Secondary School Dr Julio Martins

SECONDARY SCHOOL DR. JÚLIO MARTINS External Evaluation Process

SCHOOL PRESENTATION

1. BACKGROUND AND CHARACTERIZATION OF THE SCHOOL 1.1. Physical and Social context

On May 2 1919, Júlio Martins, as Minister of Commerce, creates in Chaves the first Industrial School with a Commercial Class (Decree No. 5490, the Ministry of Commerce, General Directorate of the Education Industry and Commerce). They had already passed 89 years. In the first meeting of the Board on June 27.th, 1919, it was unanimously approved the intention to give to the school the name of Júlio Martins which later came close itself to lose, and finally recovered in 1978, year whose, without hesitation and consensually, Dr. Júlio Martins was considered its patron. With the implementation of the democratic regime, which came out on April 25.th, 1974, the educational system was the subject of deep changes, with emphasis on the principles of democracy and consequent opportunities for access and success to all citizens, enshrined in the Basic Law on the Educational system. Our School is adapted to this new reality and is considered the one which better plays these principles. Much has happened since then, not only in this town but also in the country. Nevertheless, this institution has crossed the times, providing, today as yesterday, an important service to the community. Nowadays the school has about hundred teachers and other professionals, who provide public educational service to 680 students, with 305 of the 3rd cycle of basic education, 274 of the Secondary, 84 of Vocational Education and 17 of Educational Courses and Training. The school population is very uneven, expressing mixed economic conditions, cultural and social condition. This school, whose population was once more rural, has now an essentially urban and peri-urban population (58% vs. 42%). Most students take 15 minutes to get to school and the other about 30 minutes.

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It is possible to relate to each of these groups, different attitudes to school, a which sets scenarios / tipificáveis problem also. The decline of pupils, caused by birth rates, are forced to think about the school the organization, offering new opportunities for students, in order to become possible to combine the commun student with the normal risk of dropping out, doing assert the claims of its tradition of inclusive school. But the School Júlio Martins transcends and much, that everything on it is likely to be entered in numbers, whether the number of students, their averages and disapprovals, given the shortages, the developed projects, the amounts spent and so on. This school is, and will always be, above all a place of socialization, preparation for life, regardless

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The recognition, well demonstrated by the community in which we operate, makes us believe that the most important is not insisting on being what we are, but in being able, thanks to our own efforts and those of others, to improve what we are . “

1.2. Dimension Size and school facilities

The school operates in a building with three floors, with 4 open air fields. It has 34 classrooms of non-specific classes, highlighting a few specific rooms: Electrical and Electronics Laboratories Mechanics, Biology, Physics, Chemistry and Informatics; Electricity Workshops, Carpentry and Mecanotecnia; Mathematics, Secretariat and Administration; sports facilities (gymnasium, outdoor’s multipurpose fields and tracks); spaces and resources of support (School Library / CRE, Auditorium, mini-auditorium, Study Room, the SPO Office, Laboratory of Photography, Multimedia Room, Room Service for Parents / EE, Repro and Stationery); specific facilities for teaching intermediate structures; spaces for Administration Services (Headmaster Office the Executive Council and Administration Services); places of conviviality (the teachers' room, room for non-teaching staff, the playground, bar, outdoor recreation, the Students’ Association Office). Work still on the premises of ESJM the Training Center of the Schools Association of High Tâmega and Barroso and also the Support Team to the High Tâmega Schools’.

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Overall, the school building is in an unsatisfactory state, despite the efforts made on its conservation. What concerns to specific installations it is necessary to deemed to reclassify some of them and root for construction of the areas of science adapting them to current requirements of the courses, programs and services.

1.3. Characterization of the pupils

The low level of education of most parents /carers (1st cycle 347; 2nd cycle 172; 3rd cycle 217; sec. 206; C. average 38; C. Superior 71; Others - the rest) and low social-economic being of households is visibly reflected in the results of the students (in Basic Education, 11% of the students was already detained at least once, over his educational background, and in the secondary, approximately 12%). The consequences are well-known, the low extractions face to school (31% of students has not in their horizons the continuation of studies) the lack of accompaniment and orientation of the family units, is still being a failure factor in the passage of the pupils. Although there were few students from households with a history of emigration, there are some specific problems of learning the portuguese language, in the case of students who return to Portugal after the beginning of the school in another country, as well as problems associated with prolonged absence of parents. Whether at this level or the level of attendance, the existing critical situations are off, and therefore likely to be individually accompanied, excluding, so, widespread problems. The incomes of most households are low, currently benefiting from social school support about a third of the students.

1.4. Teachers

The vast majority of teachers belongs to the QE (over 80%) and work in this establishment for ten or more consecutive years, while the number of those who teach here for the first time represents about 10% of the total. The number of teachers with academic time of service between 15 and 25 years is 40 and over 25 are 41. Is a part of the faculty a teacher of special education.

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There are school teachers filled in the category of professor in sufficient numbers for the performance of their duties and it has not been necessary to use temporary appointments. The distribution of the teacher is made accordance with the existing legislation and with a set of guidelines laid down by the PC, taking into account the student, seeking an education of quality that does not neglect its full training. The stability of faculty, their experience and professionalism is one of the most values to school. There are special attentions to the provision of advice to class, the profile of the coordinators of intermediate structures, in particular the TD. The attendance of teaching staff shows a very satisfactory level, so that we can say that the shortages of teachers, generally speaking, have no significant impact on the organization of the activities of the school. The lack of teachers is overcome using the exchange, clearing or its replacement by another teacher-there is to this end a number of teachers available.

1.5. Non-teaching staff

The framework for non-teaching staff is a group of professionals with many years of service, because the vast majority have already served more than 10 years. Working in administrative offices 13 employees (10 of the binding framework and 3 with Bus Contract Provisions) and auxiliaries of education are 31 (17 of the binding framework, 6 Contract with Single, 5 with fixed-term contracts and 3 are working in other conditions). The school also has a psychologist that ensures the SPO. Generally, the non-teaching staffs show lack of education: secondary education - 32%; 3rd cycle of basic education - 39%; 2nd cycle - 6% and 23% only the 1st cycle, as well as lack of training in specific areas of their intervention. The staff lacks shortages of personnel are a constant concern of the organs of the School. It is above all a necessity felt by teachers, students, parents and non-teaching staff whom are faced with working hours that, to the lack of a better term, are defined as disconnected and irregular, a situation that is aggravated by the lack by disease or due to force majeure of some of them.

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1.6. Financial Resources

The annual budget of the school, for this calendar year, is € 468.230.00. That amount breaks down into € 37.100.00 in revenue and € 148.200.00 budget of state, in addition to 282.930.00 € founds of POPH for the CEF courses and Professionals. The amounts are applied practically in current expenditure, remaining for capital only € 41.100.00. In particular, it is to obtain resources through the Socrates / Comenius - € 21000.00, PAM900, 00 €; Câm.Muni.Chaves-3000, 00 €; Health-300, 00 €; Desp.Esc -3500.00 €. In economic aid it was spent € 38.482.71 in 2007. The budget options are defined by the Administrative Council and the School Assembly. With regard to the mobilization of resources, the school has been applied to all public offerings and measures, which has allowed, for example, the purchase of technical equipment.

2. THE EDUCATIONAL PROJECT 2.1. Priorities and Aims

With the Educational Project we intend to lay the groundwork for an effective school, to a "good school", which achieves its purposes. Responding to these challenges it involves developing a school culture of responsibility, work, demands, rigidity and discipline, but in the words of M. S. Guerra, for the “improvement of society through the formation of a critical citizen, responsible and respected ", which seek to achieve. In short: more than a guiding document, the Educational Project of the School presupposes the existence of an implicit pact between the protagonists in the teaching / learning process, namely: teachers, students and parents or carers. The first is required to comply with competence, responsibility, justice and fairness to its mission; the students that they perceived that the school, with an area of freedom, is also a place of demand, discipline, study, responsibility depending on its success or failure largely on their own and their understanding

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of what is a school; to parents or carers are required greater participation in school, to monitor the activities of their students outside, passing on them the message that school is a place of enormous importance for its full training and for their future. Consistent with their high aspirations the ESJM assumes, as part of its action, to guide its educational project, by the following guiding principles, which are considered as essential: • Creating conditions that allow development of a democratic and pluralistic spirit, between the school community as well as the existence of a disciplined environment, employment, involvement, of living and welfare; • Contribution to the development of intellectual, ethical, physical and aesthetic of our students, taking into account their level of development and their cultural capital, linking them to the observance of internal rules and of the law; • Ensuring equal opportunities for students with special educational needs; • Recognition of teachers as autonomous and responsible professionals, engaged in a constant improvement of the quality practices of teaching and learning, for the success of their students; • Co-responsibility of parents and / or responsible for education in the educational success of their students; • Maintenance and improvement of quality of materials and physical structures of the school; • Integration of the school community in an educational community increasingly wide; • Recognition of the body of officials and professionals with relevant roles in the school community; • Raising awareness of environmental issues and healthy lifestyles; • Implementation of practices of individual self-assessment, departmental and school as an organization. The strengths of this project are the quality of services provided, SPO and Special Education, the number of partnerships established with various entities, listed below, the Annual Plan of Activities, the diversity of educational provision that gives its students and the

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implementation of practices of individual self-assessment, departmental and school as an organization. As weak points of interest are the degradation of the school building, lack of thermal and acoustic insulation, caused by the type of windows, lack of space for creation of new facilities (offices for work of teachers, laboratories, health, attendance of education responsible, for AP / EE,..), shortages at the equipment level of material, technical equipment and of security, lack of a gimnodesportivo lodge and some instability/demotivation caused by recent legislative changes.

2.2. Strategies and action plans

The ESJM set to develop the strategies to achieve the objectives to which they are proposing and that of its Educational Project. • The guidelines have been defined and outlined a set of actions to implement / operationalize the educational project, of which stand out: • The development of an Annual Plan of Activities, with different curricular and extracurricular activities, involving the educational community, in accordance with the strategic objectives, the tasks of the unit functional organic and human and financial resources available. • The planning and goal setting for learning and assessment procedures, taking into account the student, the specificity of the discipline, focus on diversification of methods and techniques of teaching. • Analysis of the results of learning by subject, comparing the initial state (carrying out assessments of diagnosis) with the progress made. • The development of recovery plans / monitoring / enrichment appropriate to students especially those who have the greatest learning disabilities. • The construction of quality materials (scales of observation, evaluation, work sheets, tests, evaluation, educational texts, games, chips ...). • The application of tests organized in the disciplinary group and intermediate tests of the ME.

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• The promotion, through the team's BE / CRE, the development of habits of reading. • The improvement of educational equipment of classrooms, in quantity and quality and ensuring the proper operation; • The involvement of parents, giving them to meet the general criteria / specific assessment, the programmatic contents as well as the number of classes planned. • Support to the Association of Students for it to be a partner in motivation and integration of students; • The promotion, in addition to the mechanisms of participation in functioning of different organs, of spaces for dialogue, through the holding of regular meetings of Teachers, of Staff, of Class Delegates and of Parents / EE; • The implementation of protocols with local companies in order to place the trainees of the educational training courses and professional courses;

3. THE ORGANIZATION AND MANAGEMENT OF THE SCHOOL 3.1. Management structures

The management structures of the school have suffered successive changes, particularly since 1998. If the aims behind these amendments were intended to better coordination of various characters, clarifying a set of skills, improving the assertion interim leaders, successive amendments have not given the time for the necessary consolidation of these changes. At school, and without prejudice to the new Rules set by the General Council during this transitional year in accordance with the Article 20. Decree Law 75/2008 of April 22, was approved the following composition of the PC: 1 -- Director, 4 - Teachers holders Department Coordinators, 6 - Structures of coordination and supervision of teaching and educational guidance (multidisciplinary and ensures the representation of different educational offerings: 1 - Library Coordinator, National Plan of Reading; Official School, 1 - Coordinator Education for Health, 1 - SPO, Special Education. 1 - DT Coordinator, 1 - New Opportunities Coordinator and 1 - ICT Coordinator, WFP, DE, Security. 1 - Personnel non-teaching, 1 Parents / EE; 2-Students (1- Secondary regular school and 1 - Professional education).

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The powers of this body are defined in terms of Decree-Law 75/2008 of April 22. There has been created 4 curricular departments and 15 school subjects. The operation of these two intermediate structures, together with the executive body, in conjunction with CT, the DS, the SPO and support education, it is crucial in realizing the aims of the school. All these structures are based on a faculty experienced, duly authorized, demanding and somewhat resistant to change, particularly those arising from the new status of the Career Teacher and Student. It is important that each of the actors in these structures is aware of its responsibilities and exercise in a spirit of collaboration, sharing and cooperation that has been the norm in this school. This way of building the school has taken to a pooling of efforts with increasingly positive results for the various stakeholders and in particular for students.

3.2. Educational management

For the tutoring of students and organizing, monitoring and evaluating the activities of the classes there are the Councils of Class and its Director and a structure for the Coordination of Directors of Class. The specialized services of educational support in the School aim to promote conditions which ensure the full integration of school pupils and should combine its operations with the structures of educational guidance. There are the Psychology and Guidance Services and Support Service for pupils with special needs. For the development of various activities that are considered important in the formation of our students, the School has a set of Coordinators: Sports School, Project Education for Health; BE / CRE, ICT, WFP, Socrates Comenius, Safety and Protection, Secretariat Screening and Directors of Sports Facilities, Electricity, Mechanics, Biology and Physics / Chemistry. Parents / EE participate in the life of the school through their representatives in the AP / EE, the General Transitional; CP; Council of Class and Assembly Election to the executive board. The Parent / Carer can sit in the House with DT. Students have their rights and obligations enshrined in law in the Rules. Students participating in the organization of the School through the delegate and the sub-Class, House of Delegates,

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Class of Assembly, representatives of secondary education in the Assembly Election, CGT and CP, and also, through the Association of Students. The distribution of the teacher is made to ensure the continuity of teaching the same classes in each cycle, worthing any obvious bearing incompatibility or impossibilities, with particular attention to the role of DT. The role of the Councils of Class and the DT assumes importance as are the performers of management education developed in school. For them up, for the most part, all the work imity with the students, with the definition of strategies, support, standards and criteria for action, reorientation of methodologies, monitoring of individual cases to the most diverse levels, always seeking the best for the student, basically the reason for our entire effort. At the beginning of each year, the interim meetings, with the presence of representatives of parents and students, are important moments for all this work. In Class Councils of the evaluation, there is a detailed analysis of the realities of the class in order to readjust strategies. The PC analyzes the data supplied by CT, Departments and external evaluation of results, supported by statistical mapping by subject, by class and by years of schooling. It also outlines a set of criteria / guidelines to be considered at the evaluation meetings, the formation of classes in drawing up schedules and delivery of academic service. These documents were adopted after having heard the various actors. The management of the school teacher is well founded on values of fairness, justice and positive discrimination, ensuring equal opportunities. To that end organizes a series of educational assistance that are directed to overcoming the difficulties of the students, they are learning, for integration into the school, special educational needs or students from other school systems. We have the SPO, Technique of Special Education, Study Room, School Library / CRE, Educational Support Added, namely Mathematics, English and Portuguese.

3.3. Procedures for institutional self-evaluation

The school has made self meetings of the CP and the Assembly of School, heard the departments or areas, at the end of each period and especially at the end of the year.

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At the beginning of each year analyzing the results of National Examinations and the provision of comparative school (rankings), it has revealed advances, fruit of commitment of all. The various coordinators and DT compiles, at the end of each academic year, the reports where the balance of activities is done. The Assembly also makes a critical assessment of the implementation of the Annual Plan of Activities of the School. This set of data is organized and serves as a reflection, but for it to be more fruitful appealed to the creation of a committee of the school self-evaluation in 2006.

4. CONNECTING TO COMUNITY 4.1. Articulation and participation of parents and carers in school life

It appears that the Parents / EE show short engagement with the school. The reasons given in regard to contacts with the DS are: reduced availability and interest; incompatible schedules; lack of reasons which justify it. For many parents remains the idea that coming to school is associated with problems of the disciplinary process or the difficulties in teaching / learning of his student, considering that in the absence of such problems, their presence in the educational establishment is not justified, which explains the absenteeism in school life. The reduced presence at meetings of AP / EE is related to several factors: reduced ability to resolve the problems; lack of motivation on matters presented; lack of availability; lack of spirit of partnership and distance to school. Monitoring for Parents will diminish as they travel in different years of schooling. However, with more or less difficulty, the representatives of parents are elected and about two thirds of the charges of education attend at the end of each period, to receive ratings. AP / EE are active and collaborative and it is represented in different organs, where his attendance is very high. It would be useful for the school that this was truly representative and not only consists of a small number of parents who are interested, who gives suggestions, who is a partner in solving some problems.

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The school was always concerned about this lack of participation of parents in school life of their children. For motivation to participate with greater regularity, a set of actions is defined, such as the choice of DT, provision of the telephone of the school for contacts, drawing up leaflets, support the AP / EE (photocopies, telephone) call for participation in extracurricular activities (festivals, days of school, delivery of diplomas, excursions, ...). The DT show, in general, the willingness to receive care outside of office hours.

4.2. Articulation and participation of local authorities

A budget has been available every year by the municipality for extracurricular activities (of study visits and other activities) and it has cooperated in the movement of students for activities outside school (exchanges with other schools, Olympics of Mathematics, Physics and the Environment). Their collaboration it is still felt in specific arrangements (sanitation, electricity, cleaning ...). It is represented in several events taking place in school, shows readiness to participate and cooperate. The representative of the municipality had also sit in the former Assembly of School and currently in CGT.

4.3. Articulation and participation of local institutions - businesses, social and cultural institutions

The school has activities and projects that seek to support the career guidance, learning and full training of students. Today, we have the Official School, Sports School, Library / CRE, National Plan for Reading, Action Plan for Mathematics, Program of Education for Health, Free School of Tobacco, Tobacco-Free Schools, ICT Plan, Safety / Civil Protection, School's page-http: / / www.esb3-drjuliomartins.edu.pt, special education, guidance and psychology services, Socrates / Comenius, partnership with the IR-19, in addition to other activities of short duration developed in the framework of the class project or Departments of Curriculum. Down in these projects, a series of partnerships are established with organizations, social structures and political representative of the community (the Town Hall, Center for

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Employment, PSP-Safe School, Health Center No. 1 and 2, School of Nursing, ACISAT and Alumni Association of Schools, Vocational Training Center, Group Aquae Flaviae, CFAEATB, EAE ...) to contribute to the enrichment of the activities. Under the New Opportunities Program (training courses / professional courses) establishes partnerships with local companies in order to meet the training needs of the region, the labor market, formalizing protocols of probation, thus involving students and school with community.

5. CLIMATE AND ENVIRONEMENTAL SERVICES 5.1. Discipline and civic behavior

The Educational Project gives a strong emphasis on discipline and civic behavior, defining the purpose for a set of principles and values leading to increase awareness and participation of various components of the educational community. A school of healthy living and relationships between the various elements of the school community is based on rules of citizenship. Our students in general have a proper behavior, both inside the classroom, or in recreation. The lessons of Civics, the commitment of teachers in general and in particular DT and ESA, also help to improve their standards of conduct. The school organizes events whose purpose is to strengthen the relationship of cordiality, mutual respect, tolerance and sociability (feast of Christmas, Day School, retirement parties ...). The school is considered safe and tranquil. In recent years was reduced the number of shares that led to disciplinary proceedings. Other less correct attitudes were resolved through dialogue teacher / student / responsible for education / Executive Board / directors of class and SPO. The school has a night-guard in office too, in the week-end and holidays. It is expected that during this academic year the implementation of the electronic card and video surveillance will enhance the safety conditions.

5.2. Motivation and commitment

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The reception for students of 7 and 10 years is made at the beginning of each school year by the DS, which tells the IR, the functioning and structure of school and gives them a leaflet on the organization of it. The following is a guided tour the premises and in the end is offered a snack, in an environment of conviviality. The Alumni Association of School awards every year two finalists students (one of the courses geared towards the pursuit of studies and other from the courses of Technology). The new teachers are received by the EC, coordinators and formally presented at the meeting of general teachers. In most cases they integrate easyly, whether in school or within their respective areas, since much of the planning work is done by teachers who teach the same year. The management of various organs is made with dedication and professionalism, based generally on cordial relations between coordinators and coordinated, each trying to do his best always aiming, ultimately, the success of students. The school community is invited to participate in various activities at school and in particular in the paper "Period. Paragraph, "which comes out once a period and in the School Page.

6. RESULTS 6.1. Academic outcomes

The study results are satisfactory and are at the national average. In recent years the trend has been positive. In elementary education has been verified a consolidation of that round improvement in performance, in general terms, the 80% of approvals result of investment made in areas such as Portuguese Language and Mathematics. Since 2004/2005 that the rates of completion of the 12 year and the ones for entry to higher education, have considerably increased and the current are respectively of 75% and 85% (only in the 1st phase).

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The data set is accompanied by scholars and analyzed by the PC, after hearing the intermediate structures, which are a first thought, trying to identify the possible causes for any failures and trying to devise strategies to overcome. The rate of abandonment in the past three years is very low for what you have contributed, in addition to the commitment of the SPO, the CT and DT in particular, the creation of CEF courses, vocational courses, the existence of educational support and participation committed in projects such as WFP, the National Plan for Reading, Network, school libraries... Still there, with little meaning, the school abandonement in the10 year, since not being covered by compulsory education and having low expectations for the school, students choose to enter the labor market.

6.2. Social results of education

The school is aware of the educational background of a large proportion of students, either by the results of placements in Higher Education, or by DT and the teachers of the 12 year and SPO, which generally follow the route of its students. For students in the New Opportunities, the data show that the vast majority of those who completed the courses pursued studies or entered the labor market. The same goes for the old Technology Course. Students have the service of the SPO for educational guidance. The school follows with particular attention to disadvantaged and disabled students.

7. OHER RELEVANT ITEMS TO DESCRIBE THE SCHOOL

The ESJM is trying to open up the New Opportunities Center on its premises, trying to return to school parents of students, alumni and other valuable people from this region to complete studies, certify and validate skills. The school has tradition and added value to provide this service to the community. The Short Course Professional experience makes us believe that this shift will bring benefits to the community relevant either to school or for our partners, we have tried to always match

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the availability of the School (Teaching staff, facilities and equipment), the needs / characteristics of business in the region. The school has always been willing to accept its premises other entities: the UNIVAR, the Training Center of the Association of Schools of High Tâmega and Barroso and the EAE of the High Tâmega. The school needs to work for the refurbishment of its structure, new equipment at the level of security, investment in classroom space already provided for in technological terms and a flag gimnodesportivo.

Chaves, October 3, 2008 The Chairman of the Executive Committee: __________________________________

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