Povzetek
Namen prispevka je predstaviti model vzpostavljanja sodelovalne skupnosti, ki je strokovnim delavcem na osnovni šoli omogočil avtonomno vodenje procesa vzpostavitve, spremljanja in izboljševanja spremembe. Praksa in analize navajajo različne pomanjkljivosti pri spreminjanju šolskih praks, ki izhajajo predvsem iz tega, da se učitelji kot akterji sprememb ne čutijo odgovorni zanje. Na šoli, kjer delujem, smo v longitudinalni raziskavi preko vpeljevanja in spremljanja vzgojnega načrta vzpostavljali sodelovalno skupnost. S pomočjo rezultatov akcijske raziskave smo ugotavljali, katere konkretne dejavnosti so učinkovite. Oblikovali smo model, ki poteka v osmih fazah. Za uspešen potek procesa spreminjanja šolske prakse je ključno in nujno sodelovanje. Ob ustrezni motivaciji skupnosti in upoštevanju posebnosti šol je model v procesu vpeljevanja sprememb prenosljiv tudi na druge šole.
Abstract
Model of Establishing a Collaborative Community in a School
The aim of this article is to present the model of establishing a collaborative community that has enabled the teaching staff of an elementary school to autonomously manage the process of setting up, monitoring and improving change. Practice and various analyses reveal several disadvantages to changing school practices, which stems mainly from the fact that teachers, as actors of change, do not feel responsible for it. At the school where I work, a cooperative community took shape through the implementation and monitoring of the educational plan within a longitudinal survey. Using the results of our action research, we identified the specific activities that had proved effective. A model intended to be implemented in eight stages was designed. To ensure a successful process of changing school practice, cooperation is key and necessary. With the appropriate community motivation and consideration of schools’ special features, the model is also transferable to other schools in their process of introducing changes.