Page 60 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 60
ear ly school leaving: contempor ary european perspectives
into four categories: prevention actions aimed at all students, actions to
tackle absenteeism, actions aimed at parents, and actions aimed at teach-
ers. The ESL-prevention group is also a body that receives a student as a fi-
nal resort before outsourcing to local institutions working with school leav-
ers and alerting the academic inspector. However, there is no information
about the extent of these different categories or the evaluations of the ac-
tions; in this respect, the TITA project will contribute to the examination
and evaluation of the actions taken by ESL-prevention groups in different
schools.
Lycée Arago’s phases of working with or managing (a potential) ESLer
are: when everyday alerting signals appear (e.g. continuing absences, fre-
quent delays, exclusion from classes, fatigue/irritation, violence, aggres-
sion, avoidance strategies, poor school results) this alerts the CPE, class
teacher and ESL officer. This leads to opening an ESL-prevention file, di-
agnosing the situation, taking care of the student in terms of his/her situ-
ation, proposing solutions and monitoring the student (weekly reports). If
measures are ineffective, the ESL-prevention group examines the file, anal-
yses the motives of failure, prescribes other solutions, monitors the student
(weekly reports). If these measures are ineffective, the institution resorts to
outsourcing (it refers the student to external institutions working with ear-
ly leavers) (Lycée Arago, 2015). This protocol may make these actions appear
easier than in everyday school life (some real situations can be observed on
the TITA website in the framework of Training Tools).
Teachers in the ESL-prevention group
According to the ministry, the GPDSs include few teachers, while their par-
ticipation would allow the link between learning (‘school life’) and pedago-
gy to be enhanced (MEN, 2014a). Further, since there is a lack of national
guidance and harmonisation the GPDSs’ profiles and practices remain di-
verse (ibid.). In a very recent evaluation of ESL-prevention groups, the au-
thors interviewed over 120 schools’ management teams from three regional
education authorities (academies) and confirmed this – collaborative work
within ESL-prevention groups takes a variety of forms at the individual
school level (differences in practices and modes of organisation); howev-
er, a large share of schools does include teachers in ESL-prevention groups
(Maillard, Merlin, Rouaud, & Olaria, 2016). More specifically, the authors
found four types of collaborative work within ESL-prevention groups in
French secondary schools. These four approaches mostly differ by how well
60
into four categories: prevention actions aimed at all students, actions to
tackle absenteeism, actions aimed at parents, and actions aimed at teach-
ers. The ESL-prevention group is also a body that receives a student as a fi-
nal resort before outsourcing to local institutions working with school leav-
ers and alerting the academic inspector. However, there is no information
about the extent of these different categories or the evaluations of the ac-
tions; in this respect, the TITA project will contribute to the examination
and evaluation of the actions taken by ESL-prevention groups in different
schools.
Lycée Arago’s phases of working with or managing (a potential) ESLer
are: when everyday alerting signals appear (e.g. continuing absences, fre-
quent delays, exclusion from classes, fatigue/irritation, violence, aggres-
sion, avoidance strategies, poor school results) this alerts the CPE, class
teacher and ESL officer. This leads to opening an ESL-prevention file, di-
agnosing the situation, taking care of the student in terms of his/her situ-
ation, proposing solutions and monitoring the student (weekly reports). If
measures are ineffective, the ESL-prevention group examines the file, anal-
yses the motives of failure, prescribes other solutions, monitors the student
(weekly reports). If these measures are ineffective, the institution resorts to
outsourcing (it refers the student to external institutions working with ear-
ly leavers) (Lycée Arago, 2015). This protocol may make these actions appear
easier than in everyday school life (some real situations can be observed on
the TITA website in the framework of Training Tools).
Teachers in the ESL-prevention group
According to the ministry, the GPDSs include few teachers, while their par-
ticipation would allow the link between learning (‘school life’) and pedago-
gy to be enhanced (MEN, 2014a). Further, since there is a lack of national
guidance and harmonisation the GPDSs’ profiles and practices remain di-
verse (ibid.). In a very recent evaluation of ESL-prevention groups, the au-
thors interviewed over 120 schools’ management teams from three regional
education authorities (academies) and confirmed this – collaborative work
within ESL-prevention groups takes a variety of forms at the individual
school level (differences in practices and modes of organisation); howev-
er, a large share of schools does include teachers in ESL-prevention groups
(Maillard, Merlin, Rouaud, & Olaria, 2016). More specifically, the authors
found four types of collaborative work within ESL-prevention groups in
French secondary schools. These four approaches mostly differ by how well
60
