The basis of the master's thesis is the autonomous creation and implementation of educational plan which was initiated in primary school. Most schools were challenged by the novelty. At the beginning of the process a relief was felt in Slovenian schools, for something was finally being done in the field of education. A lot of interest was shown by professional educational institutions as well, gradually leading schools through the process of creating the new document. School individuals participated in educational plan events held by various organizers. As the results of the written changes were fairly slow, the initial excitement soon turned into disappointment and the feeling of failure in most schools. For this reason, our school thoughtfully dealt with the creation and implementation of the new document, with the intention of a long-term effect. At first it was crucial to gain the interest and motivation of the school professionals, forming a community that exchanges experiences, interacts, actively participates in identifying and solving problems as well as monitors the process of changes on their own initiative. The thesis introduces a research on establishing collaborative community of school professionals as a result of the creation, introduction and monitoring of educational plan in primary school. In the theoretical part, our aim was to establish the reasons for changes and bring these changes permanently into school practice. Practice examples of successful changes in schools were introduced by active participation and integration of the participants along with the characteristics of the participants in the process of changes, the process itself, as well as the process phases. Based on the theoretical part, a basic model of establishing collaborative community in school was formed. The National Education Institute Slovenia recommendations regarding the creation and monitoring of educational plan were insufficient, which is why our school initiated an active research. The basic model of establishing collaborative community in our school was tested and supplemented through the establishment of education plan in four stages of action research. The focus was set on the phase development of the model through the actions of mutual integration, opinion agreement and tolerant communication. In the initial phase, as the problem identification was taking place, the combination of the bottom-up and top-down approach made the problem starting point more understandable. In the following phases the initial part of the process was still in progress, intended to form a steering group, introduce the problem and plan further group work. It was only in the fourth phase that the whole community became active. In various consecutive activities the employees, operating in small groups, first identified the fields of change, coordinated them and chose the most suitable solutions with mutual agreement. Next was the phase of actualizing the suggested changes. The steering group drew the attention of the whole school community to participate in various activities while monitoring the process of changes. The evaluation was followed by the phase of providing a durable process of changes in the future. A successful, never-ending process identifies the need for changes and enables them when necessary. The steering group needs to surpass stagnation or regression and ensure the liveness of the process. The presented model of collaborative community along with the process phases also presents the characteristics of the participants and the process itself. By ensuring appropriate motivation of the community and considering individual school features, the model can also be applied in other Slovenian schools in the process of initiating changes.
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