• Education stages: Preschool, Primary, Secondary and College
  • Period: 2013-2014
  • Service: Educational Self-Assessment, Educational Strategy Plan and Educational Projects Manager.
  • Participating teachers: 78
  • Website: www.escuelaspiastenerife.es

Escuelas Pias Tenerife is a school that completed an Educational Self-Assessment in the period 2013-2014 for each of their different education stages (Preschool, Primary, Secondary and College) as well as an Educational Strategy Plan with tools provided by the Escalae System. The schools have since developed these services through a common work process standard.

Data sheet:

  • Location: Santa Cruz de Tenerife
  • Unit: Work Group for the Institutionalizing of Educational Practices
  • Title/Objective: Project to establish the social organization characteristics in the classroom
  • Period: September 2013-June 2014

Introductory description of the centre:

Colegio Escuelas Pias is a school in Tenerife’s capital city of Santa Cruz that belongs to the Piarist Order, founded by Saint José de Calasanz.
It serves and aims to transform society through having a welcoming school, with particular emphasis on disadvantaged students.
The Piarist Order motto, Pietas et Litterae, “Mercy and Letters” in English, guides the school’s mission in offering a comprehensive education that aims to harmonize scientific knowledge with a Christian vision of existence.

The Piarist Order understands values such as courage, which it harnesses in order to develop its mission and achieve its vision. Consequently, it considers the following values to be cornerstones in providing support:

  • Unique teaching and spiritual practices, defining an educational style that has accompanied the Piarist Order and supported it for five centuries.
  • Teacher coordination and student guidance from the centre’s staff.
  • The identification of many of the families with the inherent nature of the centre and commitment to the Foundation created as a participating organ in the school.
  • Full agreement with the school’s methods and practices from the APA (Association of Students’ Parents).
  • The training of students in skills that are demonstrated in the results achieved, completed as part of the university access tests and university achievements, as well as other tests carried out by different institutions at lower levels of education.
  • Exceptional city centre location and facilities.
  • The use of rooms during non-teaching hours.

As a basis for the development of the values which we wish to foster, the Piarist Order considers that the quality of interpersonal relationships among the different members of the educational community must be a priority objective for its institution:

  • The Christian concept of the human being.
  • Responsibility, endeavour, sense of duty, and work ethic.
  • Respect and solidarity with others (all members of the educational community).

Work process and development of the course methodology:

These steps are followed: 

  • The centre provides its educational objectives.
  • Based on these objectives, the technical team establishes what the ideal educational intervention model or educational profile of the applicable stage should be. It also defines the organizational characteristics of the centre and the professional development of the teachers.
  • The teaching staff respond to a factual analysis questionnaire, with the answers illustrating what can be expected at the centre at this time.
  • Based on the present situation of the centre, educational improvement projects are established, which are necessary to attain the desired educational standard.
  • The centre then prioritizes these projects based on what is likely to be the most effective and successful, related to the teaching-learning process.
  • The technical team prepares the Educational Strategy Plan and the centre presents it to the faculty for approval.

Results achieved:

The centre acquired its Educational Strategy Plan (ESP). In the ESP, activities to improve time in the classroom were identified as well as the corresponding connection with the centre’s organization and professional development of the teaching staff, in the short, medium and long term.