EU Projekt: Reflecting for Change (R4C)
Lehrer & SchuleVon 11/2019 bis 10/2021
Mitarbeiter: Cathérine Conradty
Reflecting for Change (R4C) is designed to promote the use of self-reflection tools as a vehicle to support innovation and systemic change in schools. It proposes an innovation support framework (School Innovation Academy) and a roadmap to schools seeking to introduce a change culture that ensures a meaningful uptake of sustainable innovation, with an emphasis on achieving improved learning outcomes as set by the Europe 2020 strategy. R4C aims to interconnect the ICT-base innovation with the school openness: by using as a reference this well-established self-reflection process and based on its results, 300 schools will be guided to set up a roadmap and their innovation strategy that will also make the best use ERASMUS + opportunities and policy related initiatives (national and international), to become an innovative ecosystem. The project is bringing together key stakeholders all over Europe who have the potential to generate systemic impact with their activities and to transfer the projects outcomes and findings at policy level.
The R4C-project is focusing on school openness. Applying in local settings will make it clear that schools have much to gain by fostering connections with external stakeholders (research centres, informal learning centres, local businesses, community stakeholders) and act as innovation centres in their communities. Such an action asks for knowledge areas integration, effective and closes cross-institutional collaboration, and organisational change in the field of education. Revising and strengthening the professional profile of the teaching professions: Building teachers’ and school heads innovation capacity is vital to the successful introduction of sustainable change in schools. In this framework R4C project is introducing a holistic support framework that requires professional development, feedback and support for teachers and school heads, organizational capacity, strategic planning and quality assurance process. The achievement of high quality science teaching requires the combined and continued support of all involved actors, researchers, policy makers and curriculum developers, school heads, teachers and parents.