Workshops (in French)
This series of workshops is aimed at seminar professionals and seeks to facilitate in-depth reflection on contemporary forms of educational leadership. Designed with a focus on reflection and professional development, the workshops draw on participants' real-life experiences, tensions in the field and professional dilemmas to encourage perspective and the joint development of shared benchmarks. They take a complementary approach to the leader's stance, the use of data and evaluation, change management, professional support for teachers, cooperation between novices and experts, and the building of sustainable professional communities. The facilitation techniques used (working in small groups, case studies, World Café, moderated debates, designing systems) aim to give participants a real-life experience of the very principles they are exploring: shared leadership, trust, commitment and collective learning. The entire cycle has one central goal: to strengthen the ability of participants to design and facilitate sustainable, meaningful and long-lasting collective dynamics that serve to improve professional practices and student success.
Day 1
Workshop 1
Workshop 1 aims to support education professionals (school heads, middle managers, trainers, inspectors, coordinators) in a collective and structured reflection on the educational leadership skills to be developed for the future, based on their concrete experiences and the tensions encountered in the field. The workshop combines taking a step back, putting experiences into words, professional debates and projection, in a dynamic that is both fun, reflective and professionalising.
Workshop 2
Workshop 2 aims to enable education professionals to explore the role of data, evaluation and self-evaluation in educational leadership, moving away from a control-based approach towards a shared culture of reflection, trust and collective learning. This workshop focuses on the tools, uses and attitudes related to data, explicitly addressing resistance, misunderstandings and the balance that needs to be struck.
Workshop 3
Workshop 3 invites education professionals to analyse and discuss their ability to drive change at different levels (individual, collective, institutional, regional), taking into account real constraints, resistance and professional fatigue. It uses narrative, metaphorical and projective tools to encourage perspective, reflection and the collective development of realistic strategies for change.
Day 2
Workshop 4
Workshop 4 encourages professionals to think of teacher support as a collective structure, rather than a series of isolated measures or actions. The workshop is based on concrete, hands-on, scripted materials (symbolic objects, models, situation scripts), enabling participants to work simultaneously on the attitudes, frameworks and organisational conditions of support.
Workshop 5
Workshop 5 aims to encourage professionals to consider, compare and articulate three types of professional support – mentoring, shadowing and coaching – in order to transform the coexistence of novices and experts into intentional professional development mechanisms that are clear, reassuring and effective. Unlike the previous workshops, this one is based on a comparative, analytical and decision-making approach, inspired by educational design methods and dilemma reasoning.
Workshop 6
Workshop 6 aims to encourage education professionals to collectively consider the conditions for the emergence, structuring and sustainability of a professional community, drawing on their concrete experiences and the tensions identified in the reference document. To clearly distinguish itself from previous workshops, the facilitation is based on the World Café method, which allows for the circulation of ideas, progressive co-construction and in-depth dialogue on different points of view.