Development plan 2024-2028
Introduction
The development plan of Tartu Annelinna Gümnaasium (TAG) 2024 - 2028 is based on the development strategy "Tartu 2030", the development plan of the city of Tartu for the years 2018 - 2027, the national curricula of basic and secondary schools, the development plan of Connected Estonia 2021-2030 and the development plan of TAG 2019 - 2023, as well as the school's internal evaluation materials.
This development plan has been prepared for five years. For a five-year period, it is possible to forecast TAG's development and plan activities due to the fact that the school has followed its long-term development trends, the city's school network has been formed, and the decisions and schedule for the transition to the Estonian language of instruction have been made at both the national and Tartu city levels. The school's action plan is described in the school's general work plan by academic year.
The school's management, teachers, students and parents took part in the preparation of the development plan. Statistics reflecting the school's activities, analysis of data obtained from surveys of various target groups, and expert assessments have been used to plan development trends.
Vision
TAG - Secure Development Environment Guarantee (Turvalise Arengukeskonna Garantii)
Mission
Creation of a developing and secure learning environment for students with Russian, Estonian and other native languages.
The main purpose of the activity
To create a modern and secure learning environment, where learners are enabled to acquire an education that meets their needs and enables choices.
Values
- Openness, courage to be different and tolerate different
- A caring and supportive learning community
- Reliable people and school
Main directions of activity for the years 2024 – 2028
| Area/ person in charge | Current status | New goals | Activities to achieve the goals 2024 - 2028 | Measured by |
|---|---|---|---|---|
| Place in the school network of Estonia and Tartu/ head of school | 1.1. TAG has a solid position in the Tartu school network and a good reputation among non-Estonian and migrant residents. The school is an expert in language immersion and is successful in integrating students of different nationalities into the Estonian education system. Other educational institutions of the city and the republic cooperate with the school. | TAG continues to offer good learning opportunities for students of different nationalities. All studies in basic school are conducted in Estonian (except for justified exceptions) and at least 75% in upper secondary school. The school teaches Estonian as a native and second language and Russian as a native and foreign language at an equally good level.
| Creation of (visual) material introducing the school. Adding a description of the school's special features to the curricula. Cooperation with the Ministry of Education and Research, higher education institutions, training centres and other educational institutions in Estonia and abroad for the development of the principles and best practices of a multinational school and a multilingual learning environment.
|
|
| 1.2 In TAG, the conditions have been created so that non-Estonian and Estonian-speaking students can acquire basic and secondary education in a common learning information environment. | Children with a Russian or other home language are definitely part of Tartu's unified educational space. The number of Estonian-speaking children in school is increasing.
| Promoting a mutually linguistically enriching learning environment for students with Estonian, Russian and other home languages. Creating a curriculum, where the study of Russian and Estonian as a mother tongue and as a second language is described.
|
| |
| 1.3 TAG is the only school in Southern Estonia where Russian is taught and studied as a mother tongue at the secondary school level. | The possibilities of learning Russian as a mother tongue and Russian as a foreign language have been valued and introduced to the interested target group. | Adaptation of the Russian language and culture course in accordance with the conditions of the national curriculum and the needs of the learners. Creating conditions for learning Russian language, literature and culture at different levels.
|
| |
| 1.4 TAG plays an important role in the value education of students with a non-Estonian home language and in the formation of national identity and hometown patriotism, and works to ensure that students of different nationalities get along well. | Children and young people with Russian, Estonian and other home languages are in good relations with each other, in a common space of values and they respect each other's cultural differences.
| Adding the treatment of the principles of value education to the curricula. Involvement of students and teachers of schools with the Estonian language of instruction in cooperation and joint activities. Maintaining and expanding communication between special language communities using a wider variety of communication channels. |
| |
| 1.5 More than 1,000 students with home languages other than Estonian studied at TAG, of whom approx. 16% are students with a migrant background. The secondary school part makes up nearly 1⁄4 of the students, of whom approx. 5% speak Estonian as their home language. | The number of students at the school stabilises at around 900 - 1000 students. The basic school has 3 classes within a year (grade) + up to 3 small classes, i.e. 1 small class for each grade. The number of secondary school students is between 20 and 25 % of the number of students. Students with a migrant background blend in with the students, studying together with the rest of the students in joint study groups. The number of students learning Estonian as their mother tongue is increasing. | Regularly informing parents and the public about learning opportunities at TAG. Adaptation of the conditions for admission to the upper secondary school according to the previous learning experiences of the student candidates (Russian, Estonian or other language of study, migration background, etc.) and the profile to be formed by the upper secondary school (Estonian and other native language studies, vocational training, etc.).
|
| |
| 1.6 TAG employs approximately one hundred pedagogical and technical staff. | The multinational and multilingual team of teachers and employees is a mentally safe and cohesive community. | Activities to support a shared space of values and good understanding between teachers and employees. |
| |
2. Study organisation and content / heads of study
| 2.2 In basic school, students are divided into 3 – 4 classes within a year (grade); in secondary school, the year is divided into stationary and non-stationary study groups and different study groups in different subjects according to study pace, choice of language, gender and choice of elective subjects. | Basic school classes are completed within the class capacity of 20 - 26. In upper secondary school, the movement of students out of school and from other schools does not exceed TAG 10% of the number of students per year. | Development of study assistance, counselling and other support systems. Wider use of teaching forms that take students' individuality into account. Differentiation of teaching at the upper secondary school level by means of level groups and direction modules. |
|
2.3 Teaching is conducted in Estonian in 27 of the 31 basic school classes. In four regular and six small classes, partial Estonian language learning takes place. The number of students who passed the Estonian language exam at level B1 at the end of basic school varies from year to year: between 78 - 89%; at the end of secondary school at level B2 – 78 - 88%.
| Students' knowledge of the Estonian language improves due to the expansion of Estonian-language studies. Students with a migrant background achieve age-appropriate knowledge of Estonian as a second language. Students learning Estonian as their mother tongue achieve age-appropriate Estonian language skills. | Education in Estonian in all basic school classes to the extent of 75-100%. Investigation of the need to make distinctions in Estonian language learning and educational decisions. Changing lesson plans of curricula in connection with the transition to Estonian as the language of instruction. More targeted linking of extracurricular activities with language learning. |
| |
2.4 The initiative group of Knowledge School pilot project and other working groups create, research and describe the best practices for creating a modern learning environment in Estonian. | Teaching takes place in the spirit of modern learning approach and feedback. Teachers master and use the methodology of integrated subject and language teaching. The basic psychological needs of students have been noticed and taken into account. | Trainings and discussions for teachers, students and parents to harmonise understandings of modern approaches to learning and the general principles of learning in a second language and becoming a self-directed learner. Creation and implementation of a plan for the development of students' learning competencies. |
| |
| 2.5 The school's activities are regulated by the TAG development plan, the basic school and secondary school curriculum, the school's rules of procedure and work organisation, as well as the school's general work plan and the work plans of the subjects departments prepared by academic year. | The documents adequately describe the school's activities and are in accordance with the current legislation and available.
| Regular review and correction of documents. Modernization of basic school, secondary school and simplified curricula.
| · School documents: renewal and compliance | |
2.6 The satisfaction of students, teachers and parents with the school is monitored through satisfaction surveys and other studies organised by the Ministry of Education and Research.
| The satisfaction of the target groups with the school improves. Teachers work more collaboratively to identify students’ needs and support learning.
| Investigating the causes of student satisfaction and influencing the indicators with the help of research and activities carried out within the pilot project of the Knowledge School.
|
| |
| 3. Work and development of teachers/ head of school, heads of studies | 3.1 The composition of the teachers corresponds to the pace and needs of the transition to learning in the Estonian language. Most of the teachers have the required level of education and language skills or are about to graduate. 58% are teachers working in Estonian; 30% of teachers working in Russian; 12% English teachers. | The teachers' professional skills and language level meet the needs of TAG and the requirements established for the positions. The school has more teachers who can teach the subject in several languages (Estonian / Russian / English) and, in addition to teaching, are engaged in training, mentoring and other forms of experience sharing / dissemination. | Activities that improve teachers' language skills, including different forms of cooperation between teachers. Improving mastery of teaching in a second language, exchanging experiences with other schools. Participation in inter-school, including international projects, training.
|
|
| 3.2 The majority of teachers are purposefully engaged in self-improvement (level and advanced training, internal training for the entire team, projects, etc.). | The teachers' self-improvement needs have been mapped and the school's training plan is in line with the school's development trends.
| The focus of teacher training topics is on acquiring the peculiarities of teaching and learning in a second language and noticing the basic psychological needs of students. |
| |
| 3.3 Based on the subjects taught, teachers are divided into subject departments and across the school into working groups according to the need and the nature of the activities. Teachers are recognized with in-school nominations such as "Teacher of the Year", "Teacher of merit", "Good colleague", TAG badge of honor, seniority jubilee. | Teachers have a strong sense of belonging to their school. Teachers' satisfaction with their work and workplace at TAG remains at least at the current level. New teachers fit well into the team and stay at TAG for more than a couple of years. They are supported through an in-school mentoring system and adaptation programme. Teachers and staff feel noticed and recognized. | Supporting the activities of teachers across the entire team, subject departments, various working groups and one-off project teams. Supporting teachers who are active in various professional associations and working groups. Next to the existing types of recognition, a new recognition will be created: Tartu - European Capital of Culture or on another suitable topic.
|
| |
| 3.4 The use of ICT tools and the possibilities of the changing information space by teachers in teaching is uneven and related to the teachers' skill level and beliefs about learning and teaching. | The teachers have the skills and knowledge, and the school has the technical capabilities for the appropriate use of ICT tools in teaching. Distance learning / virtual learning has become a natural part of teaching. | Teacher training together with securing the availability of ICT information and tools. creation of an e-learning organisation system.
|
| |
| 4. School building and other learning environment / heads of study, administrative manager | 4.1 The school building was opened after renovation in 2020. The necessary conditions for study are guaranteed. | The premises of the school building and open study areas as well as the school territory have been appropriately used as a learning environment. Student satisfaction with learning conditions improves. | Preparation of the school's agenda according to the possibilities of the learning environment. Creation of a procedure for the use of the open areas of the school building and the school surroundings. |
|
| 4.2 Part of the teaching takes place outside the school building, in outdoor education and museum programs, projects and study camps. | Extracurricular learning is a natural part of education. All students can take part in it.
| Defining the topic of cooperation with cultural and research institutions by school level. Optimum increase in the volume of study outside the classroom.
|
| |
| 4.3 Ensuring the mental and physical safety of students is the responsibility of the entire school family. The security of the school environment is taken care of by the technical staff and teachers and the owner of the school. | Students feel safe at school, everyone has the school spirit and the desire to participate in school life. Satisfaction with school and learning remains at least at the current level or improves.
| Participation in the Bullying-free School programme. Cooperation and regular instruction of teachers and the entire school family and addressing security issues at every level: class, teachers, staff, management.
|
|
| Attachment | Size |
|---|---|
| tartu_annelinna_gumnaasiumi_arengukava_2019_-_2023.pdf | 736.14 KB |
| tartu_annelinna_gumnaasiumi_arengukava_2024_-_2028.pdf | 920.4 KB |
