Context : Partners in a Comenius project from Denmark, Turkey, Belgium, England and Spain:

1. Context : Partners in a Comenius project from Denmark, Turkey, Belgium, England and Spain: UCSyd, ÇukurovaÜniversitesi, Henelux, Exeter University & Ramon Lull University Relevance related to ECER 2015 and NW 20: Transformation and embedment of environments in an inclusive transitional perspective Keywords: Inclusion, retainment, school management, teachers, transformation, study, employment, innovation, toolbox • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

2. Background and motivation: In the EU there seems to be a challenge for newly educated teachers being retained in their new jobs. In other words, the transition between study life and working life seems difficult and for too many newly educated teachers so confusing that they give up, leave their job and change their professions. (RETAIN project description Comenius Project:17:2013). Contextualization to here and now: Referring to the theme for this year ECER conference the reason for these challenges could relate to transitions both “from one psychosocial status to another” and “to the transition of communities from one situation into another”. So in reality having full filled ones education and once made this important transition is yet another important change in the development of a professional career be it teacher, social worker, nurse etc. Retaining newly educated teachers in the process of ‘transformation from study to work’ through promotion of inclusive school environments • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

3. Which leads to this research question: “How and with what ‘tools’ it is possible to develop an inclusive and creative working environment within schools, which is motivating for both teachers and pupils with focus on leadership and innovation of school as a learning environment” With this question in mind help is needed in terms of: An overall framework for understanding leadership in school, which can be provided by The INCLUSION Compass; a framework based on - and developed in collaboration between the fields of research and practice by The Danish National Research Centre for Inclusive Practice together with the board members of “The Danish Association of School Leaders” in 2012 - 2013 Research Question for RETAIN • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

4. Frameworkfor RETAIN:”The NVIEInclusionCompass” • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

5. The overall aim of the RETAIN Project is to create and develop an inclusive and creative school environment Partnership: To obtain this aim partnership with app 25 schools in 5 countries is established a match for the tasks proposed in the RETAIN Project Deliverables Toolbox: A ‘Toolbox’ is developed for supporting the aims for the RETAIN project together with the participating schools and the purpose is to: Provide material and training for school managers that will enable them to work actively with the toolbox Launch a website with the toolbox Write one article focusing on good practice in a European academic journal Arrange five local seminars Arrange a final conference with workshops with the aim of disseminating the results from the project to relevant target groups, showing the transferability of the results. The Tool Box; Objectives • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

6. The Tool Box; An Overview http://www.retain-project.eu/ • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

7. Introduction- Inclusion and differentiation- Collaboration with the external world- Professional identity- Co-construction, Co-design and collaboration between teacher generations - Stress management and co-planning *These headlines are active links on the RETAIN website:http://www.retain-project.eu/ The Tool Box; Content* • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

8. Although not finished yet this research project already has produced knowledge about obstacles and constraints but also possible ways in which to promote retainment for newly educated and newly employed teachers. The results relates to issues like: The impact of law and policy based structural changes in school can be crucial The involved stakeholders in school has to participate on some level The multiple pressure on teachers related to issues like cooperating with parents, academic outcome and measures for learning needs to be tackled The importance of school management responsibility is obvious The relation between experienced teachers and novice teachers must be refined The need for local situated perspectives and solutions has to be acknowledged The retainment procedures have to be ‘participant driven’ The innovative perspective as a platform for retainment will empower initiatives The communities of practise are the arenas for becoming a teacher and should be supported with resources for refinement Outcomes so far ‘Testing the toolbox’; Obstacles, hindrances and possibilities for ways out! • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

9. With these outcomes it becomes clear that possible pathways to retainment, which has to be tested, includes the implementation of inclusive core values and perspectives in school routines such as the following two issues (quotes from European Agency … Profile of Inclusive teachers:2012:10): “Working with others - collaboration and teamwork are essential approaches for all teachers” “Continuing personal professional development - teaching is a learning activity and teachers take responsibility for their own lifelong learning” This perspective is supported by the experiences from working with “Index for Inclusion” (quote from “Index for Inclusion – developing learning and participation in schools ; Booth & Ainscow:2011:13): “Inclusive development happens when adults and children connect their action to inclusive values and draw compatible initiatives together. They can do this informally but their actions may be undermined unless there is also a commitment to making a more formal school development to making a more formal school development plan reflect inclusive values”. Perspectives • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

10. Reflections and questions related to core themes for this years ECER conference: “Transformation and embedment of environments in an inclusive transitional perspective” could include issues like: Why …. Isn’t transition from study to work supported more systematically and allocated with a wider variety of resources? What …. Couldn’t it be productive with further analysis's of how structural and psychological issues in transformative processes for newly educated professionals work? When … Shouldn’t there be some kind of tool that reveal when retainment is at danger? How …. Wouldn’t it be obvious to start and support local inclusive initiatives? Transformation/transition issues for discussion • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015

11. Thank You for listening • NATIONALT VIDENCENTER FOR INKLUSION OG EKSKLUSION / www.nvie.dk / NATIONAL RESEARCH CENTRE FOR INCLUSIVE PRACTICE University College Syddanmark, 2. september 2015