spain: retain final conference

FINAL CONFERENCE

Brussels21st April 2016

The RETAIN Project is supported by The Lifelong Learning Programme

OUTLINE

1. Procedure - school selection & characteristics

2. Diagnostic phase - work-related stress

3. Intervention tools - Shared Vision & World Café

4. Good practice - a case study

Final Conference Brussels 21 April 2016

1. PROCEDURE: SCHOOL SELECTION

➢ There was a public contest for the participation of schools in Catalonia in the project.

➢ A letter was sent in which the main lines of work of the RETAIN project were explained.

➢ From the responses, five government-subsidised private schools were finally selected.

These schools are in the provinces of Barcelona, Tarragona and Girona, in Catalonia .


1. PROCEDURE: SCHOOL SELECTION

➢ The main selection criteria were:

1. sample project requirements were fulfilled;

2. that during the duration of the project, schools could not be involved in other

processes of change or in the development of other projects;

3. schools should have novice teachers.

➢ In each organization, work has been carried out with three different groups: management

teams, senior teachers and novice teachers.


AN IMPORTANT ASPECT OF PARTICIPATING SCHOOLS IN CATALONIA

In the schools we visited, there appears to be no brain drain with

teachers leaving their posts. Teacher remain for reasons of vocation

and job security. Nevertheless, teaching staff are unmotivated,

appear stressed, and this ultimately hinders the development of

new talent.


SCHOOLS


CHARACTERISTICS OF THE SCHOOLS


2. DIAGNOSTIC PHASE: FACTORS THAT LEAD TO WORK-RELATED STRESS

1. Ambiguity and role conflict:

a) new functions

b) diversity

c) limits to the teacher’s role

d) the use of ICT

DIFFICULTIES RELATED TO TEACHING

DIFFICULTIES RELATED TO ORGANIZATION

(organizational context)

1. Perception of low participation

2. Poor communication

3. Lack of recognition

4. Strategic planning deficit


DIAGNOSTIC PHASE: FACTORS THAT LEAD TO WORK-RELATED STRESS

1. Role ambiguity: What is the scope of the teaching role:

a) new functions such as handling family conflicts (dysfunctional

families) for which teachers do not feel trained. Is such work the

teacher’s responsibility?

TEACHING TASK


b) Another source of role ambiguity was found in some of the centers, for reasons

arising from the diversity teachers have to cope with and the lack of training /

information they perceive they have.

TEACHING TASK



c) limits or boundaries of the teacher’s role:

• receiving mail from parents, the school, at

weekends, and not knowing whether to answer

or not.

• urgent demands for a quick response from

message senders that come during non-contact

hours and interfere with teachers’ work-life

balance.


TEACHING TASK



TEACHING TASK d) ICT



DIFFICULTIES RELATED TO ORGANIZATION (organizational context)


1. Perception of low participation

2. Poor communication

3. Lack of recognition

4. Strategic planning deficit

affects Participation

role overload

Role limits?

Family’s demands.

Participation

loss of quality in working life

work stress

ICT!

DIAGNOSTIC CONCLUSIONS

Communication


3. INTERVENTION TOOLS


VISION

The purpose of this tool is to provide an overview of the values that make up the vision, purpose and project organization.

The term ‘vision’ is used for an intervention in which the group members or organization, develop and describe their vision of what they want the organization to be in the future.

INTERVENTION TOOLS


WORLD CAFÉ

World Café is a methodology that enables the

generation of informal conversation networks

and social learning. It promotes dialogue and

the exchange of experiences among a large

number of people on relevant issues within an

organization.

The spirit of this process is to enable the

generation of new ideas, proposals,

agreements and plans for creative and

innovative action.

The kind of activities we have implemented...

SHARED VISION: Teachers Team

WORLD CAFÉ: Teachers Team

SHARED VISION: Improvement Projects

SHARED VISION: Organizational project

SHARED VISION: Teacher’s Role

...and the people who have taken part in the activities

Teachers team. Primary School. 40 people

The whole school. Primary and secondary teachers & managers. 50 people

Teachers team. Primary school. 40 people

The whole school. Primary teachers & managers team. 25 people

The Shared Vision tool has allowed us to:1. jointly explore issues of concern to the vast majority of teacher teams and management

teams.2. show that participants have ideas, beliefs and visions which are often shared, and which

have not been reported before. This has encouraged a climate of cooperation and trust.3. share ideas, allowing for the emergence of collective intelligence, beyond individual

talents.

RESULTS - IMPACT

RESULTS - IMPACT

4. achieve a significant impact over a short period of time (Nausicaa & Vedruna)

5. provide a space for dialogue and guided reflection, which serves as a starting point to begin working in a more cooperative way

6. obtain higher levels of satisfaction as participants perceive themselves as part of a project, in which they are active agents.

4. GOOD PRACTICE: CASE STUDY

Semi-private secular school. Located in the centre of Barcelona. It's a

small school. The management team, consisting of three women, is a

recent addition. The previous management used to work in a much

more hierarchical way when issuing guidelines, and the current

management team wants to change this culture. They want to

introduce a more participative style of management, in which the

whole staff is involved in the formulation of goals and the

achievement of results

THE SCHOOL

GOOD PRACTICE: CASE STUDY

DIAGNOSTIC EVIDENCE

After the diagnostic phase, we noticed the lack of a common vision for the school.The lack of a clear vision is a source of unease and concern for the management team, who also transmit this to the teaching staff, through a lack of clear guidelines and a sense of disorientation.

All this creates stress, lack of motivation and not knowing where to focus energy.

In short, this results in a serious inability to develop teachers’ talents.


PROCEDURE

Dec 2014

• Management Team (MT) meeting to give feedback on the diagnosis

• MT Meeting to explain the VISION tool and other tools in the Retain Toolbox

May 2015

• MT Meeting to work out the details of the Intervention

• Intervention

June 2015

• Analysis of results of intervention

• MT meeting to monitor the action plan they have drawn up from this first intervention with the Vision Tool


IMPACT: PROMOTING FACTORS

Intervention with the VISION tool has:

✓ provided the school with a starting point to be able to define itself and to adopt a more cooperative approach

✓ led to the generation of enthusiasm and motivation to build the future of the school

✓ created a shared vision from different personal points of view. As the management team points out, this has had a satisfactory effect, since all teachers felt they were listened to, valued and were part of the same project.


NEXT STEPS

Detailed analysis obtained by the management team resulting from the data from both their joint work and the development of action plans to move forward:

1. appraisal interview - headteacher with each of the team members

2. satisfaction surveys

3. working committees

4. different types of meetings in order to bring teachers from different stages together.


SOCIAL IMPACT

HELEN…Insertar comentarios en notas


TEAM MANAGEMENT

VIDEO NAUSICA

CARMELITAS

spain: retain final conference

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