During the visit to the Wutöschingen Community School on October 9, 2018, it became evident what developments are possible when people engage and consistently utilize their resources on-site. From an ordinary school, it transformed into a flagship project, creatively and pedagogically designed to place learners at the center of all endeavors, encouraging them towards self-responsibility and independence.

Accompanied by the school principal and an educational companion throughout the entire morning, we could witness how the school effectively implements its concept of „V-8 Begleitung“ (V-8 accompaniment) in daily practice: „On various paths, with diverse people, at multiple locations, during varied times, using diverse materials, in different steps, with a multitude of ideas, in diverse rhythms, all toward shared goals.“ The school consistently challenges and supports each child’s desire to learn, emanating enthusiasm and a spirit of innovation. As visitors, we left with a plethora of stimulating impulses and encouragement.

In the afternoon, we were guests at the neighboring Rheintal Community School. There, 6th-grade students, along with their school social worker, presented their „Participation Project,“ which involved proposing changes within the school, advocating for their implementation in projects, and engaging in decision-making processes both within the school and up to the municipal council. Impressive!

„As a teacher I cannot prevent them from learning, if a child comes to school happily and behaves well,“ says Stefan Ruppaner, principal of the Alemannen Community School in Wutöschingen. The primary goal of this school is not to instill reproducible knowledge, but to develop students into responsible and self-confident individuals who have learned to assimilate content and facts while independently deciding the „when“ and „how.“

For the more than 600 students, the school has four levels of „self-responsibility“:

• Starter: When learners join the school, they begin at the „Starter“ level. They are introduced to their rights and responsibilities and are personally guided by an educational companion to learn how to manage these often unfamiliar rights and duties. Once four educational companions confirm in writing that the learner is utilizing their rights and fulfilling their duties, they become a „Durchstarter“ (Throughstarter).
• Durchstarter: As „Durchstarter,“ students have more rights and more responsibilities.
• Neustarter: If a student struggles with the increased level of self-responsibility as a „Durchstarter,“ they receive more support and guidance as a „Neustarter“ (Restarter).
• Lernprofi (only for upper grades 9-10): The „Lernprofi“ (Learning Professional) fully trusts their self-responsibility. They work independently, know their goals and the requirements needed to achieve them, seeking help when necessary. Lernprofis can also work from home and are not required to attend classes.

For further information about the Alemannenschule Wutöschingen, visit the link: https://www.alemannenschule-wutoeschingen.de/

Round Table on the Media Equipment of Elementary Schools in Emmendingen

The aim of the Round Table is to support participating schools in developing a media usage concept tailored to their needs and capabilities and to achieve synergies through collaborative efforts.

After 5 Round Table meetings, all elementary schools have created a Media Development Plan (MDP) and submitted it to the city on time. Thus, the needs of each individual elementary school are now available. The city will now advance a financing concept and implementation planning. The multiple financing commitments made by the federal and state governments for the digitalization of (elementary) schools are still under discussion. Even if the expected funds are released, there is a considerable need for additional financing that must be provided by the municipality. Department 4 (Family, Culture, City Marketing) will apply for the necessary funds for the upcoming budgets of the city of Emmendingen.

After the schools have done their homework, they are now in a waiting position. The further training of the teaching staff in the handling and pedagogically meaningful use of the new technical teaching media will be initiated in cooperation with the KMZ (District Media Center) after improvements in the equipment. Until improvements in the equipment of the schools are made, the existing media equipment will continue to be used as before. In addition, it is suggested to conduct a media project day/media literacy day for creative use of media (photo workshop, radio/sound workshop, audio stories, video workshop, and more) for the students at each school. The schools can receive support from the KMZ.

The identified financial needs for a contemporary media equipment of elementary schools are substantial. This includes technical equipment with hardware (laptops, tablets), software, some extensive structural measures, as well as further training for the teaching staff. Therefore, the financing can only be carried out step by step, as with the secondary schools. The latter have benefited from the process of bringing schools into the digital age, which was demanded by the Ministry of Education and was also supported by the state through the Media Initiatives I and II. After a multi-year process, the equipment of the secondary schools is considered satisfactory. However, elementary schools have been exempted from the requirement for media equipment so far. However, the need for catch-up in elementary schools has since been recognized. An improvement in their media equipment is now urgently needed. For the Town Administration and the Town Council , the equipment of elementary schools therefore has a high priority.