Innovations in the system of the European schools and the Czech School Inspectorate
The Czech School Inspectorate participates through the national inspector for nursery and primary cycle in several innovative projects in the framework of the European schools. One of them is the implementation of new support policy for education of pupils with special education needs which entered into effect in September 2013.
The system for supporting pupils with special education needs is based on the principle of strict respecting the individual education needs of pupils. A combination of various types and levels of support can contribute to this aim.
During the first two years the inspectors responsible for this area implemented new policy, most of all the help to schools. Several seminars were held in order to train school managements and teachers, methodological materials, forms and new tools for data collection were elaborated, corresponding documents were adapted and harmonized. From the beginning of implementation the inspectors are constantly in contact with school and are available for solving situations which may arise from the new policy. In the school year 2016/2017 the complex evaluation of the whole system will be carried out. The Czech national inspector participates both in its preparation and in its realization.
The national inspector bears also responsibility for pre-school education. Since 2011 the pre-school teachers have complied with the curriculum based on holistic approach to a child. In last two years a research was carried out on options, how to use multicultural and multilingual environment of the European Schools for systematic application of language propedeutics (a training for language education). The research results including a proposal were given for usage to a work group which is interested in the reform of language education in the whole system of the European Schools.
Since the school year 2014/2015 a new pupil assessment has been in existence in the primary cycle which is based on interconnection of education targets listed in curriculum and tools for ongoing and conclusive formative and summative assessment. The objectives is a systematic monitoring of individual progress of a pupil, guidance of pupils towards responsibility for their own learning and towards self- assessment which supports development of competencies for learning. Important assessment tools are e.g. entrance profile of a pupil, pupil´s portfolio and a certificate in which assessment on a scale is combined with a verbal assessment. Not only competencies acquired in teaching subject are assessed in the course of education but also interdisciplinary competencies. Evaluation criteria have been elaborated for all teaching subject and interdisciplinary education areas. In order to harmonize assessment of mother tongue across European Schools, the Board of Inspectors for nursery and primary cycle decided that indicators common for all languages of the European Union would be elaborated for educational areas of listening and understanding, communication, reading with understanding and writing. National inspectors of the Czech Republic, Germany and Poland were authorized with creation of indicators.
Systemic evaluation will be carried out also in the sphere of primary school pupil assessment in this year.