Centre for School Quality and Teacher Education: Difference between revisions
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* prevention and quality development of general education and vocational schools. | * prevention and quality development of general education and vocational schools. | ||
At the Centre for School Quality and Teacher Education so called “Practical Inclusion Facilitators“ (Praxisbegleiter*innen Inklusion PBI) are employed, with the responsible for supporting multi-professional teams in inclusive education settings. | At the Centre for School Quality and Teacher Education so called “Practical Inclusion Facilitators“ (Praxisbegleiter*innen Inklusion PBI) are employed, with the responsible for supporting multi-professional teams in inclusive education settings. | ||
=== important Links & References === | |||
https://zsl-bw.de/,Lde/startseite | |||
[[Category:Germany]] | [[Category:Germany]] | ||
[[Category:Centre for School Quality and Teacher Education]] | [[Category:Centre for School Quality and Teacher Education]] | ||
</translate> | </translate> | ||
Revision as of 21:45, 1 August 2024
The core tasks of the Centre for School Quality and Teacher Education (ZSL) are:
- professional development;
- executive qualifications;
- developing concepts and managing the implementation;
- quality assurance for cross-cutting pedagogical topics, subject- and school-specific topics;
- conception of teaching support programmes;
- development of educational plans;
- approval of textbooks;
- international cooperation projects in teacher education;
- development, decentralized provision and quality assurance of advisory services, for example regarding school careers, job orientation, need of additional support and special talents;
- school psychological services;
- prevention and quality development of general education and vocational schools.
At the Centre for School Quality and Teacher Education so called “Practical Inclusion Facilitators“ (Praxisbegleiter*innen Inklusion PBI) are employed, with the responsible for supporting multi-professional teams in inclusive education settings.
