Digital Plan Beasain BHI

1.       Introduction

Beasain BHI is a secondary education centre, that includes both compulsory and non-compulsory education. It counts with two buildings, a big separated physically. Close to be 50-year-old, it is one of the referents of the area because its size allows the centre to offer a wide range of specialities and subjects. It has more than 1000 students and the number of teachers is 108.

Mission

The aim is to offer an integral and modern education, based on competences.

Vision

There is a clear interest in working with the last technologies in such a way that we can prepare our students to become capable citizens ready to deal with the tasks of modern life without difficulty.

Values

We try to educate in values such as respect, tolerance, constancy, and others, this is, all the necessary to develop the capacities of people in a harmonic way.

2.       Analysis of reality

a)      Organizational dimension:

-Leadership and governance: The centre, even if divided into two different buildings, counts on a unique management and then, there are a series of different positions in each of the buildings.

-Teacher professional development: From the centre the continuous formation of teachers is boosted, putting special interest in innovations related to education in competences and also in order teachers can acquire the required skills as to adapt to the level of digital implantation in the centre.  

-Collaboration and networking: The school is involved in different schools’ nets and, in addition to this, teachers tend to take part in different cooperative nets for material creation and it is pretty frequent to organise courses in order to improve digital competences.

b) Pedagogical dimension

-Teaching and learning practices: We are trying to fully develop the digitalization of the educational process. In this there is a difference in between both buildings because while students of the first levels of compulsory education counts with their laptops (in the first level of their own ownership since this year because we have started to replace traditional textbooks by digital books), those in higher levels do not count on this equipment (we expect this to begin in the following two or three years), so the use of digital tools is different.

-Contents and curriculum: All the contents of the different subjects have a space in the Moodle platform o the centre so it can be offered to students a great variety of resources to make easier to follow the matter even when they are absent for any reason. They can also find there complementary materials or the platform may be used to interact with students.

In all the cases official programmes are followed and the programmes of the subjects are available in each of the courses of the platforms and in the Intranet of the school.

-Evaluation practices: During the last courses, special stress is being put on competences. For that purpose, there is a group in the centre who analyses the subject and prepare resources for evaluation. In this moment the evaluation in competences is made in compulsory education and the results of that are given to parents at once with the note bulletin.

3.       Action plan: strategic lines

Strategic line 1: Communication

There are different types of communications and department meetings are used to transfer information to the different groups of teachers.

Equally, the control of assistance system, Einika, allows direct communication with families and we also offer information through our web site and social nets (Twitter and Facebook), to give punctual information of the activities of the school.

Strategic line 2: Professional Teacher development

There is an attempt to put all the media at hand for teachers to be able to answer to the needs of students during the teaching-learning process. There is special stress on teachers’ digital formation and also in languages.

During the last courses other of the main areas of action is being the evaluation of competences and the attention to students of high capacities.

Strategic line 3: Usage policy

In all moment there is an interest in offering integral and modern education and try to adapt the centre and its agents to the new needs that are emerging with the adoption of new elements and tools.

Strategic line 4: Evaluation

The process, documentation and satisfaction degree of the agents of the process are taken into account and evaluated through anonymous inquiries to locate possible problems and work in their implementation.

Strategic line 5: Good practices

We are immersed in a progressive adaptation to new times trying to offer to all our students the same opportunities.

Changes are made through consensus and always taking into account the possibility or modifying anything in order to achieve a successful result.