<< Background >>The demands of working with children in more challenging contexts suggest a need for in-service training that enables educators to become more sophisticated and responsive in relation to the effects of context, especially regarding the learner’s (child’s) diversity. This applies for school and preschool settings. According to TALIS 2018, educators participating in professional development (PD) events focused on teaching in diverse classrooms tend to report high levels of self-efficacy in teaching in diverse environments (OECD, 2018). Many data, findings, as well as practitioners and researchers agree that PD educators have a crucial role in assuring quality of professional development of educators. In spite of teachers educators having a status of unique profession it is surprising to observe that from a policy and research perspective, PD educators have been neglected for a long time (Lunenberg, Dengerink & Korthagen, 2014). There is also a broad consensus among researchers, organizations and policy makers that the quality of Early Childhood Education and Care (ECEC), and ultimately the outcomes for children and families, depends on well-educated and competent staff. At the European level, the importance of a qualified workforce is acknowledged in the revised priorities for the strategic cooperation in the field of education and training (European Commission, 2015); it identifies professionalisation of staff as one of the key issues for further work in ECEC, which states that ‘professional development has a huge impact on the quality of staff pedagogy and children’s outcomes’.<< Objectives >>As stated, the goal of this project is to support recruitment, selection and development of PD educators and improvement of in-service professional development (PD) of educators on EU and non-EU level in a way that promotes social justice, interculturalism and human rights in education.Specific objectives are:- to establish transparent and mutually agreed definition of high quality of PD events for educators which promote social inclusion, interculturalism and human right in education;- to strengthen the capacities of Partner organizations and PD educators for providing the high-quality PD events that are in line with social justice, interculturalism and human rights;- to strengthen organizational capacities for improvement of the recruitment, selection and development of PD educators and to enable opportunities for certification policies on EU and non-EU level.Our long-term goal is that we assure support on EU and non-EU level to recruitment, selection and development of PD educators, members of the ISSA network and beyond. Thus, ISSA firstly, but also all partners will invest further efforts to become key elements in growing high quality PD educator networks across the EU.<< Implementation >>Activities that will lead to achievement of project specific objectives are:- Review and analyse of the existing practices of recruitment and professional development of PD educators in the European context with special focus on practice within ISSA network - IO1;- Development of “Principles of Quality in Education of educators” (PIQET) and instrument based on PIQUET in order to monitor the impact evaluation - IO2; - Implementation of PIQET during PD online off-line events in CRO, BIH and SLO (non-cost);- Development of 3-days training module course for PD educators to equip them to implement PIQET - IO3;- Implementation of 3-days training modules through training for PD educators - C1;- Development of Handbook that will contain a concise description of examples of implementation of PIQET in practice of PD educators - IO4;- Dissemination activities will be led by ISSA along with multiplier events (national conferences in CRO, BIH and SLO) and online dissemination event (ISSA).We will execute 4 Project Meetings (PM) and appoint a Steering Committee who will monitor Quality Assurance Plan (QAP), Communication and Dissemination Plan. Process and impact evaluation will be executed. For impact evaluation we will develop instruments based on PIQET and it will be used pre (before C1) and post (at the end of the project) implementation of PIQET. The Steering Committee will also meet via regular Zoom meetings.Members of project consortium will attend 1 learning teaching training event - LTT - 3-days training module (C1) which will also contribute to developing the pilot module for training. The module will comprise goals, content, process and forms of actions, time framework and all materials, needed for the training conduction.<< Results >>Out of this project, expected results are:- Achieved mutual understanding of PD quality, on organizational (Partners) and individual (PD educators) level, through setting up PIQET principles;- PD educators will improve skills of for self-assessment, peer-to-peer assessment and reflection on quality of PD;- Partners organizations and ISSA members will improve their knowledge of how to improve competencies of PD educators in a way that promote social justice, interculturalism and human rights in education;- Partner organizations will apply of new innovative methodology of recruitment, selection and PD development of PD educators;- Key stakeholders will be more aware of the need to support quality professional development of PD educators and enable opportunities for certification policies on EU and non-EU level.

The DiDeSu project aimed to empower teachers develop focused interventions in terms of instructional methodology in order to help all students to improve and experience happiness and success. In particular, the project aimed to promote teachers professional development that would lead teachers in acquiring the necessary skills and knowledge to effectively apply differentiated instruction, thus being able to respond to the needs of all students in mixed ability classrooms. Furthermore, the project promoted and supported the establishment of an ethos of collaboration within every individual participating teacher enabling them to rely on their own knowledge and expertise, to apply peer coaching practices, to jointly design lessons, to develop instructional material, to observe lessons of their colleagues,to evaluate, to reflect and to improve their practices. The DiDeSu moodle learning platform also provided opportunities for collaboration between teachers from other schools and different areas and from all participating countries the. The outcomes of the project will be accessible not only to the participating institutions, but to anyone interested in the topic via the utilization of contemporary ICT tools, like web-pages, discussion forums and e-classes.Based on the above, the specific objectives of the project were:1) To provide training and support to teachers (primary school) in order to apply differentiated instruction.2) To develop school based training schemes, based on peer coaching approaches. 3) To create on-line tools that enhances collaboration, communication and exchange of good practices. The main outcomes of the project included the design and delivery of two teacher training courses on the topics of differentiation of instruction and lesson observation/evaluation/feedback (2 series of seminars each consisting of 15 instructional hours to be offered twice in each participating country). These seminars were delivered in all the participating countries in the mother tongue of the participants. Teacher trainers who delivered these seminars were trained in advance by distinguished scholars/researchers (2 seminars, one on differentiation and one on lesson observation/evaluation/feedback,each having a 5 day duration). Teachers were constantly supported by the experienced trainers throughout the duration of the project: teacher trainers visited teachers at schools to help them design lessons, to observe their instructional practices and provide constructive feedback and even organize co-teaching sessions. All the material prepared by the teachers and their trainers were uploaded on a web platform, an e-class accessible to all the participants and also were opened to anyone else interested in the topics at hand. The e-class supported material in the language of the participating countries, as well as material in English (some key aspects of the work was translated into English in addition to some key readings about differentiation and lesson observation). Further to the e-class, a book was prepared in English to disseminate the good practices that emerged in the course of the project. The potential long term benefits of the project were that the project helped in the development of practices of teacher training that continues to be implemented after the completion of the project.

Context/background:Although reflection is mentioned as a key competence for educators, teachers are usually expected to reflect on their practice on their own, filling out documents. Reflection is rarely developed with the help of collaborative/connection based and personalised (let alone joyful) processes. However, when reflection is done with meaningful, motivating and collaborative methods, it facilitates true learning and a shift in the quality of education and care. Carers and educators become more aware of their professional role towards children and families, and value the points of views and the feelings of others. Such reflective methods stimulate the active engagement of teaching staff in continuous learning, promote systematic and positive support for professional learning within every school and increases teachers' sense of belonging and appreciation. Although every country requires teachers to follow a Continuous Development Path (CPD) where reflection on practice is required, methods other than guided questions are rarely available. This creates a need for processes where reflection is not a complusory, boring element to be ticked off the list but a process that brings motivation and job satisfaction to practitioners' CPD. Project aims: Introducing collaborative reflective methods in 10 ECEC services/primary schools in 4 countries for practitioners/teachers working with children aged 0-10 to support them in learning how to negotiate, to increase their empathetic competences, to regain motivation in their job, to look at their practices with a ‘discovery attitude’, and appreciate value diversity - and facilitate intergenerational learning within the staff. REC project aims to raise awareness on the importance of making reflection part of the lifelong learning/continuous professional development path for teachers/practitioners in a collaborative way, tailored to the staff's needs. Methods and good practices already exist, however, REC partnership aims at treating them in a systemic way and offer schools/ECEC services a variety of choice so they can choose the reflective methods that suit them the best. In this partnership, we will develop a framework that helps to tailor reflective methods to the different needs and possibilities of educators and carers dealing with children from ages 0-10 - since quality early childhood education and care is of key importance. Our initiative offers methods for building resilient practitioners' communities from a professional and personal points of view so they can face systemic challenges on a lower level of stress, leading to more successful cooperation among colleagues and with families.Project activities: - A European report will be written on the available reflective practices in Europe, with a detailed focus on the partner countries, mapping the gaps between the needs of professionals and current practice with the help of an in-depth survey, following our initial descriptive survey- Collaborative reflective methods will be implemented in 10 ECEC services in the 4 European countries, tailored to their needs, bringing real learning experience and increase in the quality of daily practice - Based on the introduction of reflective methods in the 10 services, a practical guidebook will be written and made widely available on how to choose the reflective methods that suit the specific ECEC institution/school - An impact report with policy recommendations will be available for professionals related to education based on the implementation of regular structured reflection in the 10 ECEC services/primary schools to raise awareness with policy makers, teacher training institutes and other education-related professional organisations - ECEC practitioners/primary school teachers will be able to share experience and exchange good practices from the different implementation processes and visit Belgian ECEC centers where reflective practices are already integrative part of practitioners' livesExpected results:1) Practitioners have the skills, knowledge and methods to reflect on their practice systematically.2) Concrete improvements in quality in 10 ECEC services/schools in 4 EU countries. More positive attitudes and behaviours amongst participating ECEC practitioners/primary school teachers regarding their daily practice.3) Important stakeholders (professionals and policy makers related to education, NGOs, teacher training institutes) recognize the importance of effective and collaborative reflection in CPD of ECEC practitioners/teachers.ECEC services, schools and teacher training institutes are open to promote collaborative reflection as part of the continuous professional development more actively.

The project was based on research outcomes and findings directly from the field, which confirm that the key factor of success of Romani children in education and their social inclusion is early enrolment in quality ECEC (Early Childhood Education and Care) programs. On the other hand, these findings also show that Romani children are still less enrolled in ECEC programs. This is the reason why it is essential for preschools to be more actively involved in including Romani children in ECEC programs, even though they often face various obstacles in ensuring inclusion and lack a holistic support in the process.International consortium of the project formed the leading organization Educational Research Institute from Slovenia and three other international project partners - Centre for Education Initiatives from Latvia, Skola dokoran – wide open school n.o. from Slovakia and Clovek v tisni from Czech Republic. All partners are non-profit private organisations except Educational Research Institute, which is a public institution. The aim of their work is enrolling Romani children respectively children from socially and economically disadvantaged environments into ECEC programs, what they want to achieve with professional development of ECEC professionals.In order to provide accessible and high-quality ECEC programs for Romani children and their parents the project specifically focused on the following areas:a)Raising awareness of professionals about the importance of education and ensuring social justice in childcare and education.b)Carrying out activities for Romani children who are not enrolled in preschools.c)Empowering Romani parents with regard to childcare and encouraging child development.d)Building trust and connecting preschools with various actors within the local community.Holistic and simultaneous action of preschool on all these areas significantly contributes to a more successful enrolment of Romani children and their parents in ECEC programs.In order to reach this aim partners from the international consortium developed four educational modules in English (Results 1, 2, 3, 4). Four international trainings were then carried out based on these modules covering all areas of the holistic module (a, b, c, d). Each partner modified these modules for their national contexts and based on them conducted four trainings for national partners respectively ECEC professionals. Activities for Romani children who are not enrolled in preschools, activities of informing Romani parents on importance of enrolling their children in preschools and activities of empowering parents with childcare were carried out after these trainings. Materials for Romani children (Result 5) and materials for parents (Result 6) were developed with the aim of including them in the planned activities for children and parents as well as for wider audience. National Guidelines were developed in each of the participating countries for ECEC professionals, local authority representatives and policy makers (Result 7). International Guidelines were also developed for wider European audience (Result 8). A final publication presenting the complete picture of the project was developed at the end (Result 9). Results and effects of the project were disseminated at roundtables, at the final conference and through other channels. Strengthening personal contacts, cooperation and trust and making more acquaintances were perceived with Romani children, their parents and ECEC professionals. Children and their parents gained a better insight into the preschool work and gained trust in preschool as institution. ECEC professionals raised awareness about the importance of inclusion of Romani children in ECEC programs and became more sensible in recognising and overcoming prejudices and stereotypes about the Roma. They also gained professional competencies for carrying out activities for Romani children who are not enrolled in preschool and informing Romani parents about including their children in preschool. As a result of the professionals’ work, greater parents’ competencies were perceived. Children learned new skills in different areas of their development. Parents showed greater interest in enrolling their children in preschool which also led to a larger number of enrolled children. Preschools connect more with the key stakeholders from the local community, wider professional and nonprofessional audience is more informed and interested in the holistic module of enrolling Romani children in ECEC programs.

In recent years, more and more investments have been made to expand the number of kindergartens and nurseries in the European member states. Now, after the quantitative expansion, efforts are being made to increase quality development and assurance in the facilities. International studies show that children in high-quality institutions experience positive adult-child interactions more often and have higher self-regulation abilities. In this context, the professionalism of the early childhood educator is an important indicator of whether children feel comfortable in the institution and whether the visit is beneficial for the development of the children. Therefore, the focus of this project lies on the knowledge and skills of the early childhood educators.On the basis of a needs analysis, which is available to the interested public in an interim report, it is determined what specialists know about pedagogical quality and in particular about the quality of interactions in institutional education and care settings (N= 300). Parallel to this, an interaction quality measurement will be carried out in 50-60 educational institutions. Based on this current state, a flexible training program with digital elements will be designed, tested and evaluated. The aim is to enable early childhood educators to develop and ensure the quality of interaction on an individual basis. The advanced training program consists of diverse learning parts (50%), live groups (30%) and individual coaching (20%). The advantage of having both settings, the diverse learning and the live groups, taken place online, is that it saves time and resources of the early childhood educators when attending further trainings. During the training two additional interaction quality measurements take place in the participating institutions. These results are discussed and reflected in two individual coaching sessions with the early childhood educators on site.In addition, both the participating early childhood educators and the coaches keep a learning diary, which will be evaluated after the implementation. With the development, testing and evaluation of the training concept, it can be ensured that scientific standards are developed in practice by early childhood educators at local and international level throughout Europe. The other evaluated educational modules can be used flexibly and in a variety of ways (education of early childhood educators, advanced vocational training as well as in pedagogical counselling).A digital tool for self-evaluation and self-assessment of the interaction quality for skilled early childhood educators will be developed from the results of the evaluation of the tested training program. In the future, this tool will be used by skilled early childhood educators both as a starting point and as a conclusion of further quality development processes. The simple and self-explanatory handling enables skilled early childhood educators to carry out quality development and quality assurance processes professionally on site.The consortium of project partners consists of a network of experienced institutions that share the capacity, expertise, experience and access to implement interaction quality processes in their daily practice. Against this background, the project partners consist of host institutions, scientific institutions and public institutions. The host institutions consist of an association of institutions where early childhood educators are employed. The access to these institutions is particularly important for the needs analysis and the testing of the training modules. The scientific monitoring of the development and evaluation of quality development processes in practice can be guaranteed by the participation of university and scientific research institutions. Public institutions are responsible for local quality development and assurance at both regional and national level. As stakeholders, they make an important contribution to the sustainable implementation of the content.The digitalized elements and the translated documents in English and in the languages of the project countries, the training program can be therefore used and disseminated internationally and transnationally.