By the end of the project, we intended to have a different, refreshed, innovative school. Bearing that in mind we established very clear and measurable goals: Improve 7% of students’ satisfaction towards pedagogy applied in the classroom, which means diminishing dissatisfaction from 27% to 20%. Improve 4% of students' sense of pride towards the institution, which would represent a dissatisfaction of 20%. Improve 2% of math results in both the second and third cycles. Two years after the end of the project, we intend to: Improve 12% of students’ satisfaction with pedagogy applied in the classroom. Improve 9% of students' sense of pride towards the institution. Improve 5% the internal results of mathematics, in both cycles. Achieve a degree of satisfaction of 85% in parents of students with special needs, regarding their children’s inclusion. We also wanted to streamline the culture of a learning school, which was widely achieved when carrying out the accredited training workshop, by the Aurélio Paz dos Reis Training Centre, applied to the teachers from Agrupamento D. Pedro I, in July 2022.
This project was born due to the necessity of school pedagogical renovation, namely after the publication of the Decrees Law nº 54/2018 and 55/2018. It became urgent to promote an inclusive school, allow the success of each and every student, integrate differences with respect, prepare pupils for an uncertain future although full of opportunities, allow students to develop skills that lead them to think, question themselves, and others, assess, respect, change and grow. We thought that having those challenges ahead, we should invest in training, above all in intermediate leadership (TEIP team, department coordinators, professionals responsible for subjects with low results) and management, believing that training, sharing, and internationalization originate a happier, more effective and more efficient institution. Fourteen participants who were chosen based on the functions performed and on their professional profiles studied matters such as special needs education, 21st-century education, STEAM (Science Technology Engineering Art Maths), new approaches to maths, and project-based learning. This opportunity allowed teachers to become more capable of facing the challenges of the future.