IO 3 Criteria for digital assessment rubric

This assessment rubric can be used to evaluate your own education system and institution
and test how welcoming you are. It can also be used to open the debate in team meetings
about why educators with a refugee background might increase wellbeing both for educators
as well as learners. Furthermore, the rubric is an excellent aide to create your action plan.

More information on the questions, you can find either in the good practices, methodology
guide, the webinars, the podcasts, the teacher staff training.
Of course, you can always contact us: erasmu-emergences.eu

The e-tool provides food for thought on three levels:

· the organization of the institute (e.g.do you involve refugee-teachers); 50 reflections

· the educator (e.g. are you familiar with comparative studies of your teaching topic in different countries);
50 reflections

· the interaction with refugee learners (e.g. can your learners tell stories from the perspective of their
country of origin?); 50 reflections

1. We want to test:

· How welcoming is your educational system?

· What do you know about the cultural needs of your students?

· What do they need to get into the European educational system in a successful way?

· What is blocking them?

· What do you know about the educational system in the countries of origin?

Elements of innovation: open educational resource, digital rubric for (self and peer) assessment

Expected impact: more empowered teachers lead to more willingness to act

Transferability: the Welcome tool can be adopted by any professional community.

For each level, we provide 50 criteria. Having done the welcome test, the participant be it parent, teacher, head of
department, learner, gets an advice report.

For example the teacher assess on how “refugee friendly he is assessing”:

 Instructions: We need 50 (yes or no) questions per category, so 150. For the moment please insert a minimum of 10
questions in total per person until 1.3.21

Organization of the institute The educator The interaction with refugee learners
(organization level) 46 (teacher level) 42 (learner level) 39

1.do you involve refugee-teachers? e.g. are you familiar with comparative e.g. can your learners tell stories from the
studies of your teaching topic in perspective of their country of origin?
different countries?

Language

Does the school help educators to intermediate Do educators have any difficulties in
with migrant parents who do not know the interacting with learners whose first Do your pupils have someone that could
language of the host country? language is not the language of translate in case they need to express
instruction?
themselves or in case they don´t
DO you have important information translated
into the languages of your learners´ families? Do you have the opportunity to use understand something?
info materials about the school
practices in other languages than
your native language when Is there a personalized curriculum for
communicating with parents? children who do not speak your language?

When organising educator-parent

meetings do you have a specific plan Do you offer courses or links to courses in
in place for parents with a refugee the native language of your non-native
background? (in case of language learners about the topics taught in the host
difficulties, translator, translated country school?
documents etc)

Do you know which languages your learners

Do you have in your institution know and use at home or with family?
someone that can translate meetings
with parents of refugees?
Do you discuss with your learners the
importance of language knowledge: not only
the knowledge of local language or English
but also knowledge of languages in general?

Do you know how to greet and thank your

learners in their “own” languages?

If a learner is not able to understand the

lessons can s/he have any additional
explanation in his/her native language after
school?

Do your learners have possibilities to use all

their linguistic capacities as tools for learning
 (versus. “local language only” policy)?

Are refugee parents (if they can not speak

the language of the host country) prepared
to learn a new language and help their
children?

Do you allow children to speak in their

mother tongue?

Do you know how to pronounce all learners'

names properly?

Curriculum
Does the school enable migrant children to have Is there a personalized curriculum for
additional support in learning? (additional Are you aware of the differences that learners who do not speak your language?
lesson hours, additional educational support,...)? exist in other countries in the
Do you have any “after school”
curriculum of your teaching field?
workshops/activities where migrant learners
Does the studies curriculum include teaching can learn more about the host country, where
about the topic of refugees? they can improve their skills?
Do you speak up when European
Does your institution offer any additional values such as democracy, gender When teaching, do you consider the learner's
course on how to involve refugee children? equality, LGBT-rights are not knowledge previously acquired in their home
respected? country?

Do you exclude documents that

stereotype refugees, displaced
persons, migrants?

Do you discuss different notions of

success in different countries?

Do you discuss radicalism in your

teaching practice?

Do you choose study materials, that

has visibly diverse people (eg. people
of colour, non-binary people, disabled
people)?

Do you have any support or

additional workshops related to
teaching migrant children (how to
manage and balance a class with
different cultural backgrounds of
children)?

Do you have any methodological

strategy on the country level that can
help you to include refugee children?

Do you use specific / different tools

 for teaching and evaluating
refugee students?

Do you as a teacher team connect to

social entrepreneur networks to
tackle challenges?

Parents
Does your parent-educators board include Do you invite parents to come and
migrants, displaced persons or refugees? talk about their learning experiences in Are refugee parents motivated to help their
their country of origin? children with learning new cultures and
Does your parent board also include migrant customs?
parents? Do you include teaching practices
from the countries of origin e.g. a Do you facilitate language courses for
personal party with the parents and refugee parents?
Do you as a teacher team organise workshops, cake when one learner can write his
meetings, lectures, testimonials for parents of first words?
refugee communities about social opportunities?
Do you have the opportunity to use
info materials about the school
practices in other languages than
your native language when
communicating with parents?

Are refugee parents regularly meeting

the educators?

Integration
Do you involve volunteer educators with a Do you collaborate with crammers or
refugee background? Have you discussed the option of homework guides for refugee children?
engaging with refugee teachers in
Do you engage interim educators with a refugee Have you organised a team of children with
your team meetings?
background? specific welcoming tasks?

Can you define specific learning challenges

Do you feel/ believe that refugee issues matter in Do you think that having different for refugee children?
your local institutions? backgrounds causes problems for
Do you involve members from the community
the integration of refugee to explain ‘difficult’ behaviour of your
Do you provide internships for teacher trainees students? learners?
with a refugee Background?
Are intercultural projects aimed at all
Do you discuss the different motivations and learners, not only the refugee children?
contexts between a refugee, an economic
Do you reflect on your own values
migrant, and a political refugee? and the values your country holds
high? Is there a welcome trajectory for
Do you organise team-teaching lessons run by
learners with a refugees background?
both a host educators as well as educators with a
refugee background?

Do you think that the cooperation

Have you created welcoming materials for a between authorities and Do you think that learners are sufficiently
smooth landing of refugee teachers in your accompanied by the institution, local
institutions in terms of integration authorities/associations?
institute?
is enough?
Do you think that the school’s system is
capable of compensating for the gap caused
Do you have novels about learning & teaching in by lerner´s situation between the native and
countries of origin? the newcomer students?

Can your institution provide additional extra

integrating courses (hobbies, extra help) for
those children that need more help?

Do you engage social entrepreneurs from

refugee communities?

Do you facilitate opportunities for social

entrepreneurs of refugee communities like
sharing your facilities to organise language
classes, homework support, food sharing?

Do you find that education is easily

accessible for learners with a refugee
background?

Does your institution have an internal plan

relevant and with the sufficient tools to
facilitate the integration of teachers with a
refugee background?

In your country, can educational institutions

from provinces or from rural areas ensure
good collaboration with foreign / refugee
persons (teachers and / or students)?

Do you have the capacity to modify your

system according to the possible
contribution of refugee teachers?

Do you think that the school’s system is capable

of compensating for the gap caused by lerner´s
situation between the native and the newcomer
students?
Cultural mediators

Can your institution provide an external expert Could an intercultural mediator/tutor be a

(intercultural mediator) if the refugee family can good idea to follow your learners during their
not properly understand your educational studies?
system?

Do you have cultural mediator(s) in your

institution to help linguistic and cultural
minoritized groups? (repeated)

Projects/programmes/policy

Do you develop some intercultural projects in Do you critically reflect on your Do you have any program or initiative where
your school during 1 school year? teaching practice through the lens of a host educator is assigned to the migrant
decolonising pedagogy? learner to help him/her in learning?

Do you have a special programme in place to

introduce refugee teachers into your institution?
Do you adapt the contents to a
multicultural world?
Is your institution involved in any Erasmus+
project?
Do the contents of the school texts
Is your policy plan updated by the yearly reports reflect not only the Eurocentric but
of ‘Education for all Global Monitoring report? also all worldviews?

https://unesdoc.unesco.org/ark:/48223/
pf0000373721?posInSet=3&queryId=af698aac- Would you be willing to collaborate in
ab4a-49f5-b595-7e2a17ad9866 any project related to integration of
teachers and learners with a refugees
background?

Would you be prepared to be a “tutor”

Does your policy plan work to meet the
in your free time for new refugee
Sustainable Development Goals of Unesco? educators?
https://sdgs.un.org/goals

Do you think that more positive promotion in the

media would help the integration of refugee
educators and children?

Does your policy document involve the creation

of third spaces strengthened by
refugee educators?

Is your school networked with any local

institution that supports refugee or migrant
families?
Are you connected to teacher training courses
for refugees?

Do you organise trust building activities with

the communities in your institute?

Is your institution in contact with job finding

organisations with a focus on foreigners?

Does your institution have any learners or

educators exchange?

Is your institution involved in any European

project with helping refugees?

Is your institution in touch or related to any

institution from the third world?

Has your institution received any

recommendation on a country level about how
many learners with a refugee background it can
accept?

Would you be willing to disseminate positive

good practices in your local community?

Do you consider dedicated quotas for

teachers having different backgrounds?

Do you have a database to follow up the

contributions of teachers with a refugee
background?

Interpersonal relations Do you think the relationship / the

 way of relating between educators and Do you ask minoritized learners if they
Does your institution promote positive learners is the same in all countries? want to talk about their culture prior to
communication between locals and refugee
children? Do you re-consider your pedagogies
telling them to do so in class?
when your learners do not succeed
Does your institution present newcomers in the like you expected? Do you offer the opportunity to your pupils
classes at the beginning of the school year? to work in groups with children with similar
backgrounds?
Do you have the space/chance to
Do you organise special occasions where have conversations with refugee
native parents and refugees can get to know teachers to know more about their
each other? background? Do you offer the opportunity to your learners
to work in groups with children from
different backgrounds?
Are there differences between
educators' attitudes and their actions
in teaching migrant children? Do you make distinctions in your
behaviour towards learners with a refugee
Are you meeting other refugee background and children with a migrant
educators also after work? background?

Would you be willing to share your Are all educators willing to help learners with
personal experience with other additional explanation?
colleagues?

If you have learners with a refugee

Do you feel that refugee children in background in your institution do you prepare
your institution are discriminated? additional explanations for them?

Are soft skills fundamental in your Do you agree that your care and love fosters
job? higher learning results?

Do you think that educators/you give Would learners be prepared to help other
objective marks to all learners? newcomers with additional courses?

Do you push learners with a refugee Are learners already involved in any
background more to be successful? association to help newcomers?

Can you define problems in teamwork that

are caused by collaboration between
Do you think about refugee children in children of different nationalities?
your class after work?
Do you know which words, contexts might
trigger traumatic experiences for refugee
learners such as woods in fairy tales can be
have you ever experienced being a connected to hiding in woods while fleeing?
non-native in job shadowing or as an
Erasmus student?

Do you think that native students

 think that refugee teachers are
different from you?

Do you think that refugee teachers’

different backgrounds cause
problems for their relation with the
native students?

Do you have personal experience

working with learners with a
refugee background?

Do you think that native parents have

positive ideas about educators and
learners with a refugee background?

Multiculturality/background
Does your institution premises (e.g. at school Do you have colleagues that are Are there moments in which refugee children
classrooms or corridors) have texts presenting representing different linguistic or can tell about and enhance their peer’s
learners´ home languages or pictures cultural backgrounds than you? understanding of their culture of origin?
representing culturally diverse populations (e.g.
people of colour, ehnicminorities, non-binary Are identity and culture fixed Do you ask your learners to explain their
people, disabled people). concepts according to you? cultural or religious understandings?

Do you celebrate only your local/regional Would you be willing to learn more
festivals and holidays? about the countries of origin of Do your learners have the space to express
refugee children thus increasing your differences in the education system,
Is it compulsory for all learners to attend all local/ understanding of their learning path?
openly?
regional festivals?

When hiring educators from the host country, Is it

a requirement that they have specific soft skills Can you define confusing communication
related to multiculturality in the classrooms? issues among native and refugee children in
your class?

Do you take into consideration the path of a

refugee child in the evaluation phase?

Do you think all children with a refugee

background have traumatising experiences?

Do you think all children with a refugee

background have similar experiences?

Do you discuss with your learners new

cultures, stereotypes of refugees?

Does your institute have a multicultural

 learner’s population?

Do you think students feel comfortable

expressing their feelings about cultural
differences?

Capacities
Is there an explicit national/regional system for Do you meet regularly with other
recognition of prior studies and qualifications of educators to discuss, focusing on Do you think that the learner´s performance
refugee educators? specific learners that you consider is highly influenced by their general well
could have adaptation issues? being and their feeling of inclusion?

Is a refugee teacher your first option to hire for

a class that has refugee children? Do you think that with more support refugee
children could reach higher education?

Do you make distinctions in salary between

educators with a refugee background and native
educators? Do learners with a refugee background feel
motivated to get higher marks?
Are educators trained in soft skills whilst working
in your institution?

Do you think that other EU countries are more

prepared to welcome refugee educators? Are your learners thinking after graduation to
return to their country of origin?

Do the refugee children bring to school some

important soft skills?

FINAL PROFILES> what emerges from the test?

1. Organization of the institute (organization level)

50 answers YES/NO
a) More than 35 YES > congratulations! Your institution is very open and working hard in
integrating newcomers.

b) from 20 - 34 YES > very well. Your institution is on the right path and it is supporting
newcomers, keep it up!

c) less than 20 YES > The institution is a bit rigid, newcomers have issues in integrating. The
institution needs to reflect and think about making some changes.

2. The educator (teacher level)

50 answers YES/NO

a) more than 35 YES > You are an educator who is able to understand the newcomers and
have the ability to help.

b) from 20 - 34 YES > You are an educator who is willing to be more involved in helping
newcomers. Learn more about the topic and strengthen your skills even more, your contribution
could be really important.

c) less than 20 YES > You are an educator who should think about applying for some additional
courses to get more knowledge in the field of integration and newcomers.

3. The interaction with refugee learners (learner level)

50 answers YES/NO

a) more than 35 YES > excellent result! The cultural needs of your students are recognized and
valued. Try to work in this direction for the future. You can always do better. Keep the focus.

b) from 20 - 34 YES > you are on the right track, but you can do better: give space for personal
expression, ask for their point of view, help them with trained staff. Include them in more social
activities and try to involve them more into the students group.

c) less than 20 YES > you have a lot of space and opportunity to increase your knowledge and
understanding about newcomers. Try to be more involved in newcomers' questions and issues,
only with understanding their position (try to be in their shoes) you will be able to feel their
needs.