Why are we doing it? (mission)

The HAND: Empowering Teachers project hypothesizes that the professional development programme to empower teachers in an innovative holistic model approach (a whole-school-whole-year support system) will lead to an improvement of teachers’ SEDA competencies.

Teachers’ social and emotional competencies, including (a) self-awareness, (b) self-regulation, (c) social awareness, (d) relationship skills, (e) responsible decision-making, together with (f) relational competence and (g) diversity awareness (CASEL, 2013; Kozina et al, 2020), are demonstrated as crucial forward-looking competencies for empowering teachers to better navigate their career, create effective learning and teaching environments and a positive school climate, also by effectively working in cross-disciplinary teams. At the same time, these competencies support the development of the same competencies in students in classrooms.

The HAND: Empowering Teachers project recognises particularly the following pressing problems and needs in the teaching profession across the EU, as evidenced in EU reports and international research:

(1) Teaching in a changing and diverse setting;

(2) Promotion of teacher collaboration;

(3) Supporting teachers’ careers;

(4) Participation, focus and efficiency of continuing professional development;

(5) Addressing the needs identified by the teachers;

(6) Supporting teachers social and emotional competencies.

Collaborative for Academic, Social and Emotional Learning (CASEL) (2013). The 2013 CASEL Guide: Effective social and emo on- al learning programs-preschool and elementary school edition. Chicago, IL: Author.

Kozina, A. (2020). Social, emotional and intercultural competencies for inclusive school environments across Europe. Relationships matter. Hamburg: Verlag Dr. Kovač. Available at: https://www.verlagdrkovac.de/volltexte/978-3-339-11406-8.htm