The project aims to develop adaptive expertise (AE) to foster an effective learning environment.Context/background of the project:Classroom situations are increasingly complex. Migration, societal diversity, EU member states' policies on inclusion... make classrooms more diverse. To increase quality in education, schools and teachers must find ways to address the diversity challenges and foster effective learning environments to optimise teaching and learning. Based on the partners' practical experiences such as teaching, supporting schools, talking and listening to teachers and students, and other empirical knowledge, the partners have concluded that much more can be done to teach effectively and efficiently in a diverse environment. The partners observe that many educators struggle to adapt their practice to the needs of the learners. They almost always implement the same routines i.e. they struggle to use the broad spectrum of formative assessment and to use these results as an inspiration to differentiate. The partners note this routine expertise is still the daily practice in many schools. The academic basic of this project is research done by the University of Auckland New Zealand and the OECD. This academic research tells us that adaptive expertise of teachers and a corresponding policy on adaptive expertise in schools is a promising way of tackling routine expertise and coping with the current educational diversity. It tells us further on that (1) updating and expanding teachers' professional competences are especially important in order to achieve the ambitious of education systems and (2) schools with adaptive expertise are ahead of the current debate in policy and research. They inspire to cross the bridge between research and practice from the other side by translating practice into research. So this project aims to tackle the outmoded form of teaching in order to create new tools to support schools, teams and teachers to become adaptive experts and to realise a policy on adaptive expertise. Objectives:This consortium aims to develop adaptive expertise to foster effective learning environments. The consortium will do this by creating an inspirational guide with underlying practical tools that support the implementation of AE into the daily school practice. The ultimate goal in practice is to engender better teaching that result in better learning for all students (teachers adapt accordingly to diversity to help every student learn better and become effective self-directed learners).The ultimate goal at policy level is to put adaptive expertise on the political agenda and change the emphasis from routine expertise to that of adaptive expertise. To realise these goals, the consortium shall develop 5 intellectual outputs (O):O1: an inspirational guide on state-of-the-art AE based on shared influences and experience of practice and theoryO2: building blocks for inquiring adaptive expertise through formative assessmentO3: building blocks for scaffolding AEO4: a collection of adaptive practicesO5: a Digital Learning Environment (DLE) to support educational professionals in inquiring and enhancing their AETo disseminate and exploit these results, the consortium will implement multiplier events focused on informing, discussing, investigating, sharing and adapting (in an iterative way) the process and results of the O's.Target Groups are:- local: teams of teachers, school leaders in the project countries and extended to Europe- regional/national: advisors, school-supporting organisations, oversight bodies, Universities of applied sciences (teacher training institutes) Methodology:The consortium will start with the development of the inspirational guide on state-of-the-art adaptive expertise. This will be the foundation to develop building blocks and a collection of adaptive practices to support the realisation of adaptive expertise in practice. By using a DLE, the consortium can support educational professionals in inquiring and enhancing their AE. The consortium will present and optimize all Os using dedicated presentations and discussions with the target groups. Through an international conference and course, they will further spread AE. We envisage impact on 4 levels:- partners: they enhance their knowledge, skills on adaptive expertise- staff-members of partners: they use the acquired knowledge, insights, skills to realise an 'expertise centre' on adaptive expertise - the target groups: they enhance their knowledge, skills on adaptive expertise, realise or support adaptive expertise and realise a policy on adaptive expertise- systemic: adaptive expertise is an overarching approach to address segregation and inclusion in schools, and should be on the political agendaLonger term benefits:A guide and tools for adaptive expertise remain freely available for ongoing education and to those who are interested in AE.