Page 115 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 115
team cooperation in addressing esl ....
lack of parity of esteem between teachers and other professionals) to ex-
ternal teams working on-site in schools has also been observed (Downes
et al., 2006). In this respect, the role of the school leader is emphasised
(Downes, 2011). The authors emphasise that the provision of mental health
(socio-emotional, behavioural) support and bullying prevention are a vi-
tal part of the team’s tasks as well as their role in outreaching to marginal-
ised families and children. In a similar vein, Suldo et al. (2010) addressed
problems inherent to using schools as the site for service delivery in relation
to mental health intervention and emotional supports for ESL prevention.
These barriers include space constraints, scheduling problems, maintain-
ing student privacy, resistance from school staff to students missing classes,
the school’s accountability for academic success only.
External educational alliances require school staff and multi-agen-
cy frontline practitioners to work collaboratively. The following has been
mentioned as providing the conditions for the good functioning of these
alliances: sufficient well-trained, high-quality frontline multi-agency prac-
titioners, more inter-professional training, sufficient time to invest in build-
ing quality relationships between school staff and the multi-agency front-
line practitioners, clearer and improved information for schools on where
to refer children and who to seek specific expertise from, including the vol-
untary sector, the sharing of good practices of external educational allianc-
es, greater support in relation to evaluating the interventions for improving
a student’s outcomes (GTC, 2007, in Cheminais, 2009).
Multi-professional teams addressing ESL
The use of multi-professional teams has also been proposed for the ESL
context. The potential of multi-professional teams and team cooperation
for ESL is recognised by the European Commission which has identified
multi-professional teams operating at the local level (school or communi-
ty) as a form of cross-sectorial cooperation; namely, one of the key con-
ditions for successful policies against ESL (European Commission, 2013).
Putting ESL in the context of multi-professional teams indicates that ESL
is not seen as only a teacher-related problem. Placing ESL in the setting of
cross-sector team cooperation (i.e. professionals working under jurisdic-
tions of different sectors like education, health, justice, social welfare and
business; from the private and public sector) shows that ESL is not only
seen as an education-related problem.
115
lack of parity of esteem between teachers and other professionals) to ex-
ternal teams working on-site in schools has also been observed (Downes
et al., 2006). In this respect, the role of the school leader is emphasised
(Downes, 2011). The authors emphasise that the provision of mental health
(socio-emotional, behavioural) support and bullying prevention are a vi-
tal part of the team’s tasks as well as their role in outreaching to marginal-
ised families and children. In a similar vein, Suldo et al. (2010) addressed
problems inherent to using schools as the site for service delivery in relation
to mental health intervention and emotional supports for ESL prevention.
These barriers include space constraints, scheduling problems, maintain-
ing student privacy, resistance from school staff to students missing classes,
the school’s accountability for academic success only.
External educational alliances require school staff and multi-agen-
cy frontline practitioners to work collaboratively. The following has been
mentioned as providing the conditions for the good functioning of these
alliances: sufficient well-trained, high-quality frontline multi-agency prac-
titioners, more inter-professional training, sufficient time to invest in build-
ing quality relationships between school staff and the multi-agency front-
line practitioners, clearer and improved information for schools on where
to refer children and who to seek specific expertise from, including the vol-
untary sector, the sharing of good practices of external educational allianc-
es, greater support in relation to evaluating the interventions for improving
a student’s outcomes (GTC, 2007, in Cheminais, 2009).
Multi-professional teams addressing ESL
The use of multi-professional teams has also been proposed for the ESL
context. The potential of multi-professional teams and team cooperation
for ESL is recognised by the European Commission which has identified
multi-professional teams operating at the local level (school or communi-
ty) as a form of cross-sectorial cooperation; namely, one of the key con-
ditions for successful policies against ESL (European Commission, 2013).
Putting ESL in the context of multi-professional teams indicates that ESL
is not seen as only a teacher-related problem. Placing ESL in the setting of
cross-sector team cooperation (i.e. professionals working under jurisdic-
tions of different sectors like education, health, justice, social welfare and
business; from the private and public sector) shows that ESL is not only
seen as an education-related problem.
115
