Povzetek
Zaposleni v Vrtcu Manka Golarja Gornja Radgona smo se v šolskem letu 2018/2019 vključili v program Mreže učečih se šol in vrtcev – organizacijska klima in mi med seboj. Razvojni tim vrtca je na temelju pridobljenega znanja in ob podpori izmenjave praks z vzporedno udeleženimi šolami in vrtci na delavnicah v sklopu Mrež učečih se šol in vrtcev načrtoval in s kolektivom vrtca izvedel delavnice. V zvezi z organizacijsko klimo smo ob posnetku stanja opredelili širše in ožje področje izboljšave ter pripravili akcijski načrt, v katerem smo opredelili, kako bomo dosegli zastavljeni cilj in kako bomo spremljali izvajanje načrtovanih dejavnosti oziroma merili izboljšavo. Akcijski načrt je vseboval individualni akcijski načrt profesionalne rasti z vidika izboljšanja medsebojnih odnosov, katerega del sta bila tudi individualno spremljanje in evalvacija. Področje izboljšave, tj. osebnostni in profesionalni razvoj, smo kot prednostno vključili v triletni razvojni načrt vrtca. V prispevku obravnavamo primer izboljšave, izvedene v praksi.
Abstract
Networks of Learning Schools and Kindergartens, an Example of Practice
In the school year 2018/2019, the staff of Manko Golar Kindergarten, Gornja Radgona, took part in the Networks of Learning Schools and Kindergartens Programme – Organisational Climate and We, among Ourselves. Building on the acquired knowledge and the support of practice sharing with other schools and kindergartens that participated in workshops within the Networks of Learning Schools and Kindergartens framework, the kindergarten’s development team planned their workshops and then carried them out with the staff of their kindergarten. Regarding the organizational climate and based on the situation review, we defined a broader area and a more targeted area of improvements, then prepared an action plan delineating how to achieve the laid out goal, how to monitor the implementation of planned activities, and how to measure improvement. This action plan incorporated an individual action plan for professional growth in terms of improving interpersonal relations, which also included individual assessment and evaluation. The area of improvement, i.e. personal and professional development, has been integrated as a priority into the kindergarten’s three-year development plan. The paper discusses an example of improvement put into practice.