Potrebno je zagotoviti enakovreden
dostop do gradiv za vse šole v projektu
tudi drugim šolam, ki niso vključene v
projekt.
Predlog za izboljšavo
Urejene spletne strani projekta
Določitev osebe, ki bo za to zadolžena in
strokovno usposobljena.
Zaposlitev osebe
Omejitev zaposlovanja v javni upravi, finančne
omejitve, prostor za delovno mesto
Utemeljitev
Spletna stran bi pripomogla k večji
prepoznavnosti projekta OUTJ. Na
tekočem bi bili tudi zainteresirane
osebe, ki niso vključene v projekt.
Predlog za izboljšavo
Periodična strokovna publikacija tekočih
novosti in načrtov projekta
Določitev osebe, ki bo za to zadolžena in
strokovno usposobljena.
Zaposlitev osebe
Omejitev zaposlovanja v javni upravi, finančne
omejitve, prostor za delovno mesto
Utemeljitev
Publikacija bi projektu dala večjo
strokovno težo in transparentnost. Tudi
v znanstvenih krogih bi bila brana.
Šolska raven
Št.
1.
Namen/Cilj:
Ukrep/-i:
Pogoji:
Omejitve:
Št.
2.
Namen/Cilj:
Ukrep/-i:
Pogoji:
Omejitve:
Št.
3.
Namen/Cilj:
Ukrep/-i:
Pogoji:
Omejitve:
Predlog za izboljšavo
Učinkovita izmenjava gradiv in idej učiteljev,
dijakov med šolami v projektu
Skupno načrtovanje že v juniju za naslednje
šolsko leto: skupni projektni dnevi, tedni,
izmenjave.
Pripravljenost učiteljev za sodelovanje in
izmenjavo.
Pomanjkanje komunikacije med šolami,
skeptičnost do delitve gradiv in diseminacije
idej. Časovna omejitev, usklajevanje urnikov,
prostorska stiska na določenih šolah.
Utemeljitev
Za uresničevanje propozicij (smernic
in ciljev) projekta.
Za spodbujanje sodelovalne kulture.
Izkušnje mednarodnih izmenjav bi šole
lahko prenesle na lokalno raven.
Predlog za izboljšavo
Dodatna motivacija učiteljev za sodelovanje v
projektu.
Ravnatelj naj sodelovanje v projektu nagradi z
upoštevanjem doprinosa, zmanjšanjem
nadomeščanj, dežurstev in drugih obveznosti.
Skrbnik projekta naj v sodelovanju z
Ministrstvom RS za šolstvo in šport pisno
priporoči ravnateljem izvedbo navedenih
predlogov.
Avtonomija ravnateljev.
Utemeljitev
Učitelji, ki so vključeni v ožji projektni
tim so kljub temu, da so za svoje delo
v projektu plačani v okviru
povečanega obsega dela, pogosto
preobremenjeni tudi z drugimi
delovnimi obveznostmi (doprinos,
nadomeščanja, dežurstva idr.).
Motivacija je zlasti pomembna za tiste
učitelje, ki niso del projektnih timov,
saj pogosto vidijo projekte le kot
dodatno obremenitev.
Predlog za izboljšavo
Izboljšanje komunikacije med součitelji, ki
poučujejo timsko.
S pomočjo aktivnih delavnic. Organizira naj jih
ZRŠS vsaj trikrat v šolskem letu: na začetku,
sredi in koncu šolskega leta. Vključeni so
slovenski učitelji in učitelji naravni govorci
vključno z nemškimi programskimi učitelji.
Delavnice naj bodo vključene v letni delovni
načrt projekta OUTJ oziroma naj bodo del
mesečnih sestankov učiteljev naravnih govorcev
s slovenskimi učitelji na ZRSŠ.
Ni večjih omejitev.
Utemeljitev
Preprečili bi fluktuacijo učiteljev
naravnih govorcev in pridobili na
stabilnosti in kontinuiteti projekta.
Z vključitvijo nemških programskih
učiteljev bi tudi oni pripomogli k
razvoju projekta.
Ta predlog zadeva tako šolsko kot
nacionalno raven.
Težave v komunikaciji se pojavljajo na
šolski ravni, vendar so skupne rešitve
možne na nacionalni ravni.
6. Andrea Jadrzyk
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
More information on R&D tasks in advance to
ensure a better final result.
This would be done in advance at the monthly
meeting by means of a description of what is
expected and how it must be written. A brief
example may also prove useful. This would be
the responsibility of the Institute or perhaps
one of the FTs who has knowledge in this area
to provide clear guidelines / an example in
advance.
This would require extra time and preparation
concerning R&D tasks to ensure clear
instruction for FTs as to what, specifically is
expected.
One of the main problems that may occur is a
lack of time on the part of the Institute, so
perhaps a Ft could be enlisted to aid in
providing an example of what the finished
product should look like.
Explanation/Justification
The problem of the R&D tasks is one
that has repeated itself more than once.
Often, FTs feel that they only discover
the details of what they should have
written after the fact. I have to believe
that this miscommunication is
resulting in a lower quality of the
submitted work. For the instructions to
be made clear, tasks would have to be
organized in advance and perhaps even
provide an example of what is
expected along with the guidelines. If
the intentions and wishes behind the
task are clear, the quality of the
submissions will also increase. This
will also save time later on as there
will be fewer mistakes to discuss at
future meetings.
Improvement proposal
There should be more feedback given to FTs
on their performance within the project /
school.
Both the schools and the Institute could hold
short individual consultations with FTs to
provide feedback on the work they have been
submitting (R&D tasks) and on how their
colleagues, principal, etc. feel about their
progress in the classroom. This could be done
on a six-month or even yearly basis.
A person with an overall view of the
individual's submitted work would have to
inform the FT of their successes and mistakes
at the Institute and one of the members of the
project team would have to do the same in the
schools.
Again problems may include a lack of
manpower or even time to provide this
feedback at the Institute. Thus, feedback could
be provided only in a more general way so that
any reoccurring problems may be avoided in
the future.
Explanation/Justification
Providing FTs with feedback (even if
it is only on a six-month or yearly
basis) will allow them to constantly
improve in both the writing of their
R&D tasks and in the classroom. If
this is not done, problems may
continue to reappear in the work of a
FT. Time constraints may not allow
for more than a very general
assessment, which is why a quick
solution may be to offer FTs a short
consultation or to simply send an email outlining the Institute's and the
school's satisfaction (or
dissatisfaction) with the FT's work.
This would allow FTs to improve
themselves and their work in more
than 1 area of the project.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
The addition of more didactic theory that could
be used in the classroom.
Some of the meetings we attend could be
partially devoted to practical application of the
theory we learn including more real-life
classroom problems, solutions, ways of
motivating students, sharing lesson plans or
speculating on lesson plans and activities that
are versatile and interesting for students.
This could be done by means of group work at
our meetings as we would work together to
brainstorm ideas and discuss classroom issues.
For this, additional planning and time would be
necessary to cover problems of motivation,
classroom disorder, etc.
Identifying common difficulties among FTs in
the classroom would require extra time and
effort on the part of the Institute and the FTs.
Thus, group work could quickly provide a great
deal of the work identifying difficulties we all
have. This would provide a basis on which to
develop the concepts into workable subjects for
later discussion.
Explanation/Justification
A great deal of the FTs were not
trained as teachers and even those that
are could always benefit from a
structured discussion on subjects such
as motivation students, projects,
dealing with 'rude' students and
inappropriate outbursts, etc. Were time
taken to address some of these issues, I
believe that FTs would have a better
foundation upon which to enter the
classroom. The theory we have been
exposed to is interesting, but does not
always provide practical applications
to be used in the classroom. Such
debates could only be beneficial as
teachers share experiences and ideas
on what works, what does not and
what could potentially be done to
address common, everyday issues with
students, coworkers and parents.
Improvement proposal
Gaining the opinions of students and parents
concerning the presence of the FT in the
classroom.
This would be carried out by means of a simple
questionnaire to be used to assess the
satisfaction of the students and possibly even
the parents with the inclusion of a FT to the
curriculum. The questionnaire could be created
with the help of a professional and issued at the
beginning and the end of the school year to
assess both expectations and results.
The Institute and the schools involved would
have to take the questionnaire seriously and
issue them on time informing students / parents
that they should be honest. The results would
have to be considered in order to improve what
is being offered to students.
Students / parents may not want to be honest or
may not want to take the time to do the
questionnaire so it is critical that it is kept as
simple as possible (perhaps multiple choice)
and anonymous.
Explanation/Justification
The issuing of questionnaires to
students and / or parents would
provide the schools, the Institute and
the Ministry with some concrete
evidence on the success of the project
from those that it affects the most.
Thus they would have more than just
grades and second-hand information
on which to rely and allow them to see
whether or not the addition of the FT
to the classroom is appreciated /
motivating.
This change is necessary because there
is too much emphasis on grades being
the only improvement we can measure
in our students. I believe that one's
attitude towards a culture or language
is also very important to the success of
the project. The students should also
have the opportunity to suggest
improvements or express their
opinions on the experience and how it
has affected them.
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
To provide better education to those students
who have a greater desire to progress or
improve their language learning competences.
This improvement could be achieved by
offering gifted or aspiring students more access
to the FT. This encouragement would have to
reach schools by means of the Institute at the
beginning of each new semester.
Schools would have to be willing to make the
distinction between students who require or
would like more access to the FT and are ready
to work as a result of this. The FTs would also
have to be prepared to challenge the students
and to provide adequate motivation and
activities in accordance with their needs and
wishes.
Many schools do not wish to divide students
and wish for all to have access to the FT. This
unfortunately includes those who are
completely uninterested in languages and on
working to improve their use of the language in
question. I believe that here the FT would have
to make the decision base4d on the individual's
performance in class, recommending that
certain students be removed so as not to hinder
the others.
Explanation/Justification
There is a problem in schools in
Slovenia in which all students are
expected to have access to a FT. This
keeps the FT from providing the extra
attention that certain, more applied
students may appreciate. Thus students
who show little or no interest as well
as those who constantly disrupt the
learning experience should not be
given extra privileges. Students who
are eager and willing to work should
be put first and their needs catered to
more effectively.
Improvement proposal
A greater emphasis on FTs having a stable
schedule in both Home and Partner Schools.
This would have to be achieved by means of
some form of monitoring on the part of the
Home School and the Institute. When
determining the schedule of a FT at the
beginning of each semester, there should be
some pressure put on schools during meetings
and during the school year to comply. FTs
should be encouraged to report such problems
to the Home School or the Institute so that
further action may be taken from there.
Schools would have to be willing to be flexible
in creating schedules and also keep the FT in
mind. Schools need to stop considering the FT
a commodity and think of them as people with
rights of their own.
Many schools have the mentality that a FT
should be in as many classes as possible with
the schedule changing from week to week. It
may be difficult to convince such institutions
that this is not possible or realistic. The only
solution is for the Home School or the Institute
to demand stable schedules for FTs as part of
the program.
Explanation/Justification
Many schools take advantage of the
FT and use them to boost the
reputation of the school rather than
assisting those students who would
truly appreciate and benefit from the
FT. The truth of the matter is that FTs
should be given a stable schedule as
would any other member of the
teaching staff. This would allow the
FT to get to know their students and
capabilities as well as to plan
effectively for lessons. This would
also make the FT feel more like a part
of the school and less like a convenient
substitute teacher and marketing tool.
7. Gerosa Lambergar
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Improvement proposal
Predlog: Razvojne naloge bi želela pisati v
svojem 1. jeziku nemščini
Namen: Enostavno preveč časa porabim za
prevode nalog iz nemščine v slovenščino. Pri
prevajanju v slovenščino se mi pojavljajo
velike težave s formuliranjem stavkov in niti ne
znam napisati, kar želim. To pelje posledično
do časovne stiske zaradi tega trpijo tudi
priprave na redni pouk. Bistveno bolj
produktivno in smiselno bi bilo, da bi ta čas
namenila posebnemu in dodatnemu delu z
dijaki in načrtovanju pouku.
S takšnim ukrepom (da bi lahko pošiljala
naloge v svojem 1. jeziku nemščini) bi bila
zagotovo bolj produktivna, konstruktivna in
predvsem znala bolj razumljivo predstaviti
celotno vsebino.
Razvojne naloge bi bilo treba prevesti v
angleščino ali v slovenščino.
Finančno je na prvi pogled mogoče nekoliko
dražje, vendar bi s tem lahko prihranila veliko
časa, katerega bi lahko namenila izboljšanju
projekta, kar je verjetno eden izmed glavnih
ciljev. Oziroma če bi pisala poročila v
slovenščini, predlagam da bi imela več časa za
naloge in da se dolžina poročil skrajša, saj mi
poleg ostalega dela sedanja poročila vzamejo
preveč časa.
Explanation/Justification
Obstaja nevarnost, da na prvem mestu
ni več vsebina - vzgoja in poučevanje,
ampak različna poročila, časovnice in
raziskovalne naloge. Pogosto zaradi
različnih oblik in načinov poročanja
pride do preobremenjenosti. Npr.
zgodilo se je, prejšnji mesec sem
mogla oddati 19.5. razvojno nalogo in
21.5. pa primer učne ure. Kolikor mi je
znano smo se na začetku dogovorili,
da se na mesec pošilja samo eno stvar.
Moje kolegice KTJ in VPT so si te
naloge vsaj razdelile, tako da je vsaka
imela po en izdelek. Jaz sem pa imela
obe stvari.
Improvement proposal
Predlog: za medpredmetne povezave naj bi se
dobil tudi en bonus ali POD, ker je ogromno
več individualnega dela in truda: že samo
iskanje ustreznega součitelja, ki je sploh želi
sodelovati na tem »projektu« predstavlja težave
(naj pridem naslednji mesec ali čez dva mesca
ali naslednjo šolsko leto), poleg tega se je pa
treba tudi poglobit v ta novi drugi predmet,
najprej samostojno in potem seveda še timsko
za točen potek ure, cilje, evaluacijo in
dokumentacijo.
Namen: pri takšni ponudbi (bonusa ali POD ja)
bi bili vsi že od začetka bolj pripravljeni k
sodelovanju in tudi število projektov bi naraslo.
Kot dodaten ukrep bi bilo smiselno, da se že na
začetku šolskega leta v LDN določi
medpredmetne povezave in rezervira dodatne
ure zato.
V LDN bi celo lahko vpisali temo projekta in
predmete, ki bodo sodelovali pri tej
Explanation/Justification
Kako do profesionalnega pristopa?
Pri vsaki moji medpredmetni povezavi
sem že v startu imela »neprijeten«
občutek, kot da bi tistemu
predmetnemu učitelju »vzela« eno
šolsko uro za našo medpredmetno
povezavo in namesto da bi ga še
prosila za dodatno delo v zvezi s
potrebnimi skupnimi pripravami, sem
do njih večinoma že stopila z načrtom
in pripravljeno uro, da bi jih čim manj
obremenjevala.
Constraints:
No.
3.
medpredmetni povezavi.
Kot dodaten pogoj bi si želela, da mi KTJ oz.
VPT pomagata pri pridobitvi součiteljev za
medpredmetne povezave.
Tudi če so pogoji točno določeni, smo na vse
zadnje mi le odvisni od dobre volje teh
predmetnih učiteljev / profesorjev in njihovo
odločitvijo ali bo, kdaj bo in kako bo potekala
medpredmetna povezava .
Improvement proposal
Explanation/Justification
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Predlog: Želela bi si bolj stalen urnik, ker te
spremembe od tedna v teden zahtevajo
ogromno fleksibilnostjo, ker imam (pre-)
veliko različnih razredov in seveda tudi veliko
več součiteljev.
Namen: Kvantitativno dosežem po tem
principu sicer več razredov oz. vse dijake, ki se
učijo nemščino. Kvaliteta pa sigurno trpi nad
tem, ker je kontinuiteta omejena in tudi
kompleksnejši projekti so težko izvedljivi. Na
vse zadnje so pa tudi dijaki zmedeni, ker
prihajam neredno k njim v pouk in tako tudi
velikokrat ostanejo teme na pol obdelane in
nezaključene. To pa sigurno ni v smislu
projekta OUTJ in njegove «dodane vrednosti«
pri pouku.
Tukaj na žalost ne vidim druge možnosti, kot
da dobi šola jasna navodila s strani nacionalne
ravni, ker meni kot TU očitno ni uspelo uvesti
te novosti.
Pogoj za uspešno izboljšavo je, da doseže
kvaliteta prednost pred kvantiteto.
Na nekaterih šolah se zelo težko in počasi
prilagajajo spremembam in novostim
obstoječega projekta, ter se kar držijo še
starejših projektov o »tujih asistentih«, ker jim
bolje ustreza. Za vse predloge, kako te
omejujoče okoliščine obvladati, bi bila zelo
hvaležna.
Explanation/Justification
Biti vedno in vsakemu na razpolago
ima priokus tujega »asistenta«.
No.
2.
Aim/Goal(s):
Measure(s):
Improvement proposal
Predlog: Želela bi si, da imajo vsi TU iste
pogoje in da so delovne dolžnosti točno
definirane in da tudi ravnatelj ne more posegati
poljubno v delovni čas TU. Govorim o 6-urni
zahtevani dnevni prisotnosti na šoli, ki velja za
pripravnike na tej šoli, za tehnične sodelavce in
za TU nemščine, ne pa za TU angleščine in ne
za TU francoščine in ne za vse ostale
profesorje.
Tukaj bi si resnično želela podporo z
nacionalne ravni projekta, ker se sama nisem
mogla dogovoriti in se mi to ravnanje
enostavno ne zdi upravičeno, samo zaradi tega,
ker pač vlada poseben »režim« na tej šoli.
Explanation/Justification
Conditions:
Constraints:
No.
3.
Improvement proposal
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Explanation/Justification
8. Laura L. Jensen
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Improved coordination/information-sharing
from project management team.
Fewer but longer emails from project
management team; Power Point presentations
made available in English and Slovene on
Zavod website; all emails to foreign teachers in
both English and Slovene; all emails send from
a single individual, rather than multiple
Project management team and project teachers
must agree that this is a reasonable and useful
set of changes.
Fewer emails may result in a loss of flexibility
and/or occasional necessary changes relating to
monthly meetings or project goals. Project
management should be allowed to notify
project teachers via email of any reasonable or
necessary changes no later than 24 hours
before a meeting, but this should not be a
frequent occurance.
Explanation/Justification
Project teachers at our school feel that
we receive too many emails from the
project management team, which
causes some confusion. This confusion
is increased by the fact that the emails
come from multiple individuals. Some
of us also would like to receive copies
of the Power Point presentations used
at the monthly meetings, preferably
before the meeting so that we can take
useful notes during the meeting. There
have also been complaints about
changes to the meeting details,
sometimes very soon after an email
about the meeting, resulting in
multiple emails about the same
meeting but with different information.
Improvement proposal
Increased participation of other subject teachers
in the project. Project database of materials,
methodology, information on improving
students' cross-curricular literacy.
Develop materials, workshops, information to
assist language teachers (local and foreign) to
use other school subject topics in the targetlanguage classroom. Encourage new methods
of information-sharing with non-project
teachers so they are more aware of the project
and its goals.
Lesson topics must be elementary enough that
the language teachers are comfortable teaching
the material and students are capable of
comprehending the material, while complex or
sophisticated enough that students are engaged
and the vocabulary will be useful to them in
future academic or professional work. Lesson
topics must also fit into required curriculum for
the Matura so that students do not suffer
academically for the sake of experimental
lessons. Project language teachers and nonproject subject teachers could coordinate
lessons to cover similar or related material.
See conditions.
Explanation/Justification
It is difficult to get non-project
teachers, particularly those outside of
the humanities and social sciences,
interested in using the target language
in their classrooms, either through
guest teaching by the foreign teacher
or through a longer team-teaching
project. Non-project teachers need to
be made more aware of the
possibilities of target-language
teaching of their subjects. Non-project
teachers may ask what language
teachers can do to teach their subject
in the language classroom, rather than
what the subject teachers can do to
teach the target language in the subject
classroom. Coordination of lesson
topics or material would increase nonproject teacher interest or participation
in project activities.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Improvement of schedule on days when we
have a monthly meeting.
Change the start time of monthly meetings to
an earlier or later time.
Project teachers would have to agree that
changing the time of the meetings would be
useful to them.
Teachers coming from a distance of more than
one hour's drive, or who must rely on public
transportation to get to Ljubljana, may find an
earlier (or later)time very difficult.
Explanation/Justification
Some teachers feel that the monthly
meetings should start earlier in the day
so that they can make better use of the
afternoon back home. Others thought
perhaps later meetings would be better
because they could still teach a few
lessons in the morning and not lose the
entire teaching day. There was also
concern that the meetings currently
take place during the most tiring part
of the day and that teachers are easily
distracted as a result, unable to
appreciate the meetings as well as they
should.
Improvement proposal
Increased time and teacher availability for
project team meetings.
Schedule team meetings for the end of the
school day.
This will work best if the meeting is scheduled
for the same day of the week each week,
allowing project members to schedule
extracurriculars, special school events, and
personal appointments.
Holidays and special school events may still
require rescheduling of the team meeting.
Explanation/Justification
Until last week, our team meeting was
scheduled for fifth period and the
meetings often had to be cut short so
project teachers could go to their
classes or attend other meetings. Last
week we had our meeting in eighth
period and were able to continue as
long as we needed or wanted to, with
few interrruptions; this was
universally seen as a positive change.
While one teacher did have to leave to
go to an afternoon class, in the future
we could schedule the meeting for a
day when no one in the team would
normally expect to have to leave early.
Improvement proposal
Improved cross-curriculuar literacy among
students.
Subject teachers would communicate with
language teachers about topics they plan to
teach. Language teachers would incorporate
related topics or materials into the language
classroom. Occasional guest teaching or teamteaching would connect the lessons and
provide the students with better or increased
opportunities to use material from the language
class in the subject class.
Subject teachers have to be comfortable
sharing lessons plans, as well as planning
significant portions of lessons far in advance.
Language teachers have to be sufficiently
comfortable or familiar with the topics or
materials to teach the subject lesson under the
guise of a language lesson.
Explanation/Justification
The team wishes to improve the teamteaching/guest-teaching paradigm.
While guest-teaching has been
somewhat successful at our school, the
subject teachers sometimes have to
repeat significant amounts of material
in Slovene during or after a foreign
teacher's lesson in the subject
classroom. We think that covering
some related material in the language
classroom will improve students'
comprehension of the guesttaught/team-taught lesson by
providing necessary vocabulary and
context.
School level
No.
4.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
5.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
6.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Subject teachers cannot significantly deviate
from the planned lessons without rescheduling
the coordination with the language teacher.
Absences due to illness or using additional
time/lessons due to students' difficulties with
the topic(s) will cause scheduling/planning
difficulties.
Improvement proposal
Create a portfolio of team-teaching/guestteaching lessons (both subject and language
teaching) which can be made available to the
entire teaching faculty, perhaps electronically.
Project teachers will contribute documentation
of lesson plans and ideas to a communal
portfolio or file. This file can be shared with
other teachers, especially non-project teachers,
as both proof of the feasibility of the project
and as usefulness of the project.
Project teachers must be responsible and
consistent about contributing material to the
portfolio file. Project teachers must be
comfortable with their materials being
available to other teachers. Project teachers
must make good use of opportunities to share
the portfolio with non-project teachers, such as
at faculty meetings or in casual conversation.
Non-project teachers may not be interested in
looking at the portfolio or designing lesson
plans similar to those in the portfolio. Project
teachers may feel overburdened by work if
they do not usually write down many details of
their lesson plans.
Explanation/Justification
While we feel we do a good job of
designing team-taught lesson plans,
we think we can improve. We also
need to do a better job of sharing ideas
and methodology for lessons. By
creating an official portfolio, either
paper-copy or electronic, we will have
a useful resource and an easier way of
sharing our lesson plans amongst
ourselves. It will also make it easier to
share information about the project
with non-project teachers who perhaps
don't know much about team-teaching
or cross-curricular teaching. As we
must already share lesson plans and
other information in the
monthly/trimonthly reports, this
shouldn't be too much extra work if we
prepare our lessons well.
9. Andrea Leone
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Have more time to concentrate on the work in
each school.
Simplify the paper work for the Slovene
teachers and foreign teachers; organize the
school network in order to avoid high travel
costs and loss of time to travel from one
school to the other.
Give long term deadlines for paper work and
reduce the number of papers to be submitted.
The necessity to produce many evidences of
the FT’s work.
Explanation/Justification
The Slovene teachers, even if they are
interested in the project, lose their
commitment due to the paper work.
Some changes seem to have been
done, but still some of them are quite
skeptical about it and they claim that
there is not enough time to plan
lessons. At the same time, many
foreign teachers have to travel a lot to
reach their partner schools, causing a
big loss of time and energies and
difficulty to concentrate on the
situation in each school.
Improvement proposal
Promote more the project all around the
schools of Slovenia.
Create forms of commercials through national
medias about the project itself to make it public
to a larger amount of people.
Use different ways to promote the project in all
the schools of the Country.
High costs of the promotion as well as risk to
get wrong information trough
misunderstandings. The project is complex and
not easy to understand at first approach.
Explanation/Justification
I personally believe that the project is
not known enough among the Slovene
schools. Too many people still think
that it is a new form of assistantship;
because of this, they are not willing to
participate or get more information
about it.
Improvement proposal
Recognize more energetically the work of
foreign teachers and their teams, so that they
can be more motivated and constantly improve
the quality of their work.
Offer better work conditions to the foreign
teachers, also with the recognition of the years
of experience to have a better salary.
Design a more specific contract that take in
consideration the situation of Foreign teachers.
Application of other national laws that do not
allow a change in the position of Foreign
teachers.
Explanation/Justification
Foreign
teachers
suffer
from
demotivation for the economical
aspect of the project. The salary is
quite low and there is no possibility to
progress in the pay level.
Moreover, the years of experience are
not taken into consideration.
Some talented Foreign teachers have
left the project because they have
found
better
work
contracts
somewhere else.
Improvement proposal
Better understanding of the project at school
level.
During the meetings with all of the teachers, it
should be presented the work planned and to be
Explanation/Justification
Many teachers who are not involved in
the project don't know in what exactly
it consists. For this reason, the foreign
teachers don't have many possibilities
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
planned during the year by the team. In this
way all of the teachers have the evidence of the
genuinity of the project.
The team should be more supported by the
headmaster to schedule regular reports of the
work done during the monthly meetings at
school.
Not enough time during meetings and low
interest from some of the teachers.
to work with others. On the contrary,
when there is an opportunity of
cooperation, time is too short and
activity are not prepared with enough
advance.
Improvement proposal
Integrate better the foreign teachers in the
schools, to make them feel as part of the
system.
Involve teachers in extracurricular activities,
workshops, seminars, trips organized by the
school.
Promote the foreign teachers through leaflets,
article in the web pages of schools, official
timetables at the disposal of students.
Use any possible media to promote the role and
potential of the Foreign teachers.
Take advantage of the Foreign teacher’s
presence to promote the school and not the
project itself.
Explanation/Justification
Too few time spent in each school
reduces the occasions for foreign
teachers to take part in extra activities
that would help to get more integrate
in the school. The school, as well,
should involve more the foreign
teachers and inform the whole staff in
different ways about the role and the
work of the Foreign teachers.
Improvement proposal
Use the potential of the foreign teachers in
different classes when needed.
Create a rotational official timetable of the
foreign teacher, to be changed when some
specific classes could need a particular support
from the foreign teacher. At the same time,
organize some extra compulsory hours to be
offered by the foreign teacher.
Analyse and create similar timetables each
month, considering the participation of the
Foreign teachers in non language lessons. Hang
in the teacher’s room notice-board a sheet in
which other teachers can express wishes and
opinions about possible cooperations.
A different timetable for each month can be a
stressful task for the Foreign teacher as well as
the language coordinator. At the same time, not
all of the colleagues could be available to
cooperate during the year.
Explanation/Justification
It is difficult to involve the Foreign
teachers in different subjects, so
giving a more official shape to the
possibility of cooperation with other
teachers could represent a step
forward in this sense.
The headmaster should promote and
support more this aspect of the
project.
10. Mary Ellen Ramasimanana Virtič
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Improvement proposal
Focaliser le temps de travail du professeur
étranger sur l'enseignement propre ; sur
l'élaboration des projets et à leurs applications.
Faire un travail de recherche deux fois par an
ou une fois par trimestre
Mesure d'application prise par l'Institut
(ZRSŠ) qui dirige le projet.
- Fournir mensuellement au moins un projet ou
une fiche pédagogique presentant la valeur
ajoutée qui a marché et créer une banque à
idées par langue et par matière (pour
l'interdisciplinaire).
- Commenter les fiches envoyées et annoter les
conditions du bon déroule- ment.
Cette mesure ne devrait avoir ni causer de
contraintes car elle rentre directement dans le
cadre même du travail de l'enseignant.
Improvement proposal
A- Faire des formations continues de
formateurs avec des ateliers pratiques sur 1/l'utilisation des nouvelles technologies en
cours de langue, pour développer les quatre
compétences : conception et élaboration
d'activités multimédias ; 2-/ l'interdisciplinarité
ou langue à objectif spécifique ; 3-/ un
entrainement à l'évaluation des productions
écrites et orales des élèves.
B- Faire des formations concernant le projet
pour les autres professeurs qui participent au
projet.
A- Mesure prise par l'Institut (ZRSŠ) et/ ou les
autres institutions comme British Council,
Institut Français, Goethe Institut, Instituto
Cervantes, Instituto Italiano pour trouver les
intervenants. Ou demander aux professeurs
étrangers formés pour cela et/ou ont une
compétence particulière.
Explanation/Justification
Cette proposition vient du problème
cité lors du séminaire à Bled que le
projet développe des attentes
démesurées et entrainent un surcharge
horaire pour les professeurs (étrangers
comme slovènes). Cette attente est dû
au fait qu'au fil du temps, depuis
septembre, le projet a évolué dans un
sens où les actants sont amenés à faire
des travaux de recherches. Or j'estime
que le projet est fait et conçu avant
tout pour le bien des apprenants, des
élèves. Un travail de recherche, pour
qu'il soit utile ultérieurement nécessite
un temps de réfléxion conséquent et
alloué spécialement pour cela.
Pourtant, en parallèle, les coursprojets sont conduits régulièrement
étant donné que le »OUTJ« est un
programme basé sur l'élaboration de
projets et de leur application. C'est la
raison pour laquelle j'ai choisi les
conditions ici citées.
Le fait qu'une mesure prise
n'engendre pas de contrainte ne la
qualifie pas de »mauvaise« mesure.
Au contraire, elle rassure les
professeurs, les motive et les soutient
dans leur activité première :
enseigner.
Explanation/Justification
A- Les seminaires mensuels sont
instructifs pour nous les professeurs.
Mais il arrive souvent que ces avancés
dans la refléxion et le travail du
professeur ne sont pas toujours
applicables pour toutes les langues
enseignées. Je parle du français
particulièrement qui a un statut de
deuxième langue étrangère dans les
établissements voire même une langue
facultative ou 3ème langue. A l'issu
des séminaires, on se sent désemparé
car on est très enthousiaste par les
nouveautés apprises et en même temps
on ne sait pas de quelle manière on
pourrait les réaliser dans sa classe.
C'est pourquoi je proposerais des
formations comme celles décrites dans
les objectifs de la proposition.
Conditions:
Constraints:
B- Mesure commune entre Institut ZRSŠ et les
écoles (mères et partenaires).
- Faire une formation sur 2 ou 3 jours tous les
trimestres ou semestres pour tous les
professeurs : slovènes et étrangers.
- Etablir des groupes pour les premières langues
étrangères et les deuxièmes langues étrangères.
- La formation pour les autres professeurs
participants au projet devrait se faire dans les
locaux des écoles, et conduite par les
responsables du projet de l'Institut ZRSŠ.
B- Les professeurs qui participent au
projet ne réalisent pas toujours la
dimension et l'importance de leur
participation au projet. C'est la raison
pour laquelle ils prennent la liberté de
participer ou pas en fonction de leur
disponibilité. A mon avis, ayant reçu
une formation concernant le projet,
leur attitude évoluera et leur
enthousiasme augmentera pour
collaborer.
- Une absence prolongée des professeurs
- Faire faire une formation pour toutes les
langues fait prendre le risque d'un décalage
pour l'application. Il y a toujours le »problème«
de statut de la langue enseignée.
- Trouver les formateurs pour chaque langue.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Adapter les consignes des travaux de recherche
à chaque langue suivant le statut (première,
deuxième ou troisième langue enseignée).
Mesure prise par l'Institut (ZRSŠ) avec l'aide
des responsables de chaque langue
Donner la possibilité d'un choix entre deux
sujets à traiter.
Donner le travail au moins un mois à l'avance.
Pouvoir écrire dans sa propre langue (pour les
professeurs étrangers).
Donner une date fixe pour le retour.
Explanation/Justification
Les travaux de recherches sont
constructifs pour les professeurs car ils
leur permettent de faire une réflexion
sur leur propre progression
professionnelle. C'est la raison pour
laquelle je la proposerais. Sauf qu'il
faudrait l'adapter à chaque langue et à
chaque culture. Une des difficulté
évoquée lors du séminaire à Bled est le
manque de directive des travaux de
recherche et des consignes assez
confuses. Cet exercice aide les
professeurs à ne pas tomber dans une
»routine« de travail d'enseignement
seulement mais aussi à faire une autoévaluation assidûment.
Fixer la date de retour est une
contrainte judicieuse et discipliné car il
permet de planifier le travail pour
qu'on ne s'étire pas dans le temps.
Improvement proposal
Pour le travail de l'équipe : fixer dans l'emploi
du temps les heures de rencontre entre
professeurs (slovènes et étrangers) pour les
préparations, les planifications et les rapports.
Mesure prise par la direction de l'école avec
l'aide de l'Institut ZRSŠ
Définir le nombre d'heures (2 heures) par
Explanation/Justification
Planifier les cours et les projets à
l'avance est un des avantages du projet
dans la mesure où on le fait comme il
faut. Nombre de fois, les professeurs
n'ont pas le temps matériel pour le
faire car leur emploi du temps ne leur
permet pas. Alors ils font des
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
quinzaine pour cela pour que ce soir effectif et
efficace.
Les professeurs étrangers travaillent dans au
moins deux établissements. Les heures se
chevauchent ou sont éparpillées.
compromis ce qui signifie sacrifice de
temps sur d'autre travail. »Faire du
sacrifice« à longueur d'année peut leur
entrainer une démotivation et surtout
un sentiment de faire face à un devoir
impératif, à éxécuter constamment.
C'est pourquoi, programmer cette
activité de préparation et de
planification profitera à l'enseignant
slovène et au professeur étranger. De
plus, ils pourront mieux discuter des
thèmes et des projets qu'ils pourront
créer et mener ensemble.
Improvement proposal
Faire des mini-projets en fonction du niveau
des participants et non par rapport au niveau de
la classe.
Mesure prise au niveau des départements de
langue, au niveau de la direction de l'école
avec le soutien de l'Institut (ZRSŠ).
Diviser la classe suivant le niveau des
apprenants. Le professeur étranger prend en
charge une fois par semaine ou par quinzaine
le groupe »plus avancé« pour qu'il puisse
travailler en plus ; et s'échange avec le
professeur slovène pour prendre le groupe des
»moins avancés«.
Une double vitesse de l'enseignement au
niveau de la réalisation du programme
national.
Manque de salles de classe.
Explanation/Justification
Cette activité est proposée pour
répondre au problème de différences
d'approches entre professeurs slovènes
et étrangers lors des planifications des
projets. Elle a pour but surtout de faire
profiter les élèves »doués« de pouvoir
mieux s'exprimer en petit groupe et
d'avancer dans leur apprentissage. Elle
fait profiter également les élèves
moins avancés d'être dans un groupe
réduit et d'avoir des explications
supplémentaires répondants à leurs
attentes. Le danger qui pourra viser
cette pratique s'il n'est pas conduit
régulièrement et systématiquement
serait la double vitesse de
connaissance dans la classe. Cela
pourra résoudre aussi le manque de
motivation des élèves dès fois car je
pense que cette défaillance de
motivation vient souvent du fait de l'
»ennui« des élèves qui savent plus et
inversement le manque de
concentration des élèves plus à la
traine. Il faudrait prendre en compte
aussi dans les années à venir qu'il y
aura de plus en plus d'élèves qui
auront déjà appris le français ou
l'allemand comme option facultative
dans les écoles primaires. On ne peut
pas les considérer comme des vrais
débutants arrivés au lycée et il faudrait
prévoir un système qui leur permet
d'avancer. Cela existe déja mais pas de
manière systématique.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Elaborer des activités-projets défiants les
nombreux projets que proposent l'école pour
permettre un bon nombre de participants:
semaine du goût au début de l'année scolaire,
fête de la musique en fin d'année scolaire.
Mesure à prendre et à planifier au niveau des
départements de langue et les autres matières
qui pourraient participer; mesure à soumettre à
la direction de l'école.
Préparer les projets déjà à la fin de l'année
scolaire précédente pour une continuité et une
mise en route immédiate des activités liées à la
langue cible dès septembre.
Faire participer toutes les langues enseignées
dans l'établissement pour avoir un échange
culturel concernant la gastronomie / la cuisine
et la musique.
Bien définir les objectifs de ces projets.
Le temps de la pré-préparation de ces activitésprojets peut être une contrainte car en fin
d'année scolaire, les élèves sont concentrés aux
examens et une fois ces obligations passées, ils
sont moins disponibles pour faire et ou préparer
un »projet«
Explanation/Justification
Cette propostion est plus concrète et
pratique pour chercher à équilibrer et
balancer le grand nombre d'activités
qu'offrent les écoles en général.
Ces deux projets se déterminent par
leur qualité de projet culturel national
en France. Les écoles françaises
participent à ces deux projets et ils
sont généralement soutenues par les
autorités locales et/ou les institutions
européennes.
Ainsi, commencer ces projets au
niveau de chaque établissement dans
un premier temps (la première et/ou
deuxième année) et après les étendre
au niveau national.
Cela permet aux élèves de développer
leur créativité (écrite et orale) mais
aussi de faire une réfléxion –
comparaison sur sa propre culture et
de pouvoir présenter la gastronomie
/cuisine slovène et la musique
traditionnelle slovène dans la langue
cible apprise (français, mais aussi
allemand, anglais, italien ou espagnol).
11. Ignacio Escriche Rubio
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Less burocracy, simple documents
Simplify the documents such as »poročilo o
potnem nalogu« and others.
Fulfilling the reports would be easier and less
time taker.
The project needs certain formal feedback on
what it is being done and can not simplify
documents.
Explanation/Justification
As »časovnica« was modified this
year (easier to fulfill), I think we
could do the same for other
documents at national level. Maybe
integrating reports (as poročilo o
potnem nalogu...) in the monthly
hours evidence to make everything for
both foreing teachers and
administrative staff.
Improvement proposal
Less new guides, methods or ideas
Focus on what worked well and implement
new ideas slowly
Less is more. Implementing new proposals,
step by step, when previous proposals have
been already setted and tested.
Time constraints and management´s way of
working
Explanation/Justification
Sometimes we get many guidelines
from the National Institute and this can
produce confussion and mess.
Previous ideas or guidelines have still
not been implemented, and we get
even more. In some cases, it would be
better going more slowly, testing what
have been done and then going
forward.
Improvement proposal
Use of Slovene language in handouts and tasks
for FT
Make Slovene a second lingua franca in the
project
Improve the use of Slovene language between
the FT´s
Use of English as lingua franca
Explanation/Justification
English is my forth foreign language
and, as you have notice, I do not speak
well. When sending tasks and reports,
I would like to have the option to write
them in Slovene or in English.
I am sure being able to speak and write
Slovene it is a positive thing for every
FT.
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
More evaluation and analysis
Making post evaluation and analysis a part of
each project
Evaluation processes after every project in
order to check student`s knowledge and
opinion
Time constraint
Explanation/Justification
During this school years we have done
few evaluations and I think it is a very
useful tool to check opinions and
knowledge. The problem is always the
time. When planning, we focus on
activities and not on evaluation, so I
think we could improve this the next
year.
Improvement proposal
Less experimentation
Focus on what worked well and on our
strengths
Taking enough time to implement new ideas
(TT, Slovene during L2 hours, etc.) and focus
on what works.
National Education Institute requirements.
Explanation/Justification
In some cases, we have followed the
new ideas of our project manager,
when previous guidelines were not
completely implemented. I agree with
and I like new ideas, but many
changes produce confussion in the
teachers (and in students) and I feel
like if we would be »experimenting«
with student´s knowledge.
Improvement proposal
More organization and time to plan
Setting a fix day for planning, at least three
hours each week, considering this hours as
»priprava na pouk« in the monthly evidence.
More planning get us to better results.
Time and schedule constraints.
Explanation/Justification
Regarding that we are working in one
or two more schools, we have to
increase the number of hours when
planning activities for each month.
Due to satelitte and partner schools,
we have less chances to find a fix day
to do it. We could fix a day or two in
the schedule, take the time and plan
more efficiently in advance.
12. Daniel Schmidt
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Improvement proposal
Clearer understanding of teaching hours
needed when teaching at both osnovna and
sredna šola from the national level.
An equation that can bridge the gap between
the necessary 22 hours of lessons per week at
osnovna šola, and the 20 necessary for sredna
šola.
This obviously wouldn’t be necessary for
many teachers in the project. Hours should be
pro-rated, or weighted in either direction that
would be most clear for the home school
coordinator.
There maybe difficulty in a compromise in
hours either at the home or partner school. I
believe that the hours change should be seen at
the home school, given it has a substantial
hours advantage with the Foreign Teacher.
Improvement proposal
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Amendable research questions of Partner
Schools. That Partner Schools that didn't have
a full grasp of the project prior to admittance,
could later adjust their research question to
better show improvments made by having a
Foreign Teacher.
Ability to amend partner school research
question after submission and approval.
Within reason, Partner Schools would be able
to change their research question, dependant
upon the changing desires and reasearch goals
at the national level.
The research question would be one that is
more open to assessment of the Foreign
Teacher's influence upon its results.
That the focus of study would be within the
grasp and realm of interest and study of that
school.
Explanation/Justification
As a Foreign Teacher who has been
confused about the differing time
needs, has aired more on the side of
getting the 22 hours required by my
home school, when it probably wasn’t
necessary. The adjustments to weekly
schedules at the sredna šola to
maintain a balance has not been
helpful for consistency with students
in the classroom given that in my
case, I am only there one day a week.
Explanation/Justification
After beginning at my Partner School,
it seemed that their approval to
participate in the project was based
upon their past experience with native
speakers, and foreign teachers, but
then also upon the strength of their
research question.
Sharing their research question with
me, it seemed clear that the research
question would be difficult to show
results and more difficult to attribute
the results of the research quesiton to
any improvements that a Foreign
Teacher would be able to show.
No.
3.
Improvement proposal
Aim/Goal(s):
Measure(s):
Foreign Teachers will have enough time to
prepare lessons with the teachers that they will
be co-teaching with over the next month.
Giving teachers more time to develop more
overarching themes and interactive plans that
can span over the month and build upon each
consecutive lesson.
Have monthly schedules required to be
submitted prior to the month in which it
covers.
Conditions:
If there are explainable difficulties in confering
with all the different subject teachers, then an
additional few days could be given.
Constraints:
Although this may make things more difficult
on the coordinator, it will greatly diminish the
pressure of too limited of time for the Foreign
Teacher and co-teachers to develop a better
longer term scheduling and lesson planning.
Explanation/Justification
Having moved from coordinators
being mandated to submit monthly
schedules to Zavod before the month
began, to after, it has been a much
more confusing time with which
classes to be prepared for with which
subject teachers. It was better when
the deadline was earlier for the sake of
planning on the Foreign Teacher and
the co-teaching subject teachers. The
first week of each month has been a bit
chaotic after this change in policy.
School level
No.
1.
Improvement proposal
Aim/Goal(s):
Clear expectations of the co-teacher in nonlanguage subject classes.
Measure(s):
Newer teachers to the project should not just
awknowledge an understanding, but also show
evidence of this through perhaps having their
first few lessons with the Foreign Teacher be
submitted to the Project Leader for approval
prior to the Foreign Teacher participation in
the classroom.
Teachers of subject classes would need to have
some form of documentation as evidence of
working in lesson planning with the Foreign
Teacher.
This has the potential of being more difficult at
the beginning, but will definitely reap better
returns.
Conditions:
Constraints:
Explanation/Justification
More often than not, and depending on
the length of cooperation between the
Foreign Teacher and the Subject
teacher, it far too often becomes more
“Guest Teaching”, with the Foreign
teacher taking on all the
responsibilities of lesson planning, and
execution of the lesson.
Even if it the interactive teach teaching
classes would be delayed from
starting, it would be worthwhile to
begin correctly, instead of hoping that
it will eventually become a more
balanced contribution and execution.
No.
2.
Improvement proposal
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Explanation/Justification
Making of extra-cirricular subject classes
individually taught by the Foreign Teacher
mandatory attendance.
Similar to the satelitte school program, but
within the home school or partner school.
Foreign teachers would be able to have their
own individually run and assessed classes
within the timetable of the school.
Foreign Teacher would need to provide the
overall aims, goals, and overall year plan
before the beginning of the school year.
This would need to take place before the
beginning of the school year. This would
obviously take a lot of work on the part of the
Principle to coordinate into the school
schedule.
It came as much frustration to many
Foreign Teachers that their individual
teaching classes could only be placed
late in the afternoon with only optional
attendance, which often lead to a quick
dropoff of attendance. Thus leaving
the foreign teacher having to recoup
individual teaching hours elsewhere.
Improvement proposal
Working with less classes, but for more hours
at a Partner School.
Before a partner school is approved, be sure
that there is a willing subject teacher that is
willing to take on weekly Foreign Teacher coteaching in their classroom.
The subject class should be one that the
Foreign Teacher also has experience or heavy
interest with so as to have a more manageable
expectation of lesson planning with the subject
teacher.
This would mean that less students would have
access to the Foreign Teacher, but that those
students would have a much more meaningful
experience, and results could be more easily
measured as to the Foreign Teacher's influence
upon the results of the students' improvements.
Explanation/Justification
Upon arrival at my partner school, I
found it quite stretching to have four
completely different lessons prepared
for four completely different sets of
students. I believe that it would be
more beneficial to the students to have
more time than 45 minutes a week
with the Foreign Teacher.
Still having the same amount of hours,
but doubling up hours with the same
students across both language and
subject classes.
Through guest-teaching subject classes
at my partner school, it was clear that
the students were more engaged with
the content and language than if only
having language for a single 45 minute
lesson a week.
This problem was brought up almost
immediately at my partner school, but language
teachers of all the european classes were very
determined to have the Foreign Teacher in their
classroom, as they said it had been promised to
the students in that track.
13. William Tomford
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Improvement proposal
To strengthen the dispersal of techniques and
methods used in the project.
Materials to be produced at the national level
for dispersal at the school level. Better clarity
and transparency of the goals and common
practices of the program. Reaching FTs and
STs, but also non-affiliated teachers.
There needs to be a set of specific needs from
the FTs and the STs, and how they need to be
conveyed to other teachers at school. The
ministry needs to invest more time into
strengthening the collaboration between FTs
and STs.
Trying to turn very complicated issues and
materials into graspable, palpable ones.
Explanation/Justification
One of the key issues where I would
seek improvement at the national level
is the overall dispersal, teaching, and
discussion of EFFL techniques and
methods. It often feels as though we
spend only a little time actually
discussing and sharing important
information among the STs and the
FTs. I have been able to get the most
out of meetings where actual
classroom techniques and methods
were discussed and shared. This
material could in turn be dispersed and
shared with non-affiliated teachers to
strengthen the program and make it
grow in popularity at the schools.
Improvement proposal
Maximizing efficiency for the documentation
of the FT.
Either increasing communication between
different status schools, or using one school for
chief documentation. Improving the Casovnica
to create a single, multi-functional worksheet
that contains all of the integral information.
Deciding, finally, on one single form of
documentation that works best at both the
national and school levels.
It's difficult to create an all-pleasing solution to
the documentation issue. Not all teachers are on
board with documentation to begin with.
Explanation/Justification
One of the most controversial issues—
well, the issue that seems to raise the
most eyebrows—is the issue of
documentation. There is no doubt that
documentation is an integral part of
the program and is necessary for many
reasons. But nevertheless, at the
beginning and end of each month there
seems to be reluctance on the part of
everyone to truly embrace it. I have
thought about this a lot, and I think it
comes down to two key elements:
efficiency and organization. Efficiency
could be improved by streamlining the
process. As FTs will be probably be
involved in more schools as the time
goes on, it’s even more important that
documentation be submitted by one
school, because communication
between schools is very difficult.
Also, it seems that combining the
Casovnica with the didactic goals
could eliminate some paperwork as
well.
Improvement proposal
Successfully integrating the EFFL program and
the FT into the national curriculum—creating a
mutual understanding of each other's roles and
expectations.
Exposing program techniques and methods to
teachers outside of the program. Stressing a
Explanation/Justification
The issue of integrating the EFFL into
the Matura curriculum can feel at
times vague, because it's not that the
two aren't compatible, it's more that
the integration and how to achieve that
hasn't been discussed yet. I propose
Conditions:
Constraints:
need for the implementation of the program
into the Matura program. Seeing how
This is going to involve the cooperation of the
entire EFFL team and the National team. It
can't be seen as going against the national
curriculum, rather as an issue of integration.
The rigidness of the matura program can be
restraining. It is going against the teaching
philosophies and ideals of many teachers and
schools.
that the FTs and STs come up with
specific steps to show the other faculty
how to use the EFFL tools to
accomplish their Matura goals while
using the FTs in the classrooms.
Improvement proposal
To improve communication among the Project
Team members.
Set meeting times and structured
collaborations. Dispersal of lesson plans, best
practices, pedagogic and didactic methods.
Collaborative Research and Development
tasks. Joint FT and ST meetings. Set
expectations for team communication.
Constraints include differing expectations for
communication among team members,
different languages used, and different time
schedules to deal with.
Explanation/Justification
The issue of team communication has
been a bit different for me at the
school level. Having no other English
teachers on the team has been
understandably problematic. That
issue aside though, I still feel the need
to express some more general issues
about the project team. I think that
communication among the project
team needs to increase. Right now, it
feels like most of the communication
among the team—at least among
teachers from other languages, with
whom I don’t often collaborate—is
based mostly on the record keeping
and documentation. This is an
important aspect, but I would call for
more pedagogic and didactic-based
communication from the team. I
would like to be able to frequently
share updates and lessons plans—
successes and failures.
I have thought of a few possible
solutions to this issue. First, I would
propose that we work on collaborative
Research and Development tasks.
This would bring the group together
more. The second solution would be
to have more joint Foreign Teacher
and Slovenian Teacher meetings at
Zhavod. I have actually gained the
most real skills and helpful
information from these meetings, as
opposed to the ones where only FTs
are present.
School level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Getting more involvement from more teachers
on the school staff.
Exposing teachers to the materials and
examples of the EFFL.
Strict organization on the part of the Project
Team to present the EFFL to other teachers.
Specific goals and narratives that describe the
program in an easy-to-understand way.
Reluctant teachers and the inability to properly
demonstrate the methods and goals of the
EFFL.
Explanation/Justification
For the near future at least, there will
be the dichotomy between the need to
prepare students for the Matura, and
the greater goals of cross-curricular
learning, cultural awareness and
knowledge, and critical thinking-based
lessons.
This issue will of course take time to
sort out, but I have thought of a few
ideas that could improve this situation.
One would be to have some materials
and examples to show reluctant
teachers. When teachers have a
simple explanation of how the
program works, they will be more
likely to engage. I think that the
program’s goals are often stated in a
far too complicated way, which makes
teachers shy away from committing.
Improvement proposal
Improving the sharing of materials used in the
EFFL.
To create an environment where PTs from
different schools can share materials and
success stories from different lessons and units.
Creating an online system of sharing and
communication like Moodle or Wikispaces
where FTs and STs can share information.
Lack of desire to share and collaborate from
different teachers. Inability to organize on such
a high level.
Explanation/Justification
This is an area that I feel strongly
about, because I think in the monthly
meetings we spend far too much time
discussing documentation and
paperwork issues, and not enough time
discussing the concrete lessons going
on in the classroom. I propose that
more time is spent on collaboration
with other teachers, dispersal of
teaching methods and success stories
and troubleshooting. We spend more
time discussing the technical elements
of the EFFL than we do about what is
actually done in the classroom. This
has created a real disconnection
between the classroom and the
program, and this gap needs to be
narrowed if the program is going to be
successful.
14. Amresh Prakash Torul
National level
No.
1.
Improvement proposal
Aim/Goal(s):
To optimise the dissemination of information to
the stakeholders of the project: school
management, Slovenian teachers, foreign
teachers, students and parents.
Measure(s):
Conditions:
Constraints:
To modernise the way information is passed
around within the project in order to save
valuable time, thus allowing people to better do
their actual job, i.e. to do their part in adding
value to the education provided at schools.
Develop a state-of-the-art, dynamic and up-todate project website, efficiently run by a fulltime systems administrator.
A website designer/developer would have to be
appointed to develop the website.
A full-time systems administrator would have
to be recruited to keep the system working and
up-to-date.
Considering the fact that this is a project funded
partly by the EU, I believe that there might be
financial constraints involved.
Explanation/Justification
I have to say that the staff at Zavod
really try their best to communicate
efficiently with the members of the
project. While email works for
inviting teachers to meetings and
providing instructions for monthly
tasks, a website would really improve
the options for communication
between people within the project.
Using a website would provide us with
a common place to go to and find the
information we need (materials from
meetings, feedback, technical details
about employment, project rules, pdf
documents, etc...). All the information
would be online for all stakeholders
mentioned, well documented, easily
searchable and downloadable.
The website could also include
discussion forums with each topic
started by the staff of Zavod, or
project members. People with similar
problems would find the solutions to
their problems easily, without always
having to email and wait for answers.
This would also save the Institute a lot
of time.
The website could be made bilingual so as
to cater for foreign teachers with limited
Slovene too.
Another major advantage of using a
project website is that general information
about the project could be easily shared
with external entities. It would be as
simple as giving someone the web address
of the project and I believe it helps to
enhance the image of the project.
A special section for materials could be set
up, where foreign teachers would upload
their materials, thus providing us with a
structured database of materials.
No.
2.
No.
3.
Improvement proposal
Aim/Goal(s):
To improve the capabilities of school project
teams to implement the goals of the project,
and making sure that each member of a project
team is equally empowered to do so.
Measure(s):
Make the monthly meetings at Zavod
compulsory for all members of the project
team (core team).
Conditions:
Members of project teams who currently do
not attend the meetings should be offered
incentives to agree to this new policy.
Constraints:
There might be resistance to this change, from
the teachers themselves and also from the
school management, due to the disruption it
might cause to the school time tables.
Explanation/Justification
From my experience of team teaching
so far, it is quite easy to see who has
been attending the Zavod meetings,
and who has not.
Improvement proposal
Aim/Goal(s):
To facilitate sharing of ideas and materials
between similar schools.
Explanation/Justification
I think I would vastly improve my
skills in terms of developing technical
English materials and handling the
collaboration with technical subject
teachers, which can be very
challenging.
Measure(s):
Conditions:
Constraints:
To improve the overall quality of the work
done at schools.
Set up circles of similar schools, for example,
gimnazija / technical schools / schools
specialising in similar subjects.
Schools must support the idea and be willing
invest in the additional time and effort that it
will require.
While most schools would probably welcome
this new idea, (as it can only help project
teams), time might be a major constraint. It
could be also very difficult for Zavod to
monitor scheduled meetings, and questions
could be raised on the workload of the teachers
involved.
I believe the monthly meetings are of
immense importance and at least all
the members of the core team deserve
an equal chance to excel in the project.
Meetings within the team at school can
help to some extent, but they are no
substitute to the energetic and
inspirational plenary inputs by Ms
Katja Pavlič and the good work done
by the staff of Zavod.
Sharing of ideas and materials would
be a big advantage, but at the same
time, we could bring a certain standard
to the work done by foreign teachers.
Teachers would be able to share their
experiences (good and bad) and a lot
of time could be saved by adopting
existing approaches which have been
tried and tested by other foreign
teachers.
These circles of similar schools would
also beneficiate the coordinators in
terms of planning and coordinating the
work of the foreign teachers for
specific subjects.
School level
No.
1.
Improvement proposal
Aim/Goal(s):
To improve the image of the project at the
school.
Measure(s):
Conditions:
Constraints:
No.
2.
To invite more teachers of technical subjects to
participate in the project, thus widening the
scope of the work done by the foreign teacher.
Increase support to the project at all levels of
the school, especially management:
 promote the project during school staff
meetings;
 urge other teachers to support the
project and remind them of the benefits
it brings to the students by explaining
its goals and the role of the foreign
teacher at the school;
 clarify the fact that foreign teachers are
“teachers”, not assistants, once for all.
The management of the school must be
genuinely convinced that the project does bring
the added value to the students’ education.
They should not support the project for the sole
purpose of being able to promote the school’s
involvement in such a project.
It is difficult to change the mentality of some
people. There will be always a section of the
staff that will not support the project. The real
trouble is when such people spread wrong and
negative information about the project, for
various personal and professional reasons.
Improvement proposal
Aim/Goal(s):
To improve the collaboration between the
foreign teacher and technical subject teachers.
Measure(s):
Meetings with technical subject teachers
should be scheduled regularly and the project
team must make sure that these teachers
understand the goal of the collaboration.
Conditions:
The meetings must be fruitful and teachers
must be committed to find the time to meet.
They must also be flexible and understanding
with each other to actually make it work.
Constraints:
Some technical subject teachers can see only
from their point of view (which is completely
understandable and I respect that). But it
certainly is an inconvenience if they cannot
appreciate the importance of technical
language skills and literacy in English.
Technical subject teachers often have
additional hours and laboratory activities.
They can be very busy and may not be willing
to devote more time into something that is not
a priority for them.
Explanation/Justification
The success of the project in a specific
school depends hugely on how it is
perceived by the rest of the school.
From my personal experience, I can
say that a lot of people at the school do
not give the project enough credit.
Some people think that the foreign
teacher is there just to have some
conversation with students. Others
think that he or she is an assistant who
is supposed to help the “main” teacher,
and I have even seen some teachers
who are concerned that the foreign
teacher might “steal” their position in
the class.
If the role of the foreign teacher is
made 100% clear to everyone at the
school, I am sure it would improve the
attitude of some people towards the
project.
Explanation/Justification
I have personally experienced the
difference proper planning can make
to a lesson, especially one involving
the foreign teacher and a teacher of a
technical subject.
Technical subject teachers are
obviously oriented towards the
benefits of their subject for the
students. In order for many of them to
understand the importance of English
for Specific Purpose, a lot of time
needs to be spent together in terms of
establishing goals, planning lessons
and building professional
relationships.
No.
3.
Improvement proposal
Aim/Goal(s):
To make the work of the foreign teacher with a
specific group of students more substantial,
thus truly increasing the added value provided.
Measure(s):
Allocating block hours (2 lessons) with the
main classes with which the foreign teacher
works.
Conditions:
The school management would have to be
completely convinced for them to advocate
such a measure.
Constraints:
Block hours are not easy to get as far English
lessons are concerned. It might be difficult to
justify the need for block hours with plain
words only. But as teachers, we have
experienced their power and the difference they
can make with a specific group of students.
Explanation/Justification
Again, from personal experience, I
have noticed that block hours are very
effective for team teaching.
Spending 2 hours with a specific group
of students gives the two teachers a
decent amount of time to dig deep
enough in the subject in order to
produce meaningful results.
The additional hour provides the
opportunity to use different team
teaching approaches within the same
block, which really makes the lesson
interesting, while keeping its aims
realistic with respect to its time frame.
15. Benjamin Tweedie
National level
No.
1.
Improvement proposal
Explanation/Justification
Aims/Goal(s):
To increase the project participants' awareness of
the implication of intercultural communication on
the teaching and learning process.
Measure(s):
At monthly meeting professional development
workshops, the participants are introduced to the
concepts of intercultural communication during a
plenary presentation: For example:
 characteristics of individualist &
collectivist cultures
 high context vs. low context
 differences in linguistic routines and
speech acts
 cultural value system
 communicative styles
During language-based discussion, the
participants examine language specific case
studies of intercultural communication.
For homework, the participants reflect on what
intercultural communication difficulties they have
experienced whilst teaching in Slovenia. They
hypothesise why this occurred with reference to
what they have learnt about intercultural
communication.
The primary condition that must be met is to
ensure that suitable case study material is sourced
for all foreign languages and that the plenary
discussion is accessible in both English and
Slovene language.
Whilst there is a plethora of research which
compares English language with other foreign
languages from an intercultural communication
perspective, it is unknown (by me at least) what
type and amount of research has been so far
conducted in the French, German, Italian or
Spanish languages. Has there been enough
research conducted?
If the language teacher is
unaware of how intercultural
differences can affect
communication, how can he/she
effectively teacher a foreign
language? In the past,
interculturality has not been a
particularly relevant
consideration for teachers (in
Slovenia) since the student cohort
has traditionally been Slaviclanguage centric and during the
time of Yugoslavia,
cultural/ethnic differences were
not allowed to cause problems.
However, since the dissolution of
Yugoslavia and Slovenia's EU
admission, Slovenia has been
experiencing the arrival of
workers (and their families) from
both the EU and third countries
as well as refugees from war-torn
parts of the world ranging from
Africa to the Middle East to Asia.
Thus, this issue is now becoming
much more relevant in the
language classroom.
Conditions:
Constraints:
No.
2.
Improvement proposal
Explanation/Justification
Aims/Goal(s):
To facilitate more effective planning and
implementation of the FT's teaching obligations in
order to provide equitable access.
Measure(s):
The monthly Institute CPD meeting is scheduled
to be held on the same day every month. That is,
unlike the current arrangement, the foreign
teacher's meeting day is not rotated from meeting
to meeting; it is held on the same day every
months, like the VP/KTJ meetings.
Conditions:
The chosen day is communicated to participating
schools prior to the drafting of the new school
year's schedule.
Constraints:
The institute communicates the chosen day to
participating schools in an untimely fashion.
Whilst, the intent of rotating the
day of the monthly CPD meeting
is supposed to provide equitable
access to the foreign teacher for
the entire school, I believe that it
can also be quite disruptive to
the foreign teacher's routine. If
the set-day for the foreign
teacher's meeting is known in
advance before yearly scheduling
is conducted, this would allow
schools to arrange the foreign
teacher's timetable so that they
would have a minimal obligation
on the scheduled meeting day,
thereby maximising their student
exposure and ultimately
providing more equitable access
for everybody
The institute changes the set day for foreign
teacher meetings during the school year.
No.
3.
Improvement proposal
Aims/Goal(s):
To increase the project participants'
project management skills for research
projects.
Measure(s):
At monthly meeting professional
development workshops, the participants
are introduced to the concepts of project
management from a research project
perspective.
For example:
 project phases
 project team roles
 project management approaches
1. traditional approach
2. critical chain project
management
3. Prince2
During language-based discussion, the
participants compare a number of given
project management approaches and
discuss which approach is most-suited to
use in a school-based research project.
The Institute spokesperson informs the
group which approach is preferred for
future use within the project.
For homework, the participants (in
conjunction with their PT) construct a
draft project plan for their research.
Explanation/Justification
As schools become more involved in
the research side of the project, there
is a need to up skill the project teams
in how to manage a research project.
This upskilling ranges from how to
formulate the research question
(which has already been attempted to
some extent at previous Institute
meetings) through to how to use a
Gannt chart to manage the project's
deadlines and overall timeline.
Conditions:
Constraints:
Whichever project management approach
is chosen, it is likely it will need to be
modified or abridged in some way to
match the needs of the actual research
project.
An overly ambitious project management
approach should be avoided if possible as
it will only divert the project team's focus
away from its priority, research, to
irrelevant administrative tasks.
School level
No.
1.
Improvement proposal
Aims/Goal(s):
To realign the schools approach to teaching the
FL (English) as a global language.
Measure(s):
The project team create materials or use other
resources (WWW, audiovisual materials) in
order to increase the students' breadth of global
English.
Conditions:
The students are able to communicate in lessformal modes of English communication.
Constraints:
The Slovene teachers prefer to utilise the
textbook/workbook and is unmotivated to
develop new materials and resources.
The Slovene teachers focus on fluency, accuracy
or both, but only in a formal-English
perspective.
Explanation/Justification
There is still a legacy in schools
of Slovene teachers focusing on
either British or American
English; how English is used in
other countries is generally
ignored. This is not a uniquely
Slovene problem, but a common
standard operating procedure
throughout the TESOL
community. Whilst recent
textbooks (eg. Messages in OŠ)
are being designed to be more
inclusive of different English
accents (that is, no longer focus
primarily on Received
Pronunciation), they still do not
provide the student with any
significant grounding in the use
of global English, especially the
use of colloquial English. The
real question is “Why are we
teaching English?” Is it simply
to be accurate in the use of
grammar? Is it to be fluent? Is it
to be understood and to
understand irrespective of where
we are in the world? Or is it all
3? For instance, if a student
travels to Australia, it doesn't
matter how fluent or accurate
their English is, if they don't
actually understand Australian
slang, then there is just
miscommunication.
No.
2.
Improvement proposal
Aims/Goal(s):
To increase the foreign teacher's Slovene
language proficiency.
Measure(s):
The foreign teacher is partnered with a Slovene
teacher in a collaborative partnership whereby
the Slovene teacher tutors the foreign teacher in
the Slovene language. The foreign teacher may
reciprocate and assist their Slovene colleague
with their mastery of the foreign language.
Conditions:
The FT is able to complete a Slovene language
proficiency test (initially at A level, but
preferably at B level).
Constraints:
If the Slovene teachers do not wish to participate
in this activity, there is a possibility that a 'better'
and trusted student could mentor the foreign
teacher instead.
There is a lack of time for all concerned parties
that has a negative influence on the foreign
teacher's acquisition of proficiency in Slovene.
Explanation/Justification
Whilst, initially, it is understood
that the foreign teacher is not
expected to possess any
significant Slovene language
proficiency, there is a natural
expectation that over time, the
foreign will communicate in
Slovene. However, unless the
foreign teacher is listening to
Slovene language 24/7 (that is,
their spouse/partner is a native
Slovene speaker as well), this is
not an easily-achieved outcome.
Therefore, a more authentic,
effective and efficient teaching
and learning approach is required.
The Slovene courses facilitated
by the numerous language
schools and university faculties
are useful at the basic level; their
usefulness is debatable at the
more advanced proficiency levels
unless conducted F2F
individually. Since the cost of this
type of 'individualised' training is
prohibitive, this peer-mentoring
solution is ideal.
No.
3.
Improvement proposal
Aims/Goal(s):
The foreign teacher's time (teaching time,
planning time etc.) is always purposeful.
Measure(s):
The project team and school administration
discuss and agree on what commitment (outside
of the minimum teaching hours 20/22) the
foreign teacher is required to achieve.
If required, the commitment is amended again.
Conditions:
The foreign teacher completes the minimum
teaching hours and equivalent planning hours.
The foreign teacher completes any additional
agreed-upon activities, but not anything which
is not expected.
Constraints:
If the foreign teacher believes the agreed-upon
commitment is either too-little or too-big, they
seek advice from the institute.
Explanation/Justification
Since there is a wide
interpretation between schools
of how a teacher should spend
their working day, foreign
teachers have different
workplace expectations,
depending on where they work.
In some schools, the foreign
teach is only required for faceto-face teaching time as well as
planning sessions (if any). In
other instances, the teacher is
involved in every aspect of
school-life, including all
meetings. There is a disparity
here with teachers at one end of
the scale, not spending enough
time at school planning,
evaluating and the other end of
the scale where foreign teachers
are immersed in so many
superfluous endeavours that
they have little time to direct to
important project issues like
evaluation.
16. Andrea Valenti
National level
No.
1.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
Urejen in vsem dostopen arhiv gradiv,
predavanj, nalog idr
Določitev osebe, ki bo za to zadolžena in
strokovno osposobljena.
Zaposlitev te osebe.
Omejitev zaposlovanja v javni uparvi,
finančne omejitve, prostorske omejitve.
Explanation/Justification
Preobsežnost informaciji, gradiv,
ovira tekoče delovanje projekta.
Potrebno je zagotoviti enakovreden
dostop do gradiv tudi drugim šolam,
ki niso vključene v projekt.
Improvement proposal
Urejene spletne strani projekta
Določitev osebe, ki bo za to zadolžena in
strokovno osposobljena.
Zaposlitev te osebe.
Omejitev zaposlovanja v javni uparvi, finančne
omejitve, prostorske omejitve.
Explanation/Justification
To bi pripomoglo k večji
prepoznavnosti projekta.
Improvement proposal
Periodična strokovna publikacija tekočih
novosti in načrtov projekta
Določitev osebe, ki bo za to zadolžena.
Zaposlitev te osebe.
Omejitev zaposlovanja v javni uparvi, finančne
omejitve, prostorske omejitve.
Explanation/Justification
Publikacija bi dala projektu večjo
strokovno težjo, transparentnost in
diseminacijo v znanstvenih krogih.
Improvement proposal
Medšolsko mrežno sodelovanje. Učinkovita
izmenjava gradiv in idej, učiteljov, dijakov
med šolami v projektu.
Skupno načrtovanje že v juniju za naslednje
šolsko leto: skupni projektni dnevi, tedni,
izmenjave.
Pripravljenost učiteljev za sodelovanje in
izmenjavo.
Pomanjkanje komunikacije med šolami.
Skeptičnost do delitev gradiv in diseminacije
idej.
Časovna omejitev, usklajevanje urnikov,
prostorska stiska določenih šol.
Explanation/Justification
Za uresničevanje smernic in ciljev
projekta.
Za spodbujanje sodelovalne kulture bi
šole lahko iskušnje mednarodnih
izmenjav prinesle na lokalno
raven.prinesle na lokalno raven.
Improvement proposal
Dodatna motivacija učiteljev za sodelovanje v
projektu.
Ravnatelj naj sodelovanje v projektu nagradi z
upoštevanjem doprinosa, zmanjšanjem suplenc,
dežurstev in drugih ne učnih obveznosti.
Explanation/Justification
Učitelji, ki so uključeni v ožji
projektni tim so kljub temu, da so za
svoje delo v projektu plačani v okviru
povečanega obsega dela, pogosto
preobremenjeni tudi z drugimi
School level
No.
4.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
5.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
6.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Skrbnik projekta naj v sodelovanju z MŠŠ
priporoči ravnateljem (pisno) aplikacijo zgoraj
navedenih predlogov.
Autonomija ravnateljev.
delovnimi obveznostmi (doprinos,
suplence, dežursta in drugo).
Motivacija je zlasti pomembna za tiste
učitelje, ki niso del projektnih timov,
sej pogosto vidijo projekte le kot
dodatno obremenitev.
Improvement proposal
Izboljšanje komunikacije med učitelji, ki
poučujejo timsko (slovenski učitelj – tuji
učitelj)
S pomočjo aktivnih delavnic: organizira naj jih
ZRSŠ vsaj trikrat v šolskem letu (na začetku,
sredi in na koncu šolskega leta).
Delavnice naj bodo uključene v letni delovni
načrt prjekta OUTJ, oziroma naj bodo del
rednih mesečnih sestankov TU skupaj s SU.
Ne vidimo omejitev.
Explanation/Justification
Ta predlog zadeva tako šolsko kot
nacionalno raven. Nedvomno se težave
v komunikaciji pojavljajo na šolski
ravni, vender vidimo rešitev na
nacionalni ravni.
S tem bi preprečili fluktuacijo tujih
učiteljov in pridobili na stabilnosti in
kontinuiteti projekta.
17. Stephen Moses Zulu
National level
No.
1.
Improvement proposal
Aim/Goal(s): - To create school environment
that is conducive for the work of
a foreign teacher.
- To encourage all Slovenian
teachers to support the project
and cooperate with the foreign
teacher.
Measure(s):
Conditions:
Constraints:
No.
2.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Emphasis should be made on the
definition of a foreign teacher,
his/her roles in the participating
school. This should be clearly
communicated to project team
members, who will in turn educate
all language and non-language
teachers about it.
Project leaders should truly
understand the definition of a foreign
teacher, as this is the only way that
they will be able to educate other
teachers.
Lack of time, interest.
Explanation/Justification
During the three years that I have been working on
this project I have noticed certain issues that I
believe need to be addressed in order to improve
the performance of foreign teachers in Slovenian
schools.
To start with, I would like to stress that the effort
to educate Slovenian teachers about the
involvement of a foreign teacher in the school
curriculum should be carried out more thoroughly
and systematically.
However, although a lot has been done in this
area, there are still some issues that need to be
tackled with great attention. One of these issues is
that Slovene teachers don’t know what the exact
role of a foreign teacher is, so they expect him/her
to adapt and use Slovenian teaching methods. In
addition, a foreign teacher is also expected to be a
language teacher, regardless of his/her educational
background. This affects foreign teacher’s
performance, and once a problem like this begins,
everyone in the school (including students),
becomes aware of it, which makes it hard for the
FT to teach and cooperate with other teachers in
other subjects.
Improvement proposal
To improve project team
performance at school level.
Heads of schools should be
encouraged to consider the work of
the PT members as extra work so
they should be awarded with hours of
“doprinos”.
Heads of schools should be invited
for meetings at the Institute to be
educated about the project.
Heads of schools may not have time
to attend the meetings conducted at
the institute.
Explanation/Justification
Although there is an improvement in the team
morale at our school, some members of the team
still feel left out on the rewards that the project
leader, the coordinator and the foreign teacher are
receiving. Concern has been put across that the
Ministry should encourage heads of schools to
grant the people participating any form of reward.
It could be in the form of extra hours for their
leave days (doprinos in Slovene) or as a bonus.
Improvement proposal
To encourage the participation of
foreign teachers in the research work.
All tasks (course plans) submitted by
the foreign teachers should be
evaluated according to the levels of
students each teacher is teaching.
Explanation/Justification
The project management/teamwork is doing a
great job, But my concern is on our monthly tasks.
I think an improvement should be made on the
way our monthly tasks are evaluated. I would
suggest school levels to be considered when it
comes to checking tasks, like course plans.
I am saying so because tasks are done by teachers
who teach different levels of students (from
primary to high school) and the comments
(feedback) are mainly focused on high school
standards, which tends to put down the effort done
for primary school levels. For example, a course
plan prepared for grades 1 to 9 cannot look the
same as the one prepared for high school due to
differences that exist in levels of English and the
type of work they can handle.
School level
No.
1.
No.
2.
Improvement proposal
Aim/Goal(s): To encourage cooperation of home
teachers (Slovene) and foreign
teachers in order to improve project
performance at school level.
Measure(s):
Project leaders should be reporting to
the school staff every time they
attend a meeting at the Institute.
Conditions:
All the teachers should have a chance
to listen to the reports and comment
on them, if necessary. This will keep
the project alive and remain accepted
by the members of staff.
Constraints:
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Explanation/Justification
The school management should include project
issues on the agenda of our weekly staff meeting.
During this time our project leader would have a
chance to report about the project performance and
information from our monthly meetings at the
Institute. By doing so, teachers will be encouraged
to take part in the project.
Improvement proposal
To update school staff on the progress of
the project and to encourage teachers to
support the project.
The school management should include
one period for the project meeting on the
timetables of the PT members.
All PT members should have a free
period for the project meeting at the
same time
It may not be possible for all the
teachers to have a period dedicated for
the meetings at the same time.
The school administration may not agree
with the idea.
Explanation/Justification
Our team has currently been facing problems
with time for meetings. There hasn’t been any
time when all team members could meet and
discuss and plan for the project. This has made
it hard for the foreign teacher to cooperate with
teachers from other subjects. For next year, I
would suggest one free lesson is included into
the timetable for all PT members for our team
meetings. In addition, I would also suggest that
the head of school should at least once in a
month attend our meetings to show support to
our team members and the project.
No.
3.
Aim/Goal(s):
Measure(s):
Conditions:
Constraints:
Improvement proposal
To inform the entire school community
about the project and the work of the
foreign teacher in order to enhance
cooperation and team teaching amongst
teachers.
The school management should
cooperate with the foreign teacher in
organising the school project day.
All language teachers should take part in
the organisation of project day to support
the foreign teacher.
A large number of cultural and sports
days.
Explanation/Justification
As a foreign teacher I have been carrying out
three individual lessons per week (Karate,
Drama, English). These lessons are visible and
concrete examples of my added value as a
foreign teacher to the school, and this should
be made known to the rest of the school.
I propose the school chooses a day that could
be dedicated to the project performance, where
all minor projects that have been carried out by
the project team can be shown and presented to
the school and the wider community. By doing
so, the project would receive more support
from teachers.