ESCALAE

Innovation

ESCALAE Project: sustainable innovation as the future of CBA’s teaching identity

The British School wanted to make a leap forward in quality educational innovation processes, committing to training and designing a new methodology that reaches out further than the classroom and gradually achieves socialisation of knowledge for all and which does not end up as a reduced format in each of the classrooms.

The paradigm centred on the teachers leads to active teaching, focussing on pupils, and in order to achieve change, we use the essence of teacher training, learning based on projects, managing quality and using indicators, but from the viewpoint of the classroom in order to guarantee a transfer between theory and teaching practices.

This system is permanent, and guarantees that at least one common rule will be generalised in the classrooms for each school year, with all the advantages this entails for our educational community and its prestige.

The project works on the basis that the members of the school are prepared to make a clear commitment to continued, permanent improvement of their educational practice, fostering each of the Model’s phases with the rigour it deserves.

Each of the phases in the ESCALAE Project is designed to guarantee continued improvement in the teaching / learning processes, in addition to developing a professional teaching culture leading to educational rationale at the school, and development of collaborative work among equals.

Advantages of the ESCALAE Programme

The specific advantages gained by the school and the phases implemented in each school year are described as follows:

  1. Coherence: It strengthens coherence between our educational goals (pupil’s profile), the work by teachers (methodology) and the pupils’ learning results.
  2. Recognition: It recognises effective educational practices, their merits and the needs for teachers to adapt
  3. Development of a teaching culture: It encourages development of a culture of continuous improvement, collaborative work and teaching rationale, based on real data from classrooms.
  4. Education based on scientific evidence: It focuses on the development of very specific, safe treatment, based on scientific analysis and on the grounds of the true needs of adaptation of the teachers at our school.
  5. Development of institutional methodology: This increases the guarantee of results in each of the school’s improvement projects, and the possibilities of them being institutionalised as standard practice among teachers.

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