Having worked with schools for four years now, we know well that headmasters and teachers want the best for their students.

Nevertheless, many of them feel embarrassed facing everyday challenges:
  • Lack of time for implementing changes;
  • High pressure from everywhere and, at the same time, little understanding of what to focus on;
  • Lack of communication between students, teachers, parents, the headmaster, and the local community;
  • Insufficient professional support and limited environment for professional development.

If this sounds familiar to you, "PRO.SVIT" suggests approaches and solutions, in particular mentoring for school teams.
How can we cooperate?
We call the strategic framework a school can build and rely on during a long period the story of change. It outlines the starting point of the school and determines 3-4 priorities the school team is going to work on, sets a timeframe for activities, and identifies team leaders responsible for implementation of each priority.

We involve all school teachers, all students, and parents to the story of change creation process. For that purpose, we use such powerful tool as facilitation.
A facilitation session allows to identify collectively:

  • The school's strengths;
  • The future vision of the school;
  • Aspects that need strengthening;
  • Priorities;
  • Activities.
Recently, Ukraine has faced a growing demand for adopting an integrated approach to reforming high school education. "The New Ukrainian School" assumes complete transition of educational establishments from transmitting knowledge to building students' skills, which requires not only change in methodologies, but also paradigm shift in thinking, management approaches, and engagement between all parties of the learning environment, as well as creating partnership pedagogy.

To achieve these changes, as Michael Fullan, a Canadian expert in reforming education, says, there are two vital points to implement:
  • Systemic changes: an integrated approach to school transformation, involving all stakeholders;
  • Building a grassroots movement fostering and enabling change from above.
For schools, this means a change in the interaction model at the student-teacher, teacher-teacher, and teacher-school leaders levels, as well as in engagement with and involvement of community.
To understand the changes needed at the level of each school, "Pro.Svit", supported by the UCU's "Educational Initiatives Space", adjusted to the Ukrainian context a diagnostics method developed by Richard DuFour, an American educational researcher.

The diagnostics allows to identify:
  • The development stage of a school as a separate unit;
  • The interaction quality between schoolchildren, teachers, parents, and the local community;
  • The leadership and management style of the school, which is the main transformational factor.
More about the diagnostics can be found here. We suggest that you undergo the diagnostics, find out your school's organizational culture development stage, and immediately receive recommendations for further actions! For that, you need to answer the questions of our Diagnostician which can be found below. Good luck!
Diagnostics is a tool we use at the beginning and at the end of the "School 3.0" program for participating schools in order to assess their level of change and predict the/their future development of these establishments. Your school may also participate in the program very soon.
The headmaster is the key school figure determining the success of the whole organization. Headmasters often face challenges, such as how to build team work, how to motivate teachers to fulfil their ambitions, and in which areas changes are possible.
All this is closely connected to the concept of leadership. A good leader possesses strategic thinking and strong emotional intelligence and aims to build a cohesive community. That is our scope of work within the "School 3.0" program.
According to Meredith Belbin, there can be no an ideal worker, but it is possible to build an ideal team. Teamwork is the basis for the culture of continuous improvement at schools.
It allows to:
  • Realize the school's intentions;
  • Effectively organize work;
  • Create an environment where everyone's ideas can be implemented;
  • Delegate responsibility and take more responsibility for collective results.
  • Within the "School 3.0" program we familiarize participants with the key principles of team work and tools for improving it.
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