ANNEX L4

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ANNEX L4
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Learning to Lead

• Pathways for School Management
• in a challenging European Era

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Partners

• Teacher Training Centre, Cluj, Romania
• Centre for School Improvement, Derbyshire, United
  Kingdom
• Centro del Professorado de Sierra de Cadiz, Spain
• Vrije CLB-Koepel, Brussel, Belgium

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Budget

• Total of approved budget 146.762 euro
• Percentage financing 46,29
• Maximum grant amount 67.923 euro
• Eligibility period 01.10.2005 to 30.09.2008

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Justification Two challenging Tensions

• Quality assurance mainly by assessment of
  outcomes (external control) versus more autonomy
  and self development of individual schools.
• Measurable outcomes versus handling diversity
  among students and personal development of each
  individual pupil.

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Main questions to start from

• School leadership faces new challenges
• How to cope with increased attention to managing
  quality in schools?
• How to deal with both external and internal
  quality management?
• How to deal with external measurement of outcome
  variables?
• How to reconcile this with the inclusion agenda
  and the emphasis on personal growth of each
  child?
• How international tendencies are implemented in
  the daily practices of schools and training
  centres?

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Project Plan

• 1st year inventory of practices and tendencies
  in the partners environment Composing a
  reader of basic source materials
• 2d year analysis, searching european coherence
  and course setup
• 3d year dissemination at local area (pilot
  seminars) and at european level An open Comenius
  course

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Expected Outcomes

• European headlines in quality management and
  development of schools as learning organisations.
• A syllabus of knowledge, tools and strategies for
  qualitative school leadership and permanent
  development.
• Life Long Learning towards sustaining leadership
  in a challenging school world.

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Target groups

• Head teachers of primary and secondary schools
• Advisory and support personnel, inside- or
  outside the school
• Staff of teacher training institutions,
  pre-service and in-service
• Regional education authorities, members of school
  government, inspectors,