Description and Vision, regarding governance.

From the Greek group, 2nd experimental school of Athens

In terms of governance, Greek schools have been caught in a
series of policy changes which have a direct effect on attitudes
and on the hidden curriculum.
The opportunity for consultation with parents and students which
had achieved a high standard, also in collaboration with the
Ombudsmans office and NGOs, has lately been directed only to
learning issues, limiting social issues to a minimum.
The Experimental schools (linked traditionally to research and to
University students on the job training) in particular, which were
for a period of the last two years termed Model schools had to
change the way they received new students and to recruit
students after entrance exams in math, language and physics, at
the age of 12, which limited other skills and competences. At the
same time there was no pressure for intercultural learning efforts
because very few children on migrant background could meet the
Greek mother tongue highly competitive standards (only one child
out of 7 was accepted). Also, teachers were evaluated for
academic and performance competence and those found as not
fulfilling the criteria to stay in the model schools were forced to
leave. This caused on one hand a renewal of the staff, since the
positions were covered by teachers with higher qualifications,
but, on the other hand, produced a dramatic change in the feeling
of security for teachers in experimental schools and affected the
relations between them.
The change in curricula, also brought changes to several positive
points that were previously in the school program. One of the
changes due to the changing policies was related to choices
regarding the formal Curriculum: there used to be an one hour
course School Social Life, on human rights, inclusion and social
skills introducing students of the first year in gymnasium. This
was replaced by one hour of physics. Other minor changes were
made as a result of more authoritarian and less cooperative
attitudes getting established. Students were encouraged to learn
from the books rather than from sharing social issues.
The school has had a good tradition of many extra curricula
activities, including sports, arts, conflict management and
parents participation both through a Parents Association and
with weekly meeting opportunities with the teachers- Thursday
was meeting the parents day. As in all schools there are yearly
elections of students representatives in every class and a group
of 15 students representing the student body for the whole

school. Teachers supervised the presentations of candidates and

recently election were conducted with electronic ballot. On this
good tradition the student participation was enhanced since 2011
with the Dialogues of Friendship social group which mediated in
conflict, supported the victims of bullying but also mediated to
students with a persistently aggressive behaviour or with feelings
of self destruction. The group also created discreet support for
poverty stricken families, with food purchase and support for
participation in school trips for students who could not afford the
fee. Anti racist training and human rights training had become a
priority for about one third of the staff and was well received by
the majority and the school principal.
In 2014 the box of complaints and proposals which assured
evaluation by the learners and the conflict resolution handled at
peer level was withdrawn, a lot of the communication was
through e-mail, the increased volume of which made the human
relations a process of response to duties rather than an
inspirational communication.
The school maintained a good level of social activities but
planning and communicating was an individual teachers task
rather than a shared opportunity to learn. At the same time the
school managed to maintain a good level of parent- teacher
communication and good standards of discussion at teachers
level. Also cooperation on inter thematic activities raised
individual teaching achievement.
The Vision for the future aims at an improvement of human
communication regarding especially the human rights and the
safety and security of students. Also to more training available
for all stakeholders (students, teachers, parents).
A major change is the return to the old system of inviting new
students for A class, not through exams in three subjects but
through a lottery-draw system, of equal numbers of boys and
girls, regardless of their difference in the point of departure, just
children who have completed the primary school level. We will
also have a different principle elected partly by the teachers
Assembly.
Some of the practical ways we may use are the following:
Interdisciplinary cooperation in or extra curriculum, seems to be
an important factor in setting improved teaching goals and in a
positive working conditions. This also helps understanding of
issues in our Academic meetings. So this should be encouraged
and supported.

Learners assessment of the school can be important both in

setting improvement goals as well as teaching responsible
participation to students. So, we envision a large wall printed
copy of our school newspaper, inviting articles as well as cartoons
from the students- now it only has an electronic form and is not
widely read. This can increase participation and sharing of ideas
and feelings and invite students and teachers solidarity..
We are hoping to bring back the Box of Complaints and
Proposals which used to fetch contributions by a large number of
students who are too shy or scared to express themselves
otherwise.
We want to bring back the Peer mediation team of students with
the training and the support by the NGOs as it used to be.
We need to re-establish the Parents support group with the
psychologists.
We want to create a new training opportunity for mainstreaming
of equality and antiracism education with collaboration of
different teachers. We could also create a focus team to gather
educational material on Human Rights education to be available
for teachers and for University students who come for their on the
job training to our school.