CReLES develops a set of intellectual outputs
1. LITERATURE REVIEW
IO1 Analysis of National and Transnational Policies and supports for Culturally Responsive Leadership and Evaluation in Schools (CReLEs)
A systematic review of national and transnational culturally responsive school leadership and evaluation policies, practices and supports is the basis of the study Analysis of National and Transnational Policies and supports for Culturally Responsive Leadership and Evaluation in Schools (IO1).
The analysis tries to identify elements of CReLES in the existing body of literature that connect to the topic of CReLES. It will be the first attempt that focuses on this aspect and brings all elements together as one self-contained output.
The results will be published as a journal article or Policy document that will be available on the CRelES web site.
2. DISSEMINATION STRATEGY
IO2 Project Web Site
The CReLES website (IO2) is being used to disseminate intellectual outputs as the project progresses.
It provides access to:
- project LMS
- core content of the project (CReLEs Framework, Learning Environment Training Programme and MOOC)
- links to partner organisations
- links to stakeholders at the transnational, national, regional and local level
IO3 Survey of CReLEs Practices in Schools
The conceptual framework for the CReLES project is based on the findings of the school-based surveys conducted by the four partner countries (IO3) and relevant publications (IO4 and IO6).
The creation of the questionnaire is a new milestone in the field. This enables the project team to investigate the extent to which schools currently engage in Culturally Responsive Leadership as well as the challenges and supports required to ensure leadership of culturally responsive learning environments. It will be the first measurement instrument that makes it possible to look into this topic at an educational system level.
4. PUBLICATION ON THE SURVEY RESULTS
IO4 Second Publication
This scientific paper derived from findings of the school-based surveys across programme countries will result in the publication of a peer-reviewed scientific paper that will be used to compare the leadership strategies, beliefs, challenges and elements of practice to lead and ensure high quality teaching and learning in a multicultural environment with a specific focus on refugee and migration background students. It will also describe the indicators of CReLEs in order to ascertain the beliefs, challenges and elements of practice to lead teaching and learning in a multicultural environment.
5. CASE STUDIES
IO5 Case Studies of CReLEs Practices in Partner Countries
A multi-modal case study of six schools per country, chosen from the pool of schools that completed the initial survey will seek to elicit the experiences of all stakeholders in relation to the leadership of teaching and learning in schools that have refugee and/or migration background students (e.g. Principals, Class teachers, Students, Parents) using a multi-method approach (e.g. interviews, assessment biography) (IO5).
6. PUBLICATION ON THE CASE STUDIES RESULTS
IO6 Third Publication
Publishing the findings of case studies will be a starting point for innovations in the programme countries and even beyond. Good practices and approaches that are found in the field will be shared and will also contribute to the development of the CRELES training. programmes The findings will, next to the literature review and survey, drive the development of innovative materials and at the level of Culturally Responsive Leadership and Evaluation in Schools.
7. CONCEPTUAL MAP
IO7 Conceptual Map
Based on the survey, literature review and Case Studies a conceptual map of a model for CReLEs will be created. This conceptual map will bring together all elements that are proven of significant influence in CReLEs. All further project actions will draw on the conceptual model. This conceptual map will also be translated so that each programme country has it available in their own language.
8. PUBLICATION ON THE CONCEPTUAL MAP
IO8 Fourth Publication
The publication will report on an innovative approach to Leadership and School self-evaluation of Leadership practices in schools. The proposed work will be a leading work within the leadership, evaluation and planning literature. Governments, education authorities and practitioners will have the opportunity to learn about these new models of leadership and school (self-)evaluation.
9. INTERIM REPORT
IO9 Interim Report
Report on the activities completed by the project to this point. As such, the interim report will include a synopsis of the international literature on CReLEs; findings from the exploratory survey; present the conceptual map of best practice in Culturally responsive evaluation and planning, and outline the findings from the case studies.
This educational portal will offer to school leaders a complete set of tools and activities to manage the implementation of the intercultural leadership with their schools (IO11).
10. EVALUATION FRAMEWORK
IO10 CReLeS Evaluation Framework
This output aims to explore and create the methodological foundations for the later development of the technological CReLEs learning environment.
11. LEARNING ENVIRONMENT
IO11 CReLeS Learning Environment
This educational portal, which will offer to school leaders a complete set of tools and activities to manage the implementation of the intercultural leadership with their schools.
12. TEACHER TRAINING
IO12 CReLEs Training Programme Design
This output is aimed to design a training programme for school leaders, who deal with intercultural and social inclusion issues with the objectives to: – improve intercultural training skills in teaching professions with a specific focus on those who have a leadership role in schools – promote the development of activities and project-based learning situations for enhancing intercultural dialogue both at school and other contexts – acquisition of a methodology for intercultural management: use of ICT resources and strategies, collection, evaluation and sharing of experiences – creation of a network of school leaders to ensure the vitality of the intercultural mentoring tools and practices (IO12).
A multilingual MOOC will be developed specifically geared towards those members who have not received CRELES training and/or are not involved in the day to day operations of school life (Parents and Management bodies) and how they can become involved in CRELES strategies in schools and in their respective organisations (IO13).
IO13 CReLEs MOOC
This highly innovative output makes use of the newest of digital possibilities to disseminate the developed materials in an interactive way with the predefined audiences. Schools will benefit from this remote access technology to facilitate their CRELES activities. The MOOC will also ensure high accessibility in all participating countries and avoids long distance travel for training events.
IO14 CReLEs Evaluation
Whereas Quality Assurance initiatives were dominantly externally, this project will set off with an innovative and highly effective internal quality assurance protocol. Given the expertise of the project team on evaluation, there is access to cutting edge practice that will be applied to the operating activities of the project team.
15. FINAL REPORT
IO15 CReLeS Final Report
The final report will be disseminated through Multiplier event, on the project website and Facebook (Once report has been finalised and translated it will be launched at the second multiplier event). All partners will provide comments, feedback, etc. on the report. The final report will also be published in each countries native language.