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Comenius My Green Dream School
SCHOOL PRESENTATION
Escola D. Filipa de Lencastre
LISBON, PORTUGAL
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1. Mission Statement
The grouping of schools is assumed as a space for the construction of Citizenship, a universal value grounded in
responsibility, freedom and tolerance, providing students with quality education through rigorous scientific,
humanistic and cultural training, providing room and time for creativity, as well as for the development ofinitiative and autonomy.
The Schools mission: Providing students with an educational background of success and excellence.
In order to achieve this mission we develop a practice based in the following values:
- Education for research and scientific accuracy
- Education for innovation and creativity
- Education for responsibility and autonomy
- Education for citizenship as a school for the future.
1.1 School aims
- Ensuring a safe environment for social development;
- Implementing solid values for personal development;
- Creating learning environments that promote active learning, critical thinking, collaborative learning,
and knowledge creation;
- Developing 21st century literacies (information, digital, and visual) among students and teachers;
- Reaching and engaging today's learner;
- Encouraging teachers adoption and innovation in teaching and learning with IT;
- Advancing innovation in teaching and learning with technology in an era of budget cuts;
- Fostering the learning of modern foreign Languages (mostly English) throughout the whole school
system;
- Strengthening physical condition through sports throughout the whole course;- Enrolling students into international projects aiming at different areas of knowledge;
- Promoting conscious citizenship towards the environment and sustainability;
- Implementing a learning environment of constant quest for knowledge.
1.2 School rules
The schools norms are included in its Rules of Procedures (set of performance standards and conduct)
being the main ones:
- Refusal of violence at school;
- Use of polite and gentle speech;
- Respects for all;
- Tolerance;
- Compliance with instructions for teachers and staff;
- Punctuality and regular attendance;
- Enthusiasm for sport;
- Respect for the environment;
- Participation in school life.
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2. General Information
2.1 General details (Name, address, Director and Assistants, Governing Body)
The grouping of schools is located in Avenida Magalhes Lima, in a neighbourhood ofArco Cego, an area
of housing and offices which was only urbanized since the 50s.
The Director, Maria Gabriela Soares Vieira da Silva heads a team of five elements. The Deputy Director,Joel Antnio Pereira, has a teacher career.
The Steering Team is comprised of three deputies and a consultant. However, the Director is a person
body to the Government. School Joo de Deus (1st
cycle) has a coordinator of its own chosen by the
Director.
Agrupamento de Escolas D. Filipa de LencastreAv. Magalhes Lima - 1000-197 Lisboa
Phone: (351) 218 407 045 - 925 700 674
Fax: (351) 218 475 664
email:[email protected] website:www.aedfl.pt
There is a school governing body with responsibility for approving the basic rules for the functioning of the school (theinternal regulations), strategic decisions and planning (the educational project and the plan of activities) and monitoring
of its implementation (annual activities report), as well as the power to elect and dismiss the head teacher.
Consolidating participation is achieved mainly through two measures: Increasing the influence of parents and guardians
on the General Council; Increasing the influence of external school representatives on this body while simultaneously
decreasing the influence of internal representatives which is reflected in a decrease in the number of teachers
representatives.
It is up to schools to determine the composition of this body, provided that one basic rule is respected which is that all
interested parties must be represented and that the professional representative bodies carrying out their duties in
school cannot combine to hold a majority of seats on the General Council. The second measure consists in granting the
General Council the power to choose and swear in the Head Teacher, something that represents a break with the pastmodel, and introduces an election process for head teacher by the General Council, instead of a peer election process.
Pedagogical Advisory - Headed by the Director, includes Heads from all Department Subject Areas (Science and Math,
Social Studies, Languages, Arts and Expressions) as well as one delegate representing each of the following:
Kindergarten, 1st
cycle (1st
to 4th
grades), 2nd
and 3rd
cycles, secondary school, parents, non-teaching staff and students.
General School Council Headed by a teacher as President, it includes seven other teachers and delegates from the
following areas; 2 non-teaching staff, one from the Lisbon municipality, six from the parents association , two from the
local community and two students (female and male).
2.2 General information of School (past and present)
This grouping of schools resulted from the fusion in the same organizational unit of a kindergarten, a 1st
cycle school, a 2nd
cycle school and a 3rd
cycle and secondary school.
Secondary School D. Filipa de Lencastre, head school of the group, resulted from the conversion of Liceu D.
Filipa de Lencastre, which was part of the traditional female secondary school, into a secondary co-
education school following the reforms undertaken after the implementation of democratic rule in 1974.
School D. Filipa de Lencastre was created on 21st of September 1928, with a view to easing another School
in Lisbon that had worked with 838 female students during the previous year, an unmanageable numberfor the building.
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The school started working in other buildings around Lisbon and in 1940/1941 it changed into the present
building, with 924 female students. A few decades later, it opened to male students as well, from year 7th
to the 12th. On June 26, 2007, it included the 1st and 2nd cycle of basic education, working in separate but
close buildings and in June 2009, a Kindergarten also integrated this group which is now called
Agrupamento de Escolas D. Filipa de Lencastre.
2.3 Number of students, teachers, staff
School in 2011 -
1460 students
Kindergarten 3% (blue)
1st cycle 23% (red)
2nd
cycle 20% (Green)
3rd
cycle 23% (violet)
Secondary 31%
(turquoise)
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2.4 School Admission Policy (students, teachers, staff)
STUDENTS
Up to the 9th
grade pupils must attend an educational establishment in the area where they live, or in the
area where the parents are employed. At Secondary school the admission criteria is based on students
previous achievement.
TEACHERS
All teachers from all teaching levels are recruited by means of public contests carried out by the central
administration and, in some cases, by the school. The teaching posts included in the contests at a national
level are designed to meet the permanent needs of the system, which are made known by the schools and
confirmed by the regional education bodies or the central administration.
In the placement system for teaching posts applications are made using computers, it is the responsibility
of the teachers who are applying to fill a form in which, among other things, they must state their order of
preference of the schools in which they would like to be placed. The selection criteria do not distinguish
the category and/or the position the teacher has reached in the profession but their position on a widely
published graduated list. The graduations are calculated taking into account the nature of the commitment
that the candidate has with the administration (which can be definitive, temporary or even with no ties
when it is a first placement), the professional/academic classification awarded and length of service, if
Up to 4 years 30% (blue)
5-9 years 6% (red)
10-19 12% (Green)
20-29 27% (violet)
30 or more 25%
(turquoise)
Technical (red)
Operacional (Green)
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needed. The implementation of a probationary period for teachers who are entering the profession for the
first time came into force in the 2009/10 academic year.
STAFF
Support staff are recruited and hired according to the schools needs and with the permission of the
Ministry of Education through a tender. Their main functions are: supervising the school entrance andcorridors, classroom and toilets maintenance during school working hours, checking teachers absences for
class replacements, serving at the bar. Some of them get around minimum wages and work with fixed-
term contracts, whereas the others work on a hourly basis (4 hours a day). Staff working at the secretariat
have fixed-term contracts too. Within non-teaching staff, 31 belong to the school s board whereas 18 work
under part-time contracts.
The school canteens are operated by an external canteen company, so as school cleaning, which occurs
after curricular activities.
2.5 School Holidays and working hours
School Year 2011/12 (and usually)
1st Term
Starts - Between 8 and 15 September
Ends - 16 December (or the closest friday)
2nd Term
Starts - 3 January
Ends - 23 March (always on a friday, 2 weeks before Easter Sunday)
3rd Term
Starts - 10 April (oro n the first tuesday after Easter Sunday)
Ends - 8 June for 6.th, 9.th, 11.th and 12.th Grades (or the closest Friday)
15 June for the 1st,, 2nd, 3rd, 4th, 5th, 7th, 8th
and 10th
Grades (or the closest Friday)
6 July for kindergarten (or the closest Friday)
WORKING HOURS FOR STUDENTS: 8.30 to 6.45 (varying according to cycle of studies and class)
- Kindergarten and 1st
cycle: 8.30 to 3pm
- Other 2nd
,cycle; 8.30 to 4.45 maximum (closing hours vary according to days of the week and
classes)
- 3rd
cycle and secondary: 8.30 to 6.45 (closing hours vary according to days of the week andclasses)
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2.6 Facilities
After school care - When parents are unable to collect their children directly after school, our After School Care service
is available to Primary School children (from kindergarten to year 6) and is designed to give a fun, safe, communal
environment for children to do their homework, play and develop their social skills indoors and outdoors. This service
also works during school breaks and summer holidays, except for August.
Art studios - Our School studios include spaces for fine art, ceramics and tile work. Always encouraged to be creative,students have the space to work collaboratively or pursue their own interests individually. Students are given formal
training in form, proportions, space, and tone, according to the curriculum.
Canteen The menu is released a week in advance so everyone knows what to expect. It includes soup, a main dish (meat
or fish) and fruit/yoghurt for dessert. We don't make money out of the cafeteria. Prices are kept to an absolute
minimum and are set to match running costs.
Bar Open during school hours for students and staff, offers hot and cold drinks, snacks (sandwiches, salted and sweet
pastries, biscuits and ice-cream) fruit, salads, soup and quiches.
Libraries There are three: one for each school, all of them with PCs for students work
Music studios There are two practice rooms used for instrumental lessons since the national curriculum only includes
Music as a subject from years 5 to 6.
Science and Chenistry labs - The school provides two well-equipped labs with a good range of fully equipped facilities,
in a safe but stimulating environment for students to learn, experiment, and discover more about the world. Science
and Chemistry are taught in a practical way wherever possible.
Gyms There are four indoor gyms and one open-air gym on the roof. Physical Education includes a wide range of team
games and individual activities, as well as an extensive gymnastics programme within the curriculum. Our school also
integrates national school competitions in badminton and volleyball.
TechnologiesIn spite of our commitment to giving every student a modern education, the Education System doesnt
have a policy of integrating ICT into the broader curriculum, except for the 9th
grade, as a discrete subject (90 minutes a
week). Despite that, students are encouraged to use their ICT skills wherever possible, in most subjects. The school has
12 laptops available for teachers requisition to use in class. In addition to our 2 dedicated PC labs, we also have a suite
of 4 PCs for creative work such as graphic design, and filmmaking. Our Primary and Secondary Libraries also contain PC
areas for private study. Every classroom, whatever its function, has at least one computer and every computer has
broadband internet access. There are only a few classrooms that include nteractive whiteboards. The school also
provides a digital camera, scanners, printers, and a photocopy machine for teachers.
A multipurpose auditorium seating 100
Special needs - The concept of special education needs (SEN) applies to every child or youngster showing permanent
difficulties at different levels: communication, learning, mobility, autonomy, interpersonal relationship and social
participation. Special education aims to promote educational and social inclusion, equality of opportunities of access to
education and school achievement, pupils' autonomy and emotional stability, as well as to prepare for further studies.
and professional life. In order to adapt the learning process to the needs of these learners, different educational
measures are implemented, such as: personalised pedagogic support; individual curricular adaptations; adequate
enrolment procedures; adequate assessment procedures; individual specific curriculum; support technologies. Pupils
with SEN get an individual education programme, which contains: a report on their educational history; definition of the
necessary curricular adaptations, assessment procedures and specialised professionals support.
Psychology cabinetthere is not a permanent psychologist belonging to the schools board but sometimes the school
manages to have a finalist on apprenticeship
Study room equipped with four PCs for students and teachers
Subject area roons one for Science and Maths, one for Social Studies, one for Languages and another one for Arts
Parents Association room
Teachers room - large working area with computers
Staffroom
Secretariatatseveral rooms according to specific areas: students registrations, finance, ..
Stationery selling school items, where students and staff charge their cards and where everyone asks for photocopies
Schools Sport It allows students to practice different sports such as volleyball, badminton, softball, basketball and
table tennis. The school has a female volleyball team which has been achieving notorious results at national level.
http://www.britishschool.be/Facilities/Afterschoolcare/http://www.britishschool.be/Facilities/Artstudios/http://www.britishschool.be/Facilities/Cafeteria/http://www.britishschool.be/Facilities/Libraries/http://www.britishschool.be/Facilities/Musicstudios/http://www.britishschool.be/Facilities/Sciencelabs/http://www.britishschool.be/Facilities/Sportsfieldsgym/http://www.britishschool.be/Facilities/Technologies/http://www.britishschool.be/Facilities/Technologies/http://www.britishschool.be/Facilities/Sportsfieldsgym/http://www.britishschool.be/Facilities/Sciencelabs/http://www.britishschool.be/Facilities/Musicstudios/http://www.britishschool.be/Facilities/Libraries/http://www.britishschool.be/Facilities/Cafeteria/http://www.britishschool.be/Facilities/Artstudios/http://www.britishschool.be/Facilities/Afterschoolcare/7/31/2019 E-Book HBG Oberhausen Germany 2012
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2.7 Pictures
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3. Education system in your country
School governance in Portugal is fairly centralized. The main lines of action about the curriculum, the
educational programmes, national examinations, teacher recruitment and deployment, and the budget
distribution are defined centrally by the Ministry of Education and Science. There has been some devolution of
responsibilities to municipalities in areas such as curricular enrichment activities, management of the schooling
infrastructure, and non-teaching staff resources; as well as some autonomy granted to individual schools in
areas such as the hiring of part of the staff (on fixed-term contracts, trainers for vocational courses) and the
selection of textbooks. Public schooling is dominant and public schools receive the majority of their funds
directly from the State budget. A major handicap for Portugal has been the very low starting point in terms of
educational attainment and literacy of its population, prior to the 1974 Revolution. Nevertheless, efforts to
ensure access to education for all Portuguese resulted in a rapid expansion of enrolment even if attainment
levels remain a challenge. Student learning outcomes in Portugal are around or slightly below the OECD
average following some progress in the last decade, depending on the skills assessed. Recent reforms include
new arrangements for school leadership, the setting of learning goals, the reorganization and redeployment ofthe school network, the generalization of full day schools and the diversification of educational offerings (in
particular through the promotion of vocational/professional programmes).
Pupils are assessed at the end of each term and at the end of the school year. Those who are considered
satisfactory will go on to the next year. Pupils who do not meet the required standards have to repeat all the
year again up to the 9th
grade, or the subjects they have failed at secondary school. It is quite common to have
children re-taking a whole year, sometimes in different grades.
Kindergarten;3-5 isnt compulsory but highly recommended at least at 5
Basic education lasts for nine years divided into three stages of four, two and three years respectively. A
Diploma/Certificate is awarded at the end of the third stage.
Basic First Stage: 4 years (1st
cycle)
Age level from: 6 to 10
Basic Second Stage: 2 years (2nd
cycle)
Age level from: 10 to: 12
Basic Third Stage: 3 years (3rd
cycle)
Age level from: 12 to: 15
Secondary education - public, private and cooperative has also become compulsory from this year for
students starting the 7
th
grade and consists of a three-year cycle after having completed the third cycle of basiceducation. Access is through the Certificate of Basic Education.
There are two types of courses: general courses and technical/vocational courses, providing instruction in
technical, technological, professional fields and in the Portuguese language and culture.
Age level from: 15 to 18
Professional
Specialized Technology/
Specialized Vocational
Higher education in Portugal is divided into two subsystems:
- university education and non-university higher education (polytechnic education)
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- it is provided in public and private universities and non-university higher education institutions (both public
and private).
The two systems of higher education (university and polytechnic) are linked and it is possible to transfer from
one to the other. It is also possible to transfer from a public institution to a private one and vice-versa.
Permeability between the courses is guaranteed. The teaching and practice of technical, technological orartistic courses are provided by vocational schools and special schools for education in Arts.
In order to develop personal and professional competencies, legislation has been passed to approve the
stimulation of post-secondary-level technological specialized courses (CET). These courses qualify for the
exercise of a profession (Level IV) and enable people to pursue studies at higher education level.
Students may fail according to their poor performance in the several subjects (negative grades) and there is still
a high percentage of school drop outs before the accomplishment of compulsory school.
3.1. Process of becoming a School Director
The process of selecting a head teacher involves two stages, a candidature open to all state and private school
teachers who meet the requirements, and a prior evaluation and selection by the General Council of the
candidate to be nominated to the post. The Director is elected by a General Council with representatives of the
school and the community. The applicant must have either three years of management experience, or preferably
a degree in school administration, and must also have a relevant CV. The candidate must submit to the Council
an Action Project for the four years of the term of office. The final interview is crucial for the application to be
elected through vote.
The post of Head Teacher can be held by one person only, who shall also become the president of the
Pedagogical Council. Being in charge of the administrative, financial and pedagogical management, the Directordesignates those responsible for the coordinating organizations and for pedagogical supervision. The option of a
single leader does not necessarily imply a break from school management, since the Head Teacher is supported
in carrying out their duties by a Deputy Head Teacher and three assistants, of his or her own choice. The aim of
this option, however, is to identify, clearly and unequivocally, the main person responsible for consolidating their
formal authority by being the last link in the chain of educational administration, in order to assume
responsibility and public accountability for the management of various resources at the disposal of the school.
3.2 School autonomy: do you have it or not?
The autonomy of schools is limited in Portugal. The curricula are set by national authorities, as well as funding,
time and form of organization.
Schools that are evaluated as Excellent by the Inspection may require a contract of autonomy that allows them
to recruit staff and set their own curricula with funding. Nevertheless, most schools have no autonomy.
Concerning the consolidation of school autonomy, the Government holds that self-regulation of schools should
translate into an investment in the quality of education, in order to improve learning and educational success
and that the powers of administrative and staff management should be consolidated with contracts for
autonomy, established between the Ministry of Education and the school, following the results of the external
evaluation process undertaken by the General-Inspectorate for Education. The aim of consolidating school
autonomy has been criticized by all sectors of public opinion and subsequently reaffirmed in political discourse
and established in legal standards. However, there is a belief within school and academic circles - whether as a
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result of the process or from empirical research - that autonomy has not translated into real results on the
ground, so that it has been more about changes in management practices with little significance to schools.
It needs to be noted that schools which developed trial projects in flexible curriculum management and adopted
a more pro-active attitude expanded some of their margin of autonomy. However, in most cases, genuine
autonomy was not encouraged by the educational administration, with the exception of cases where autonomy
contracts were signed (at schools considered as of Priority Intervention due to academic underachievement and
low socioeconomic conditions) a practice which was applied regularly from the 2005/2006 academic year
onwards.
Thus, the creation of the figure of head teacher with the profile, authority and powers previously described, the
teacher performance evaluation system introduced in January 2008 and the formal introduction of accountability
and management with contractual guidelines between school and government are, in the Government s view,
the necessary preconditions for autonomy to be exercised in a suitably responsible fashion.
Within the legal framework established, accountability is to be organized, on the one hand, as soon as possible
by the participation of those interested parties and the community concerned in the strategic leadership body
and the choice of a head teacher and, on the other, by the development of a system of self-evaluation and
external evaluation of schools. Only after meeting these preconditions does the present government believe it is
possible to go forward in a sustainable way with the consolidation of school autonomy.
At most, schools are granted the power to organize themselves, and to create structures and have them
represented on the pedagogical council, abiding by the limit on the number of members. They should strive to
create the conditions for student success and for the emergence of pedagogical leadership which will, first and
foremost, exert its power of pedagogical self-management.
It is interesting to note that this process has mobilized educational partnerships and public opinion in general.
Various educational partners were consulted at institutional level, as provided for by law: the National Council
for Education, the Schools Council, the National Association of Portuguese Municipalities and the National
Confederation of Parents Associations, who drew up written partnership agreements, as did teachers union
representatives.
TEACHERS RECRUITEMENT
In the last twenty years the political discourse of the different governments has sustained the notion of the
autonomy of schools, and with it, the political intention to transfer the responsibility for teacher placement to
schools. However, several difficulties, namely years of centralized administration, the complexity of situations,
changes in Minister of Education titleholders, and the position of teachers unions (who fear that transparency
and equity would be prejudiced), may all to a certain extent justify the fact that teacher placement at the school
level only took its first steps in the 2006/07 academic year.
3.3. Why it is useful or would it be useful
The autonomy of schools would allow the definition of a best suited curricular project to each school s students
and their socio economical conditions; it would also allow the school to work on an Identity Educational Project
which, in conjunction with the School Rules, would effectively distinguish the school, thus sustaining a clear
choice for parents. Moreover, autonomy would allow the school to recruit its human resources according to their
greater identification to the project itself. Furthermore, it would foster an opening to the nearby environment, as
well as the establishment of partnerships with universities and scientific institutions which would also support
the curricular project and the schools goals.
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4. Discipline and bullying
4.1. Why these rules?
Discipline and students behaviour regulation compete to teachers and non-teaching staff. The rules ofconduct are described in internal regulation and in Law itself, through the Students Status. Indiscipline is
very high in many schools located in poor social environments or of racial heterogeneity. At our school
indiscipline is not too severe. However, cases of violence, disruptive behavior and bullying have been
increasing.
4.2 Constraints
The behaviour rules are too restrictive and its failure may involve penalties. Violent students are punished
with mandatory community work or, in really offensive/disruptive situations, with the suspension of
school activity which can range from one to nine days. The always insufficient number of non-teaching
staff and the very large school size may also contribute to the occurrence of more indiscipline and bullying.
As a last instance, students whose negative behaviour has repeatedly caused them to suffer penalties, may
be transferred into another school (an enormous bureocratic process that needs approval from the
Educational Directorate General).
4.3 Successes
The Board, with the support of experts and of Parents Associations, has developed a preventive action
and information on the topic of bullying. The role of directors and the board of classroom teachers has
been crucial to the detection and resolution of cases of violence or bullying.
The Board is concerned to ensure a safe environment at school for all students.
5.How Green is your School?
5.1 What makes my School Green (or not)
Since the present Director started her functions there have been a number of changes directed to turn the
school greener, as follows:
- Selected garbage collection and recycling of materials;
- Decreasing the use of paper;
- Systematic email communication;
- Using MOODLE platform for the dissemination of teaching materials and all relevant information;
- Development of a Project on Environmental Education (EcoEscolas);
- Projects for the improvement of the school premises;
- Stimulation of projects on environmental studies;
- Studies on how to increase the use of solar energy at school.
5.2.What needs to be done?
We are working on the improvement of the school premises as well as on how to use more solar energy at
school. We aim at decreasing financial expenses with paper, motivating for the development of a green
School and implementing our green school project.
We also need to create a project persuading our younger students into being cleaner with their rubbish
thrown on the ground.
Smoking and cigarette butts right across the school entrance during breaks are another problem to besolved.
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5.3.How do you intend to achieve it?
Well keep on working on projects to turn the school greener and the younger students cleaner.
Financial constraints must be overcome in order to achieve better environmental conditions at school and
less energy consumption.
5.4 Your idea of a Green Dream SchoolThe green school uses less non-renewable energy, reduces the production of waste and reuses what is
possible. The green school manages to work effectively with fewer non-renewable resources.
The green school creates welcoming environments for study, leisure and sports.
It promotes a healthy diet.
It creates equal opportunities for everyone to learn, succeed and feel well.
It is a school with a future and for the future.
6. SWOT analysis of Your School
STRENGHTS
- Students achievement
- High teachers responsibility- Additional support for students with special education needs
- Study room for individualized teaching support
- Curricular development centered on projects
- Application of Intermediate National Tests
- Two libraries belonging to the Network of School Libraries and another one about to be integrated
- After school care supporting families for the 1st
and 2nd
cycle schools
- Parental involvement in their childrens education
- Support Office to the National Exams
WEAKNESSES
- Exiguity of leisure and study rooms
- Retirement of many teachers
- Students failure in accomplishing with conduct standards
- Insufficient Extra-Curricular Activities
- Poor operational Students Support Service
- Absence of a schools psychologist
- Insufficient number of support staff
OPPORTUNITIES
- Location of school in the city centre
- Modernization of school buildings in 2010
- Positive image of the school
- High expectations from parents
- Involvement of the education community in enhancing autonomy
- Definition of a new teaching professionalism
- Maths Action Plan
- Reading Action Plan
- Partnerships with national and international institutions
- Promotion of projects and activities by parents
THREATS
- Teachers dissatisfaction with changes within the Status of the Teaching Career
- Instability of the schools board of teachers
- Instability within the definition of the Schools Network
- Inadequacy of the schools training offer to the necessities of this grouping ofschools- Aging population of the urban centre
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