Learning collective base increased

Every pupil deserves care

Schools aim to maximise the development of every pupil. Although building a sustainable vision of care and implementing it in practice does not always run smoothly.

Investing in broad basic care and increased care

Based on the call for a guidance trajectory from Leerpunt, the Arteveldehogeschool, Odisee, VIVES and a diverse group of 45 schools from 21 school communities/school groups form a consortium in which efforts are made to: 

a.  Expanding the knowledge base on broad basic care and increased care by deepening own practical knowledge based on current research knowledge (knowledge)

b.  Implementing strengthened comprehensive primary care and enhanced care by applying, evaluating and adjusting effective differentiation and redicodis measures in the classroom (practice)

b.  Integrate effective interventions on broad-based and enhanced care into care policies/ policies on student support (policy)

Three themes take centre stage

Each participating school community/school group (SG) chooses one of these three themes to delve into during the project:  

• Effective differentiation and/or redicodis measures in language/languages (reading, writing, speaking...) 
• Effective differentiation and/or redicodis measures in terms of STEM (mathematics/science/engineering...) 
• Prevention and redicodis measures in the area of behaviour and emotion (socio-emotional learning, executive functions, dealing with challenging behaviour, ...)  

 Learning collective through a professional learning community 

The strength of a professional learning community (PLG) lies in the assumption that most of the knowledge is internal. Schools and teachers possess a large capacity of information. Within this project, this knowledge is transformed into vision and practice in a sustainable framework. Schools form a professional learning community, consisting of a diverse group of six to twelve colleagues (teachers supplemented by care coordinator/pupil supervisor, learning support worker, CLB employee, pedagogical supervisor, etc.). Each school starts from its own needs/learning questions within the chosen theme. A process counsellor from Arteveldehogeschool-Vives-Odisee will supervise the professional learning community in collaboration with an internal supervisor for each school community/school group.   

What is the structure of this guidance process for the schools?   

• Intake: needs analysis 
• Session 1: choosing focus in the professional learning community together. 
• Session 2 & 3: prepare plan of action with targeted interventions, starting from the care and school vision, focusing on the objectives, the specific educational needs of the pupils and effective implementation strategies.  
• Session 4 & 5: implement targeted interventions in practice, evaluate and adjust. 
• Session 6: sharing knowledge and experiences with the whole SG and sustaining results in policy. 

A co-story

Each school cooperates with at least one, gradually more schools of the school group. The project provides the school group with a budget for an internal supervisor who helps organise and deepen the processes in the schools. In this way, the knowledge can be widely disseminated, deepened and anchored. Each school group ensures dissemination within its own schools. Each university college cooperates with 7 school groups and 15 schools and thus strengthens its own networks and mutual expertise.

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