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Collaborative School Development Survey




The task as described in the DoW is:

Task 5.1 Analysis of existing CPD courses M3-4 
This task will involve a survey of participating MoE in order to identify existing CPD courses, modules and materials that can be of benefit to schools and teachers in the LivingSchoolsLab network, matched to the audit of schools and teacher competences that will be carried out in WP3 (task 3.1) and feedback from the workshop for ~26 advanced teachers (from Group A schools) held in month 3 (task 3.2).

The objectives of the work in this area of the project are:

  • To identify, leverage and, if necessary, adapt existing training and continuing professional development (CPD) materials for use by practitioners in the network.
  • To provide CPD support to practitioners in the network.
  • To develop a new CPD course on how to mainstream innovative teaching and learning practices and develop a whole school approach to successful ICT implementation.
  • To investigate whether a pan-European accreditation scheme can be put in place for teachers in the network.


The aim of the survey is to help source information from LSL National Coordinators on existing Continuing Professional Development (CPD) courses, modules and materials which cater for CPD needs in the LSL project. This information will be provided by LSL partners and will then help design a new CPD course.


During the National Coordinator Workshop in February, there was consensus on the need to cater for headteachers as well as the Advanced Practitioners, for systemic change to take place and to be cherished by all involved in upscaling what has been achieved so far by Advanced and Advanced Practitioner Schools.


Some of the opinions gathered during the Workshop seem to point in the direction of a course in which teachers and management find something of use to their practice. 21st century skills seem to cover common ground; on the other hand, the concept of learning landscape also caught the attention of those present, while space strategies in the classroom and across school was considered to be critical in bringing about change. Finally, some National Coordinators thought that the “Living School” concept might trigger discussion around the role ICT has in education at large and LSL schools in particular. These are just some of the pan-European topics around which an LSL course may be designed and developed.



There are three sections to the questionnaire: A – Identification; B – LSL Topics - Existing Courses/Modules/Materials; C – Priority for LSL network.



The questionnaire is to be filled in by National Coordinators. In order to do so, they will gather information from sources they deem useful and reliable.


We suggest you print out your answers to keep for reference - this is an option at the end of the questionnaire.
Responses will be used only for the LSL project and will not be made public; by providing this information you agree to the terms of European Schoolnet's Data Protection Policy.


Please fill in the questionnaire until May 3rd. Thank you for your cooperation.

José Moura Carvalho, National Coordinator, Portugal, WP5 Lead