RESPOND Project

Transnational development of initial framework for data collection on facilitating and impeding factors in teacher professional development and school development within the project focuses and development of work packages with relevant activities and results for each of them.

Individual country initial data collection based on previous professional learning experiences of the participants in order to identify factors that facilitate and impede development in particular situations that involve given spheres of action and developing competences within the focuses.

Transnational development of support guidelines and sustainability indexes based on identifying and implementing ways of increasing facilitating factors and decreasing impeding factors in each focus.

Individual country main study data collection based on current ongoing professional learning experiences together with testing of support guidelines and implementation of sustainability indexes.

Transnational data analysis and production of report in order to define optimal characteristics of professional learning experiences and identify ways of maximizing their impact so as to render teacher professional development sustainable within the context of corresponding learning environment development.

The project focuses are developed according to specific networking implementation activities carried out by the partners involved in the project within their particular countries. These activities involve successive cycles of workshops, ongoing data collection procedures, production and experimentation of models and tools, analysis, and discussion meetings. Each country provides a specific contribution related to the skills and expertise of each partner organization.

The networks of schools in each partner country actively participate in each phase of the project in terms of being consulted in order to identify their needs and obtain their point of view while planning, informed of all decisions taken and the ongoing data collection and monitoring processes that take place, and involved as protagonists in all the activities conducted.

There is a multilateral flow of exchanges from and to each partner country and its network of schools so that all the participating schools, teachers, classes, and learners can be a part of and gain benefit from the project. Each of the activities foresee opportunities for all participants to provide feedback and feedforward at each one of these participation levels.

Five Transnational Project Meetings (TPM) are held during the project.

Each TPM deals with the following questions:

Overview of the ongoing planned activities.

Assessment of the activities already conducted.

Planning of future activities.

Analysis of proposals for organizing and conducting Learning, Teaching and Training Activities (LTTA).

Budget and time management issues.

Four Learning, Teaching, Training Activities related to each of the project results are held during the project. Each one leads to the production of materials for a specific project result that permit experimentation within and beyond the network of schools created by each partner organization, together with subsequent data collection and analysis exchange.

Four Multiplier Events are held to permit dissemination of the project results beyond the network of partner organizations and the networks of schools created by partners within their countries. These enable participation on the part of teachers from participating schools who have not been directly involved in the project, teachers from other schools, representatives of local educational authorities, representatives of teachers’ associations, teacher educators and student teachers, school leaders and advisors, researchers in the area of professional and school development.