|Chapter 1||Initiation of tighter supervision|
|Chapter 2||Implementation of tighter supervision|
|Chapter 3||The participation of the school and the students to the information provided by the school|
|Chapter 4||Entry into force and transitional rules|
|Appendix 1||Quality of the quality and supervision of the Board of Supervisory (Govern) Committees|
|Appendix 2||The main areas of the acidity in the assessment of 'are objectives of'.|
|Appendix 3||The main areas of the Supplies in the assessment of freedom and democracy ;|
Annunciation of the quality of the quality and supervision of the Board of the Quality of the Board of the Board of State,
Purgout of section 9 g (g) 2, in the Law of Schools and Private Basic Schools, etc., cf. Law Order no. 1135 of 7. December 2011 :
Initiation of tighter supervision
§ 1. The Board of Direction of the Quality and Supervisory Board (FDA) shall carry out its own operation a strengthened supervision of the training of a free elementary school, cf. section 9 g (g) 1, in the Law of Schools and Private Basic Schools, etc., where the management board, on the basis of the general oversight, assesses that there is a reason for doubt,
1) as to the extent to which school education is based on a holistic evaluation, objectives are the basis of what is commonly required in elementary school, cf. Section 1 (1) of the law. TWO, ONE. pkt., or
2) whether the school meets the requirement for its purpose and, in all its activities, to prepare students to live in a society such as freedom and democracy, as well as the development and strengthening of students ' knowledge and respect for fundamental freedom and freedoms. human rights, including equality between the sexes, cf. Section 1 (1) of the law. TWO, TWO. Act.
Paragraph 2. The Management Board shall decide, within the framework of the law and to this notice, of the enforcement of the supervision to be carried out, including on supervision, to cover both the section 1 (1) of the law. TWO, ONE. and 2. Act.
§ 2. The Management Board may decide that the local authority of the municipality of the municipality in which the school is situated shall keep the surveillance or part of the local authority, cf. Article 9 g (g) of the law. ONE, TWO. Act. in accordance with the notice and according to the rules laid down by the Management Board.
Paragraph 2. Parts of tighter supervision in accordance with paragraph 1. 1 may consist of the local authorities providing the technical and pedagogical information, including written material from the school, observation of the teaching and the organisation of professional tests.
§ 3. The steering shall communicate to the school board, the head of the school and any supervisors and orientees on the basis of the implementation and the possible consequences of the supervision, including the management of the supervision, including the management of the supervision and the background to the supervision. on the basis of the increased supervision, the decision may take a decision that the school is no longer subject to the rules of the law on free primary schools and that the school cannot receive grants under the law, cf. Act 9 h.
Implementation of tighter supervision
§ 4. The Management Board shall inform the school manager of how the strengthened monitoring will be carried out, cf. Annex 1.
§ 5. In the assessment of a school, the requirement laid down in Article 1 (1) of the law shall be TWO, ONE. a point, shall make the school ' s objectives for teaching, the implementation of teaching and the students ' s yield of the teaching. The main areas of the Tilsynet are shown in Appendix 2.
Paragraph 2. The Management Board will include the background and individual training assumptions in the evaluation of their yield from teaching, as it turns out at the results of the school's holding of pedagogical studies, the results of the students at primary school. final tests and other documentation on the professional opinion and progression of pupils. The assessment of the yield of school students may be given the emphasis on whether the test material chosen by the school meets the purpose of the test.
§ 6. In the assessment of whether a school meets the requirement laid down in Article 1 (1) of the law, TWO, TWO. points, all parts of the school ' s activities may form part of the school ' s activities, including school education and conditions at the school, otherwise. The main areas of the acidity in the assessment are shown in Appendix 3.
§ 7. The Management Board may decide that a school within a specified period must hold pedagogical trade union tests in specific subjects or trade areas or parts thereof.
Paragraph 2. The guidance counselor will guide the school on which pedagogical test material can be relevant and whether test material selected by the school will be able to meet the purpose of the test.
Paragraph 3. The school must inform the board of the time of the examination of the teaching of pedagogical tests. The Management Board may be able to superact the holding of pedagogical professional tests.
Paragraph 4. Has a school not before the first paragraph of paragraph 1. 1 of the term ' Expidation ' shall be carried out in the field of pedagogical testing in the areas planned and disciplines with prior information to the Management Board, the Board may withhold a subsidy for the school in whole or in part, cf. Article 21 (1) of the law. 2 until the school carries out tests in accordance with section 7 (4). One and three.
§ 8. The management visit to a school can be done with or without notice.
The participation of the school and the students to the information provided by the school
§ 9. In the assessment of whether there is sufficient certainty that a school complies with the requirements of the section 1 (1) of the law. TWO, ONE. or 2. PC, or both, the Board may allow it to be included and to be of a negative effect if the school
1) whereas, in spite of a request from the Administrative Board, the Commission shall refrain from submitting any documentation to the information provided
2) visits from the management board, cf. section 8, repeatedly cancellations or interrupts planned tuition or, to a significant extent, scheduled training shall be carried out by subbing,
3) in spite of the decision to make this decision, cf. Section 7 (2). 1, failing to carry out technical studies in the areas or areas or parts of which the management board has identified ; or
4) otherwise, the case may not be included in the case of the case.
§ 10. In the assessment of whether there is sufficient certainty that the school complies with the requirements of the section 1 (1) of the law. TWO, ONE. or 2. or both, if students at school do not attend the school's holding of professional tests or other measures to document the professional opinion of the student body, the Board shall allow it to be included.
Paragraph 2. The school may decide that a student is exemptable from taking part in the holding of tests if the student due to a significant reduction or insufficient number of knowledge is evaluated not to be able to carry out the test with a result that may be : document the professional opinion of the student. The school has to inform the board of this.
Entry into force and transitional rules
§ 11. The announcement shall enter into force on 16. January 2012.
The Ministry of Children and Education, the 12th. December 2011
/ Timea Høgh
Quality of the quality and supervision of the Board of Supervisory (Govern) Committees
Table of Contents
Commencing and possible consequences of the intensified supervision (Section 1).
Proportionality of the scope and continuous adjustment of the study (section 2).
Ongoing orientation of the school manager about changes in the flow (Section 3).
Retrieval of information about school (Section 4).
The purpose of the management visit to the school (section 5-7).
Termination of the monitoring procedure with the preparation of the report on the school (section 8-9).
1) Employment and Orientation
The steering system shall be subject to tighter supervision at a free elementary school, provided that there is any doubt as to whether school education after a holistic evaluation complies with the requirements of the Act 1 (1) of the Act of Law. TWO, ONE. or 2. PC, or both.
When the Management Board has decided to monitor a school and has laid down the framework for the intensified supervision of the school must contain, cf. Section 1 of the Executive Order of the Board shall provide the Board of Govern Board, the leader of the school and the Board of the Board, or of any supervisors, in writing, cf. Section 3 of the notice.
The decision to launch a strengthened supervision is not a decision in the management legal sense, and therefore the school does not have a claim on a party hearing or the reason for the decision. The Management Board shall not, however, implement an intensified inspection without a specific and weighty reason and therefore at the same time, at the same time, for the purpose of the report, a statement of the cause of the initiation. The Management Board shall also inform whether the impending supervision courts shall comply with the meeting of the requirements laid down in Section 1 (1) of the law. TWO, ONE. or 2. PC, or both.
2) Proportionality in the scope and continuous adjustment of the study
It is the task of the Management Board to ensure that the studies with the disadvantages they had to incurass are proportionate to the current concerns about the school.
The planned process of tighter supervision can be limited or possible, if the preliminary studies have reduced the general concern for the school's relationship.
If the general concern for the school relationship is not reduced, the purpose of the studies may be to uncover if the school possesses knowledge and resources that would make it possible for the school to be able to correct the conditions, possibly in a period of commendation. The management also includes the school possible self-evaluation, cf. Act 9 e.
A restriction or conclusion of the planned course does not preclube the fact that the Board may issue an opening if circumstances are found in relation to the school that are not in conformity with the legislation but where the conditions are not so serious that there will be the basis for applying the section 9 of the law. An injunction may also be provided under ongoing tighter supervision if the management board assesses that the fulfils of an injunction will serve to mitigate the concerns that caused the implementation or the availability of the supply of non-essential conditions for the implementation of the contract ; the assessment of compliance with paragraph 1 (1) of the school. TWO, ONE. or 2. Pkton, in the law.
3) Ongoing orientation of the school manager of changes in progress
The management coordinates the increased supervision of contact with the school manager. The Goverlboard of the Board shall regularly inform the manager of the expected monitor flow and changes in the course of events.
Where it does not matter to the information given that the visits are alert, the Board of Directors shall inform the school manager of a scheduled visit, cf. in paragraph 7, including the expected scope of the training that the Management Board will observe and which class steps and subject areas or areas of expertise to which the Board will be particularly focused. The Management may, for example, indicate that it will observe specific lessons or classes with a specific planned content or that it will visit the school within a given period without the exact time being reported. Visit and without notice may be used where there is a reason to assume that the observation may result in a different result than the visit is alert.
The Management Board shall also inform the Management Board of the Management Board that it will be necessary for the school to hold, cf. section 7, and which other types of information and documentation, the management board will collect.
4) Collefetching information about school
The management shall obtain a range of information from the school and from other sources, including relevant authorities, such as Pesdagogical Psychological Consulting (PPR). The information on individual students only forms part of the fact that the information is necessary to make an assessment of school education. The management shall attach particular importance to the consideration of the individual pupil.
Information from school and other sources
The running of the running of the running documents and statements from the school. In cases where the school does not have the requested documents, it may be necessary for the school to develop new documents by obtaining current information on pupils and teachers, e.g.
a) School evaluation, cf. Article 1 (b) of the law or the school self-evaluation, cf. Article 9 (a) (a), 2
b) Annual Schedules for the teaching in all classes and on all class steps to the extent that they are available.
c) Concrete statements for the organisation of the teaching.
d) Documentation of the skills and skills of the teachers.
(e) Information on the professional opinion of the students and the preconditions of each student.
(f) Information on special education and other students with special needs at school.
g) Applications for support for special training and bilingual pupils in the Board of Education.
(h) Information concerning cooperation with PPR.
i) Information from the school's potential parole officer.
5) Meetings during the supervision
After the orientation of the school leader, the board is normally called to a meeting with the school board and the school manager. At the meeting, the Management Board shall inform the Commission and of the expected timetable for implementation.
In other meetings between the Board of Directors and the Executive Board and, where appropriate, the Board of Directors shall be informed of any changes in the framework of the supervision, an expected timetable, practical relationship and communication with teachers. The leadership of the school and, where appropriate, the Board of Directors of the school is given the opportunity to express an opinion, including school special circumstances and the planning of school business in the future.
In meetings between the Management Board and the teachers, the teachers may be able to elaborate or comment on special conditions for the observed instruction. The teachers can also respond to the question of the observations, if any, of the observations.
In the case of meetings between the board and the possible supervisors, the supervisor or the supervisors shall have the opportunity to give its assessment of content and quality in the training given at the school on the basis of the most recent declaration of supervisory authority.
6) Observation of education
The Management Board shall normally monitor the teaching of all classes and areas of expertise in the implementation of a tighter supervision. The Management Board shall endeavour to observe training at the collection stage, the intermediate step and in the superstructure, and the management board is striving to ensure that the observations are spread across as many of the school teachers as possible, but not necessarily covered by all traces ; on a multi-track school.
The board shall endeavour to ensure that the observations are carried out in order to observe the continuous process so that the observated can give a true and coherent picture in the interest of the school organisation of the teaching. In schools, where education is divided, it would normally mean that the board is watching the whole class.
The board is striving to ensure that there are two members of the Board present in order to observe the teaching. As a starting point, careers are not having conversations with students or teachers, while teaching is taking place, but can answer questions from the students. The viewing staff may be able to contact the pupils and the teacher to clarify matters of concrete activities, materials and the like. Teachers are not expected to involve the supervisors in teaching or to have to explain the way in which it was conducted.
The assistants ' agreements with the school manager are about and how the students are being briefed on the presence of the board.
7) Technical position of the students
The use of professional tests is an essential part of the oversight.
The management assesses specific when the use of pedagogical professional tests would be appropriate for the management of the case.
The professional tests must be organised and carried out on the basis of the school's description of the professional progression, including the school's own formulated share and end-goals for the individual subjects and disciplined areas.
Fact tests may help dispuate doubts about the teaching of a trade or trade area. A test result may help to improve the supervision of problematic conditions for teaching in a class or professional area.
If the Board decides that the school has to conduct professional tests in particular subjects and / or professional areas, including parts of the trade or trade area, cf. Section 7, the board has informed the school of its decision.
The guidance counselor will guide the school of the professional tests which may provide the information on the professional opinion of the student body, as requested by the Management Board. The steering can also, for example, guide whether one of the school's proposed tests will sufficiently be able to provide information.
8) Controlment reporting
The Management Board shall prepare observation reports for naturally completed flow, e.g. for each observed teaching lesson.
The general notation of the general notation implies that the relevant conditions are described, even if there have been exceptional circumstances in relation to the type of governance, which may have had a significant impact on the observed instruction.
The management will avoid as far as possible in reports and attachments to render person names and other things that can be used to identify individuals.
The board shall draw up at the end of the intensified monitoring of a report which contains the management assessment of the main topics covered by the prudential supervision referred to in the case of the management. Annexes 2 and 3.
In the report, the Management Board describes its assessment of the objectives of school education with the training commonly required in primary school, and / or whether the school has its purpose and is preparing the pupils to live in a society of freedom and the general regime, etc., and the other matters attached to the supervision, including the school's combined teaching offers, provide an opportunity for a general personal development.
9) The possible consequences of the increased supervision
Termination of tighter supervision
The final report with observation reports and other annexes will be forwarded to the school board of directors with a copy to the school's daily manager, where the Board assesses that there will be no basis for deciding on section 9 h. The Management Board shall cease to be prudential and shall inform the Board of Directors at the same time as the Board of Directors and shall inform the Board of Directors that the Management Board no longer supervises the school. In the end of tighter supervision, supervision may become a general oversight, or the supervision completes completely.
The final report with observation reports and other annexes shall be sent to the partshings, cf. Section 19 (1) of the Administrative Act. 1, the board of the school board of the school ' s head on a daily basis, provided that the Board has a decision to make a decision on the injunction, cf. Article 24 (a) (a), This shall be made if the management board assesses that the company ' s company is not in compliance with the requirements of Article 1 (1). TWO, ONE. or 2. a point or both, but that the school, within a given period, will be able to correct the situation. This can be done independently of whether tighter supervision is continued. If, after a period of commencing, the school has not corrected the conditions, it will be strengthened, provided that there are still doubts as to whether the requirements have been fulfilled, if the circumstances may be extended or continued for further investigation.
Departing of the right to be a free primary school
The final report with observation reports and other annexes shall be sent to the partshings, cf. Section 19 (1) of the Administrative Act. 1, on the school board of the school board of the school's daily leader, if the Board is thinking of deciding that the school is no longer subject to the rules of law on free basal schools and that the school cannot receive grants under the law, cf. Act 9 h. This shall be done if the management board assesses that the company ' s company is not in conformity with Article 1 (1) of the law. TWO, ONE. or 2. a point, or both, and that the school is not in a position to correct the conditions of an injunction. The Management Board shall perform an overall evaluation of whether the school is carried out in compliance with all relevant parts of his company, including, for example, the school has professional, staffing or other resources to achieve the purpose.
The main areas of the acidity in the assessment of 'are objectives of'.
The prudential supervision of the content and quality of school education shall include the specialised areas of the school specialised group in the natural professional area, the humanist area and the practical-the field of the specialised area of the population of primary school (1) ; paragraph 2). The steering assesses the teaching of the individual professional areas. The management assesses the Danish, English and Math class separately. The management of the Management Board also includes preschool.
The management also examines the content and quality of the school special education or other special educational assistance, and whether the school has procedures to identify pupils with special needs ; moreover, the management examines whether there are signs of the fact that : the school does not adequately accommodate pupils with special needs.
In the light of the ongoing adjustment of the scope of the studies, cf. In Annex 1, Section 2, the Management Board shall make an assessment of which aspects of school education shall be examined in the specific monitoring case. The starting point for the increased supervision of a school is that all subjects of trade and trade areas are included.
School's goals for the education.
In order to obtain sufficient insight into whether the school has set appropriate and sufficient objectives for the training envisaged, the Management Board may include one or more of the following elements :
1) A assessment of the school curriculus, cf. Article 1 (a) of the law. 2, involve relevant professional elements, which indicate the development towards the end objectives.
2) The description of the teaching plans of how the overall training offer provides for the possibility of a general personal development, cf. Article 1 (a) of the law. 2.
3) A assessment of the objectives and end-ends objectives with primary school step goals and end objectives, cf. Article 1 (a) of the law. 4.
4) An assessment of any annual schedules reflects the curriculars and objectives.
The use of the objectives of the objectives :
1) School evaluations of the overall training and the follow-up plans of the school, cf. Act 1 (b) (b) 3 or Section 9 (a) (a), 2.
2) The knowledge of the objectives laid down for teaching and of the observed instruction shall be reflected in the plans.
The teaching of classes and disciplspheres
In order to be able to carry out an overall assessment of the content and quality of a school ' s education, the Board may choose to allow one or more of the following elements to be included in a tighter supervision :
1) The content of the instruction, including the degree of instruction, is looking forward to the school's share and end goals of the teaching of the individual or professional area.
2) The material used and the material used for the training and material for the student body and the use of materials used in relation to the individual student / lift group shall be used.
3) Where and how the individual subjects and areas of the class are represented in the teaching.
4) The organisation and organisation of education, including an assessment of whether the teaching reflects a relevant professional progression, which would make it possible for the teaching to lead to the school's share and end objectives.
5) Underteaching generally gives the students the opportunity to personalized personal development.
6) How the school includes IT and other media.
Other matters of major importance
1) The ability of schools to ensure that teachers have the necessary technical, adaptive and educational qualifications to carry out a teaching that is the subject of what is commonly required in elementary school in the classes and in the classes where teachers are responsible for their training ; the teaching.
2) Schools ensure that education gives the students the opportunity to develop general skills, such as cooperation and project work.
3) The school's evaluations of students ' benefit from teaching.
4) The results obtained by the final tests have been achieved.
5) The test results and other documentation of the students ' professional opinion and progression of the test results. Test results can make significant weight.
6) The School of School's own assessment of the pupils ' professional opinion in the fields of relevant trade and trade areas, including, inter alia, the use of tests.
7) The choice of method and materials of the school for testing and the actual implementation of the activity.
8) Involsion of diagnostic tests with the assistance of PPR.
School's education for students with special needs.
1) The school's procedure for the identification of students in need of special education.
2) The school's procedure concerning the identification of students with a need for support in Danish as a second language.
3) School action plans for pupils with special needs and the coherence of the course of action and the observing of the observed classes.
4) The quality of the school offers for students with special needs.
5) School's cooperation with PPR.
Schools with self-valuation
For schools that have chosen self-evaluation, cf. Article 9 (a) (a), 2, the self-evaluation will be included in the assessment by the steering.
The main areas of the Supplies in the assessment of freedom and democracy ;
The provision that school should prepare students for living in a society of freedom and democracy, etc., goes across all fields and areas and includes the entire workings of the school.
1) The main body of the requirement
The schools are obliged to teach the students in Danish social conditions, including in fundamental principles of freedom of duty and human rights and the prohibition of discrimination, as well as the principles of the Danish People's People's regime.
The call for respect for and understanding of fundamental freedom and human rights, as laid down in Chapter VIII of the Basic Law, also includes the right to gender equality.
2) Assessment of the Management Board
The Management Board will include all relevant information about the school's purpose, training and whole operation, cf. Section 6 of the notice. There is no requirement for any particular way of working or method in schools.
The Management Study will include the following main areas :
The basic position of the school
Information on the High School of High School and expressed basic views and values, as shown in the school's purpose, value base and statutes, can be included in the assessment. It will be essential for the assessment, if the school has formulated separate targets for the school preparation of the students.
School objectives and intentions
Overall objectives and intentions with the teaching of the school may be indicated in the school's possible formulacies, actions and rules. This topic also includes the school's share and end goals, school curriculars and possible annual plans.
School teaching and learning process.
The school's preparedness can be seen on the form and content of the subcommittee. The organisation of work and educational forms will be essential, including in the way the school gives students the opportunity to participate actively in discussions, cooperation and express personal views. The professional content of the knowledge can be taken with considerable weight.
The yield of the teaching
The benefits of the students ' s benefit may be included in the assessment, including indications that the students have dedicated themselves to knowledge, which are relevant to the assessment, and which lead the student's actions and skills.
The total business of the school
The work of schools also includes, in addition to the coherence of the school's formulated intentions and practical practices, what is going on at the school outside the curriculus. As part of the school's whole operation is also considered to be the school's own weighting of cooperation between teachers, parents and pupils, and what impact school gives it to working with the students ' involvement in school's daily lives. The School's Education Environmental Assessment Board may be included in the assessment by the board.
3) Other considerations
The requirement does not include only the teaching, but all aspects of the school to the extent that they affect the pupils.
The requirement will thus also be able to include the school's practice with regard to the admission of students and the school's employment and the job of dismissal.
As a result, it would be in breach of the provision if the school of its accession or recruitment practices exercise discrimination on the basis of gender or ethnic origin.
The requirement does not allow a school to be based on a basic position or a value basis, which, in accordance with its contents, is incompatible with the purpose of the destination, whether the school in its classes and in his other activities simultaneously ensures that the students are given sheep, knowledge of the principles undergoing the provision, including the principle of gender equality.