Hamburg

1.	The schoool			(HAMBURG)
3.	Methods And Instruments	3.1.	feedback
		3.2.	peer evaluation
		3.3.	diary
		3.4.	photo evaluation
		3.5.	diverse	(GERMANY)

1.1. The school

Staatliche Handelsschule mit Wirtschaftsgymnasium „Am Lämmermarkt“ is a vocational school/college near the centre of Hamburg, currently attended by 1,100 students between 16 and 22, many of whom daily commute from the suburbs. There are two groups of students: The first one consists of students who are trained as foreign traders in various import and export companies, attending the schools two days a week. The other one is comprised of students who have graduated from secondary school (Realschule). Although they focus on economics they qualify for studying any subject at university (Allgemeine Hochschulreife) by attending our school five days a week for three years and passing their final exams (Abitur).

The school has a long tradition as a vocational school with a good relationship to the Hamburg export business. It was established more than 80 years ago and the building is of historical interest, now being surrounded by new office blocks.Various evaluation methods were used and improved by comparison in five countries. The attendance of COMENIUS courses and COMENIUS network conferences was as helpful as the support by pedagocical institutions in and Reykjavik . Hamburg was the coordinating school of the project.

1.2. SEFES Team Hamburg

From left to right:

Ralph Gloyer (Mathematics, Biology) Quality Manager

Werner Maass (Biology, Philosophy) Head of Department Gymnasium

Sabine Ott (Biology, Chemistry) Coordinator Biology

Angelika Wollermann (German, English) International Coordinator

1.3. Impact of SEFES on our School (Deutscher Text: Hier klicken)

In the following text it is shown which impact the SEFES project has had on Handelsschule “Am Lämmermarkt” so far.

1. Encouraged by impulses from the SEFES project three colleagues (2 members of the SEFES project group) attended a course at “Hamburger Landesinstitut für Lehrerfortbildung” (Hamburg Institute of Further Education of Teachers) on feedback methods in 2004/2005 in order to get more theoretical knowledge and gain further practical experience.

2. From August 2005 theses three colleagues have initiated open meetings for all colleagues at our school interested in feedback to pass on their experience. Already at the first meeting it became obvious that quite a number of colleagues had already been applying feedback methods. For the first time, however, this became public and a platform could be created to share the experience and co-ordinate feedback methods.

These two aspects (creating publicity, exchanging experience) have contributed to disseminate feedback methods at our school and to improve the quality of our work considerably.

3. Thanks to the photo evaluation (carried out by the SEFES members at their respective schools) all the staff at our school (students, teachers, caretaker, secretary, heads) have concretely got in touch with evaluation (by taking pictures, the opening of the exhibition and the exhibition itself).

4. By means of informing the staff at meetings about the progress of the project, exhibitions in the hall, concrete examples, e.g. of posters with agreements between teachers and students in the classrooms, as well as reports of students about the SEFES-meeting in Finland evaluation has become a common topic at our school.

5. Accordingly, in the term 2005/2006 evaluation has become the main emphasis of further education at our school:

15 colleagues are presently taking part in a course on peer evaluation (one of the methods used in connection with SEFES) at the “Landesinstitut für Lehrerfortbildung” with the aim of improving our teaching by organised mutual peer evaluation and feedback.

6. Thus it becomes obvious that due to SEFES evaluation/feedback has become one of the priorities in our school development.

The contact with colleagues from various European countries has had additional benefits:

7. Colleagues of our school have broadened their verbal and written knowledge of English, the language of the project.

8. We have improved our organisational skills by preparing/carrying out international project meetings. This increased competence has also furthered our school development .

9. In our professional lives Europe has become an integral part, as we have become aware of pedagogical problems in other European countries which are sometimes comparable, but also differ considerably. Hence we can compare different ways of handling these problems and finding solutions as well as accept the differences and acknowledge them. This also goes for cultural differences.

10. Across thousands of kilometres friendships and contacts could be established, which will continue to improve the quality of our work (beyond SEFES), but which will also strengthen the idea of a common Europe .

Outlook:

11. Our experience with SEFES has been so inspiring and beneficial for us that we have initiated and applied for a new Comenius school project: MarCoB (Marketing and Consumer Behaviour in a European Comparison), starting in 2006.

Auswirkungen von SEFES auf unsere Schule

Im Folgenden wird dargelegt, welche Auswirkungen das SEFES-Projekt auf die Handelsschule „Am Lämmermarkt“ in Hamburg bis jetzt hatte.

1. Angeregt durch die Impulse durch SEFES besuchten im Schuljahr 2004/2005 drei Kollegen/innen (davon 2 Mitglieder der SEFES-Projektgruppe) ein Seminar im Hamburger Landesinstitut für Lehrerfortbildung zum Thema „Feedback-Methoden“ um Grundlagen zu lernen und weitere praktische Erfahrungen zu machen.

2. Diese drei Kollegen/innen initiierten ab August 2005 offene Treffen für alle an Feedback interessierten Kollegen/innen unserer Schule um ihre Erfahrungen weiterzugeben . Bereits während des ersten Treffens wurde deutlich, dass eine beträchtliche Anzahl von Kollegen/innen schon Feedback-Methoden anwendeten. Nun wurde dies zum ersten Mal öffentlich und außerdem ein Forum geschaffen, in dem man die gemachten Erfahrungen austauschen konnte.

Diese beiden Sachverhalte (Öffentlichkeit herstellen, Erfahrungen austauschen) bedeuten einen erheblichen Qualitätszuwachs und tragen dazu bei, diese Methoden weiter zu verbreiten.

3. Im Schuljahr 2005/2006 wurde daraufhin Evaluation ein Schwerpunkt in der Fortbildung der Schule:

15 Kollegen/innen nehmen zurzeit an einem Seminar des Landesinstituts für Lehrerfortbildung zum Thema Peer-Evaluation (eine im Rahmen von SEFES in der Schule eingesetzte Methode) teil. Hierbei geht es uns darum, durch angeleitete, gegenseitige Hospitationen den Unterricht gegenüber Kollegen/innen zu öffnen und sich durch die Rückmeldungen weiter zu entwickeln.

4. Es wird deutlich, dass durch SEFES das Thema Evaluation/Feedback ein Schwerpunkt der Schulentwicklung unserer Schule wurde.

Der Kontakt mit ausländischen Kollegen/innen hatte weitere Auswirkungen:

5. Kollegen/innen unserer Schule erweitern ihre Sprachkompetenz, da die Projektsprache Englisch ist.

6. Wir machen in Bezug auf Organisationsentwicklung Erfahrungen durch das Vorbereiten/Durchführen internationaler Projekttreffen. Auch dieser Kompetenzzuwachs ist ein Teil unserer Schulentwicklung.

7. In unseren beruflichen Bezügen findet tatsächlich eine Europäisierung statt. Wir werden sensibilisiert dafür, dass es in anderen europäischen Staaten zum Teil total andere Probleme gibt, zum Teil sehr ähnliche. Wir können unterschiedliche Lösungsansätze vergleichen und lernen, andere Lösungswege zu akzeptieren beziehungsweise wert zu schätzen.

Das gilt auch für kulturelle Unterschiede.

8. Es haben sich über Tausende Kilometer hinweg Freundschaften und Kontakte entwickelt, die auch weiterhin (losgelöst von SEFES) die Qualität unserer Arbeit verbessern werden, aber auch die Idee von einem gemeinsamen Europa stärken werden.

Ausblick:

9. Unsere Erfahrungen durch SEFES sind so positiv für uns, dass wir den Mut hatten, ein neues Comenius-Projekt: MarCoB (…..) für 2006/7 zu initiieren.