Spain: Retain final conference

FINAL CONFERENCE
Brussels
21st April 2016
The RETAIN Project is supported by The
Lifelong Learning Programme

OUTLINE
1. Procedure - school selection & characteristics
2. Diagnostic phase - work-related stress
3. Intervention tools - Shared Vision & World Café
4. Good practice - a case study
Final Conference Brussels 21 April 2016

1. PROCEDURE: SCHOOL SELECTION
➢ There was a public contest for the participation of schools in Catalonia in the project.
➢ A letter was sent in which the main lines of work of the RETAIN project were explained.
➢ From the responses, five government-subsidised private schools were finally selected.
These schools are in the provinces of Barcelona, Tarragona and Girona, in Catalonia .

1. PROCEDURE: SCHOOL SELECTION
➢ The main selection criteria were:
1. sample project requirements were fulfilled;
2. that during the duration of the project, schools could not be involved in other
processes of change or in the development of other projects;
3. schools should have novice teachers.
➢ In each organization, work has been carried out with three different groups: management
teams, senior teachers and novice teachers.

AN IMPORTANT ASPECT OF PARTICIPATING
SCHOOLS IN CATALONIA
In the schools we visited, there appears to be no brain drain with
teachers leaving their posts. Teacher remain for reasons of
vocation and job security. Nevertheless, teaching staff are
unmotivated, appear stressed, and this ultimately hinders the
development of new talent.

SCHOOLS

CHARACTERISTICS OF THE SCHOOLS

2. DIAGNOSTIC PHASE: FACTORS THAT LEAD TO
WORK-RELATED STRESS
1. Ambiguity and role conflict:
a) new functions
b) diversity
c) limits to the teacher’s role
d) the use of ICT
DIFFICULTIES RELATED
TO TEACHING
DIFFICULTIES RELATED TO
ORGANIZATION (organizational
context)
1. Perception of low participation
2. Poor communication
3. Lack of recognition
4. Strategic planning deficit

DIAGNOSTIC PHASE: FACTORS THAT LEAD TO WORK-
RELATED STRESS
1. Role ambiguity: What is the scope of the teaching role:
a) new functions such as handling family conflicts (dysfunctional
families) for which teachers do not feel trained. Is such work the
teacher’s responsibility?
TEACHING TASK

b) Another source of role ambiguity was found in some of the centers, for reasons
arising from the diversity teachers have to cope with and the lack of training /
information they perceive they have.
TEACHING TASK
RELATED STRESS

c) limits or boundaries of the teacher’s role:
• receiving mail from parents, the school, at
weekends, and not knowing whether to answer
or not.
• urgent demands for a quick response from
message senders that come during non-contact
hours and interfere with teachers’ work-life
balance.
TEACHING TASK
RELATED STRESS

TEACHING TASK
d) ICT
RELATED STRESS

DIFFICULTIES RELATED TO ORGANIZATION
(organizational context)
RELATED STRESS
1. Perception of low participation
2. Poor communication
3. Lack of recognition
4. Strategic planning deficit

affects
DIAGNOSTIC CONCLUSIONS

3. INTERVENTION TOOLS
VISION
The purpose of this tool is to provide an overview of the values that make up
the vision, purpose and project organization.
The term ‘vision’ is used for an intervention in which the group members or
organization, develop and describe their vision of what they want the
organization to be in the future.

INTERVENTION TOOLS
WORLD CAFÉ
World Café is a methodology that enables the
generation of informal conversation networks and
social learning. It promotes dialogue and the
exchange of experiences among a large number of
people on relevant issues within an organization.
The spirit of this process is to enable the
generation of new ideas, proposals, agreements
and plans for creative and innovative action.

The kind of activities we have implemented...
SHARED VISION: Teachers Team
WORLD CAFÉ: Teachers Team
SHARED VISION: Improvement Projects
SHARED VISION: Organizational project
SHARED VISION: Teacher’s Role

...and the people who have taken part in the activities
Teachers team. Primary School. 40 people
The whole school. Primary and secondary teachers &
managers. 50 people
Teachers team. Primary school. 40 people
The whole school. Primary teachers & managers team. 25 people

The Shared Vision tool has allowed us to:
1. jointly explore issues of concern to the vast majority of teacher teams and
management teams.
2. show that participants have ideas, beliefs and visions which are often shared, and
which have not been reported before. This has encouraged a climate of cooperation
and trust.
3. share ideas, allowing for the emergence of collective intelligence, beyond individual
talents.
RESULTS - IMPACT

RESULTS - IMPACT
4. achieve a significant impact over a short period of time (Nausicaa & Vedruna)
5. provide a space for dialogue and guided reflection, which serves as a starting
point to begin working in a more cooperative way
6. obtain higher levels of satisfaction as participants perceive themselves as part
of a project, in which they are active agents.

4. GOOD PRACTICE: CASE STUDY
Semi-private secular school. Located in the centre of Barcelona. It's a
small school. The management team, consisting of three women, is a
recent addition. The previous management used to work in a much
more hierarchical way when issuing guidelines, and the current
management team wants to change this culture. They want to
introduce a more participative style of management, in which the
whole staff is involved in the formulation of goals and the
achievement of results
THE SCHOOL

GOOD PRACTICE: CASE STUDY
DIAGNOSTIC EVIDENCE
After the diagnostic phase, we noticed the lack of a common vision for the school.
The lack of a clear vision is a source of unease and concern for the management team,
who also transmit this to the teaching staff, through a lack of clear guidelines and a
sense of disorientation.
All this creates stress, lack of motivation and not knowing where to focus energy.
In short, this results in a serious inability to develop teachers’ talents.

PROCEDURE
Dec 2014
• Management
Team (MT)
meeting to
give
feedback on
the diagnosis
• MT Meeting
to explain
the VISION
tool and
other tools in
the Retain
Toolbox
May 2015
• MT Meeting
to work out
the details of
the
Intervention
• Intervention
June 2015
• Analysis of
results of
intervention
• MT meeting
to monitor
the action
plan they
have drawn
up from this
first
intervention
with the
Vision Tool

IMPACT: PROMOTING FACTORS
Intervention with the VISION tool has:
✓ provided the school with a starting point to be able to define itself and to adopt
a more cooperative approach
✓ led to the generation of enthusiasm and motivation to build the future of the
school
✓ created a shared vision from different personal points of view. As the
management team points out, this has had a satisfactory effect, since all
teachers felt they were listened to, valued and were part of the same project.

NEXT STEPS
Detailed analysis obtained by the management team resulting from the data
from both their joint work and the development of action plans to move
forward:
1. appraisal interview - headteacher with each of the team members
1. satisfaction surveys
1. working committees
1. different types of meetings in order to bring teachers from different
stages together.

SOCIAL IMPACT
HELEN…Insertar comentarios en notas

TEAM
MANAGEMENT
VIDEO NAUSICA

Spain: Retain final conference

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