The European Union’s ET2020 Working Group on Schools Policy recommends a ‘whole school approach’ to Early School Leaving because teachers cannot face this pressing challenge alone. This course equips school staff with stakeholder management skills in order to involve parents, families, NGOs and other professionals relevant for preventing and handling early drop outs.

The course doesn’t offer shortcuts or a quick fix. On the contrary, it shows how to achieve sustainable results in the long term with a holistic, systemic approach.

Apart from stakeholder relations skills, the participants will also gain insights into active learning methodologies, that they can use to increase motivation, engagement and sense of belonging of learners, irrespective of their cultural, ethnic, socio-economic background. Since there is higher risk of ESL among migrant and refugee children, ethnic minorities and learners from families with low educational levels,  teachers need new skills and competences on how to address the needs of learners with such disadvantaged backgrounds.

The nature of this course is highly practical and hands on, so the participants will learn about Stakeholder management models and engagement techniques through group dynamics, role plays and practical activities.

Objectives

  • Understand the necessity of a “whole school approach” to Early School Leaving.
  • Get insights on the causes and effects of ESL at European level.
  • Reflect on the role of the teacher in preventing and tackling ESL.
  • Learn how to map the stakeholders of the school community and how to identify their needs.
  • Differentiate between internal, external and public stakeholders.
  • Acquire knowledge on how to create a stakeholder management plan for the classroom/school.
  • Learn to apply the stakeholder relations principles in everyday thinking.
  • Exchange best practices on how to handle difficult situations with learners, parents and families from vulnerable backgrounds.
  • Understand the active learning methodology and its benefits for preventing ESL.
  • Learn how to lead and deliver simple experiments, group dynamics and exercises with low cost.
  • Get to know how to foster a stimulating and welcoming learning environment and encourage diversity and collective learning.

Target audience

  • Teachers: pre-school, primary, secondary and vocational schools.
  • Teacher trainers.
  • School leaders and other school staff.

Any professional workers who would like to learn how to engage the different stakeholders of the school community (parents and families, NGOs, professionals etc.) in order to prevent Early School Leaving.

It is also relevant for teachers and staff that work in adult education centers that teach early school leavers as well as any teachers interested in applying the „whole school approach“ to their context.

For groups of 8 teachers or more, we adapt the course content and approach to the specific needs of your educational center and offer personalized funding assistance.

Training activities

Day 1 – “A whole school approach” to ESL

  • Welcome to the course
  • Breaking the ice: Who is in the room?
  • Video: Early School Leaving in Europe
  • Preliminary questions Method: What is Early School Leaving and how to recognize it?
  • Group dynamics: Building trust in the group
  • Reverse brainstorming exercise: What are the causes and effects of Early School Leaving?
  • Understanding the „a whole school approach“ to tackling ESL

Day 2 – Mapping  stakeholders relevant to ESL

  • Warm up and group division exercises
  • Concept mapping exercise: What is a stakeholder?
  • Group work: Create a map of your school’s core, direct and indirect stakeholders relevant to ESL
    • For example, school leaders, teaching and non-teaching staff, learners, parents and families, social workers, youth services and organisations, psychologists, speech/language therapists, child protection services, police, intercultural mediators, migrants associations, NGOs, local businesses etc.
  • Group dynamics: Reinforcing trust and respect
  • Sharing best practices examples of stakeholder relations
  • Group work: Creating a Stakeholder management action plan (part I)

Day 3 – Supporting learners

  • Team-building exercises
  • Role play: The teacher’s competences vs the learners‘ needs
  • The importance of stimulating and engaging learning environments
  • Concept mapping exercise on active learning methodologies (experiential learning, learning by doing, hands on approach etc.)
  • Practical work and group discussion: tools to boost motivation and participation in class
  • Group work: Continuing the Stakeholder management plan (part II)

Day 4 – Involving families and the community

  • Energizer and communications skills exercise
  • Think-Pair-Share exercise: What is the role of parents and families in ESL?
  • Simulation exercise: Building effective parent-teacher, parent-school partnerships
  • Group discussion: Tools on how to build trust and cooperation with families
  • Exchanging good practices on how to handle relations with learners and families from voulnerable backgrounds.
  • Think-Pair-Share exercise: How to manage stakeholder conflicts?
  • Group work: Continuing the Stakeholder management plan (part III)

Day 5 – Networking and closing

  • Energizer and quiz with Kahoot
  • Group dynamics: Networking skills
  • Open discussion on possible future collaborations and planning follow up activities
  • Summary of key learning points
  • Final course evaluation and feedback
  • Validation of learning outcomes and handling certificates
  • Cultural activity or guided visit (optional)

Methodology

We tailor our working methods based upon the participants‘ needs and professional profiles in order to ensure easier adaptability and application of the tools to the real life.

Our standard methodology is based on active learning and it is highly participative and practical. We have a hands on approach that comprises group exercises, role plays, experiments, case studies and simulation exercises. We use collaborative learning techniques to foster the exchange of good practices and collective learning.

The pedagogical methods used in this training course are based on experiential learning and learning by doing. Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide. Thus, the participants get the chance to experience on themselves the benefits of the active learning methodology at the same time as learning how to apply it in their classroom.

Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.

Group reflections and daily brief feedback sessions are planned to help adapting the learning programme to the specific needs of the participants.

We organize optional social and cultural activities in order to give the participants the opportunity to get to know the Canarian and Spanish culture as well as to do some professional networking and exchange good practices.

Certification and validation of learning outcomes

  • Certificates of attendance, including a description of the training content
  • Support with the Europass mobility certificates – to be issued by the applicant’s National Agency

Upon request, we also provide educational centers with additional documents that are required to certify the presence to the course and the competences learned. For example, we provide photos of the training course and a sum-up video that can be used for dissemination purposes.

As follow-up activities, we also create online group discussions so that the participants can share with their peers the results of the course and continue reflecting on how they can adapt the methodologies and tools learnt in their context.

 Pre-register to our courses!

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