SECONDARY SCHOOL DR.

JÚLIO MARTINS (ESJM)

External Evaluation Process

PRESENTATION OF SCHOOL

1. BACKGROUND AND CHARACTERIZATION OF THE SCHOOL

1.1. Physical and social context

On May, 2nd 1919, Júlio Martins, as the Minister of Commerce, creates in Chaves the first
Industrial School with a Commercial Class (Decree No. 5490, the Ministry of Commerce, and
General Directorate of Education, Industry and Commerce). Eighty-nine years have gone
since then.

At the first meeting of the Board on June, 27th 1919, the proposal to give the school the name
of Júlio Martins was unanimously approved, which later would come to lose and finally
recover in 1978, the year when, without hesitation and consensually, Dr. Júlio Martins was
considered its patron.

With the implementation of the democratic regime that came out on April, 25th 1974, the
educational system undergoes deep changes, emphasising the principles of democracy and
consequent opportunities of access and success to all citizens, enshrined in the Basic Law of
the Educational System. Our School adapts to this new reality and is considered the one that
best translates these principles.

Much has happened since then, not only in this town but also in the country. Nevertheless,
this institution has crossed the times, providing, today as yesterday, an important service to
the community.

Nowadays the school has about a hundred teachers and other professionals, who provide
public educational service to 680 students: 305 of the 3rd cycle of Elementary Education, 274
of Secondary Education, 84 of Vocational Education and 17 of Education and Training
Courses.
The school population is very uneven, expressing mixed economic, cultural and social
conditions. This school, whose population was once more rural, has now an essentially urban

1
population (58% vs. 42%). It takes most students 15 minutes to get to school and the others
about 30 minutes.

It is thus possible to relate to each of these groups different attitudes towards school, which
sets scenarios / problems also possible of typification. The decrease of pupils, caused by birth
rates, forced the school to rethink its organization, offering them new opportunities, in order
to make it possible to combine the common student with the one at normal risk of dropping
out, asserting its tradition of inclusive school.

But Dr. Júlio Martins School largely transcends everything about it that is likely to be entered
in numbers, whatever they are: the number of students, their average results, failures and
absences, the projects developed, the amounts spent and so on.

This school is, and will always be, above all a place of socialization and preparation for life,
regardless of considerations that can be made all throughout the subject.
The recognition, well demonstrated by the community in which we operate, makes us believe
that the most important is not insisting on being what we are, but in being able, thanks to our
own efforts and those of others, to improve what we are.

1.2. School size and physical conditions

The school operates in a building with three floors, with 4 outdoor sport fields. It has 34
classrooms for non-specific classes and a few specific rooms:

Laboratories of Electrotechnics and Electronics, Mechanics, Biology, Physics, Chemistry and

Informatics; Electricity, Carpentry and Mechanics workshops; Mathematics, Secretariat and
Administration classrooms; sports facilities (gymnasium, outdoor multipurpose fields and
tracks); spaces and resources of support - BE/ CRE (School Library/Resources Centre),
Auditorium, Mini-auditorium, Study Room, SPO (Psychology and Vocational guidance
Service), Laboratory of Photography, Multimedia Room, Lounge to receive Parents / Carers,
Repro and Stationery; specific facilities for teaching intermediate structures; spaces for
Administration Services (Office of the Executive Board and Services of School
Administration); places of conviviality (teachers' room, non-teaching staff room, students’
outdoor and indoor playgrounds, bar, Students’ Association room).

2
The ESJM also lodges the Training Centre of the Association of Schools of Alto-Tâmega and
Barroso and the Support Team to the Alto-Tâmega Schools’.

Overall, the school building is in an unsatisfactory state, despite the efforts made on its
conservation. On what concerns specific installations, it is necessary to reclassify some of
them and root construction of the Science areas, adapting them to current requirements of the
courses, syllabuses and services.

1.3. Characterization of the pupils

The low level of education of most parents /carers (1st level of elementary education - 347;
2nd level - 172; 3rd level - 217; secondary education - 206; further education - 38; higher
education - 71; others - the rest) and the low socio-economic level of households is visibly
reflected in the results of the students (in the 3rd level of Elementary Education, 11% of the
students have repeated at least a year along their educational background, and in the
Secondary, approximately 12%).

The consequences of the students’ low expectations facing school are notorious (31% of them
don’t expect to follow further studies) and the lack of family monitoring and guidance is
another factor that contributes to their failure.

Although there are few students from households with a history of emigration, there are some
specific problems of Portuguese learning in the case of students who return to Portugal after
having begun school in another country, as well as problems associated with the prolonged
absence of parents. Both at this level and the level of attendance, the existing critical
situations are very few, and therefore likely to be individually accompanied, excluding, so,
widespread problems. The incomes of most households are low, currently benefiting from
social school support about a third of the students.

1.4. Teachers

The vast majority of teachers (over 80%) belongs to the QE (list of permanent teaching staff)
and have worked in this establishment for ten or more consecutive years, while the number of

3
those who teach here for the first time represents about 10% of the total. The number of
teachers with teaching service time between 15 and 25 years is 40 and over 25 is 41. There is
also a teacher of special education.

There are school teachers filled in the category of senior teachers in sufficient number for the
performance of their duties and it has not been necessary to use temporary appointments.

The distribution of the teachers is made in accordance with the existing legislation and with a
set of guidelines laid down by the PC (Pedagogic Council), taking into account the student
and seeking an education of quality that does not neglect their full development. The stability
of the teaching staff, their experience and professionalism is one of the school’s most valuable
assets. There is special attention to the group of teachers assigned to each form and the profile
of the coordinators of intermediate structures, in particular the DTs (Form Tutors).

The attendance of the teaching staff shows a very satisfactory level, so we can say that the
teachers’ absences, generally speaking, have no significant impact on the organization of the
school activities. The absence of teachers is overcome using either an exchange and/or
compensation scheme or replacing them by another teacher, from a number of teachers
always available for that purpose.

1.5. Non-teaching staff

The list of non-teaching staff is a group of professionals with many years of service, since the
vast majority have already served for more than 10 years. Working in administrative offices
there are 13 employees (10 of the permanent list and 3 from temporary contract provisions)
and auxiliaries of education are 31 (17 of the permanent list, 6 with individual contracts, 5
with fixed-term contracts and 3 are working in other conditions).

The school also has a psychologist that ensures the SPO.

Generally, the non-teaching staffs show lack of formal education: secondary education - 32%;
3rd level of elementary education - 39%; 2nd level - 6% and 23% only the 1st level, as well as
lack of training in specific areas of their intervention.

The shortages of personnel are a constant concern of the organs of the School. It is above all a
need felt by teachers, students, parents and non-teaching staff who are faced with working

4
hours that, in the lack of a better term, are defined as disconnected and irregular, a situation
that is aggravated by sick leaves or forced absences due to major reasons.

1.6. Financial Resources

The annual budget of the school for this calendar year is € 468.230.00. That amount breaks
down into € 37.100.00 in revenue and € 148.200.00 from the state budget, in addition to
282.930.00 € founds of POPH for the CEF and Professional courses. The amounts are applied
practically in current expenditure, remaining for capital only € 41.100.00.

In particular, should be referred the resources obtained through the Socrates/Comenius

programme – 21 000,00 €, PAM - 900,00 €; Chaves City Council - 3000,00 €; Health -300,00
€; School Sports – 3500,00 €.

In 2007 € 38.482,71 were spent in economic aid.

The budget options are defined by the Administrative Council and the School Assembly.

Regarding the mobilization of resources, the school has applied to all public offerings and
measures, which has allowed, for example, the purchase of technical equipment.

2. THE EDUCATIONAL PROJECT

2.1. Priorities and objectives

With the Educational Project we intend to lay the groundwork for an effective school, which
means a "good school" or one that achieves its purposes.

Responding to these challenges involves developing a school culture of responsibility, work,

demand, strictness and discipline, contributing, in the words of M. S. Guerra, for the
“improvement of society through the formation of critical, responsible and honourable
citizens", which we seek to achieve.

In short: more than a guiding document, the Educational Project of the School presupposes
the existence of an implicit pact between the actors in the teaching / learning process, namely:
teachers, students and parents or carers. The first are required to fulfil their duty with

5
competence, responsibility, justice and fairness; the students are required to understand that
the school, though being a space of freedom, is also a place of demand, discipline, study and
responsibility, where their success or failure depend largely on themselves and their own
understanding of what a school is; the parents or carers are required to take more part in
school matters, to monitor the activities of their children outside it and to convey them the
message that school is a place of enormous importance for their full education and for their
future.

Consistent with its high aspirations the ESJM assumes, as part of its action, to guide its
educational project by the following principles, which are considered essential:

• Creating conditions that allow the development of a democratic and pluralistic spirit among
the school community, as well as the existence of an environment of discipline, hard work,
participation, involvement and welfare;

• Contribution to the development of our students’ intellectual, ethical, physical and aesthetic
abilities, taking into account their level of development and their cultural capital, binding
them to the observance of internal rules and of the law;

• Ensuring equal opportunities for students with special educational needs;

• Recognition of teachers as autonomous and responsible professionals, engaged in a constant

improvement of their teaching practices, aiming at the success of their students;

• Co-responsibility of parents and / or carers in the educational success of their children;

• Maintenance and improvement of the materials and physical structures of the school;

• Integration of the school in an increasingly wider educational community;

• Recognition of the non-teaching staff as professionals with relevant roles in the school
community;

• Raising awareness of environmental issues and healthy lifestyles;

• Implementation of practices of individual, departmental and school self-assessment.

The strengths of this project are the quality of services, SPO and Special Education, the
number of partnerships established with various entities, listed below, the Annual Plan of

6
Activities, the diversity of educational offers provided and the implementation of self-
assessment practices.

The weak points are the degradation of the school building, lack of thermal and acoustic
insulation, caused by the type of windows, lack of space for the creation of new facilities
(workrooms for teachers, laboratories, toilets, rooms to receive parents / carers and lodge their
association,...), shortage of materials and technical equipment and that of security, lack of a
multipurpose sports pavilion and some instability/demotivation caused by recent legislative
changes.

2.2. Strategies and action plans

The ESJM has set the strategies to achieve its objectives, which are part of its Educational
Project.

• The guidelines have been defined and outlined in a set of actions to implement the
educational project, of which stand out:

• The development of an Annual Plan of Activities, with diverse activities, curricular and
extracurricular, involving the educational community, in accordance with the strategic
objectives, the functional tasks of the organic unit and the human and financial resources
available.

• The planning and goal setting for learning and assessment procedures, taking into account
the student and the specificity of the school subject, focussing on the diversification of
methods and teaching techniques.

• Analysis of the learning results in all the subjects, comparing the initial state (through
diagnosis assessments) with the progress made.

• The development of recovery / monitoring / enrichment plans adequate to the students’

performances, especially to those who have the greatest learning disabilities.

• The construction of good materials (observation and evaluation scales, worksheets, tests,
educational texts, games ...).

• The application of tests organized in the disciplinary group and intermediate tests of the ME.

7
• The promotion and development of reading habits, through the BE / CRE team.

• The improvement of the educational equipment of the classrooms, both in quantity and
quality, keeping it operational;

• The involvement of parents, giving them to meet the general / specific assessment criteria,
the syllabuses contents, as well as the number of classes planned.

• The support to the Students’ Association in order to make it a partner in the motivation and
integration of students;

• The promotion, in addition to the mechanisms of participation in the different organs, of

spaces for dialogue, through the holding of regular meetings of Teachers, of Staff, of Form
Delegates and of Parents / Carers;

• The implementation of protocols with local companies in order to place the trainees of the
education training courses and professional courses;

3. THE ORGANIZATION AND MANAGEMENT OF THE SCHOOL

3.1. Management structures

The management structures of the school have suffered successive changes, particularly since
1998. If the objectives behind these amendments aimed at a better coordination among the
various actors, clarifying a set of skills and improving the assertion of intermediate
leaderships, the successive amendments have not given enough time for the necessary
consolidation of these changes.

In this school, and without prejudice to the new Rules set by the General Council during this
transitional year in accordance with Article 20. Decree Law 75/2008 of April, 22nd, the
composition of the PC was approved as follows: 1 -- Director, 4 – Senior Teachers in charge
of the departments coordination, 6 - Structures of coordination and supervision of teaching
and educational guidance (multidisciplinary and ensuring the representation of different
educational offers: 1 Coordinator of the Library, National Plan of Reading and School
Newspaper, 1 Coordinator of the Education for Health project, 1 Coordinator of the SPO and
Special Education. 1 Coordinator of DTs, 1 Coordinator of the New Opportunities and 1
Coordinator of ICT, WFP, DE and Security. 1 Spokesperson of the non-teaching staff, 1

8
Spokesperson of the Parents / Carers; 2 Students (1 of the secondary regular education and 1
of the professional education).

The powers of this body are defined in terms of Decree-Law 75/2008 of April, 22nd.

There have been created 4 curricular departments and 15 school subjects. The operation of
these two intermediate structures, together with the role of the executive body, in conjunction
with the CTs, the DS, the SPO and the Booster (educational support to weaker students), is
crucial in achieving the objectives of the school. All these structures are based on an
experienced skilled demanding teaching staff, a little resistant to changes, particularly those
arising from the new Teaching Career Statute and Student Statute.

It is important that each of the actors in these structures is aware of their responsibilities and
exercise in a spirit of collaboration, sharing and cooperation that has been the norm in this
school. This way of building the school has taken to a pooling of efforts with increasingly
positive results for the various stakeholders and in particular for students.

3.2. Educational management

For the tutoring of students and organizing, monitoring and evaluating the activities of the
forms there are the CTs (Form Councils), each with its DT (Form Tutor), and a structure for
the Coordination of the DTs.

The specialized services of educational support in the School aim to promote conditions
which ensure the full integration of pupils and should combine its operations with the
structures of educational guidance. There are the SPO (Psychology and Vocational Guidance
Service) and the APs (Booster) for pupils with special needs.

For the development of various activities that are considered important in the formation of our
students, the School has a set of Coordinators: School Sports, Education for Health Project,
BE / CRE, ICT, WFP, Socrates/Comenius, Safety and Protection, Exams Secretariat and
Directors of specific Facilities, such as Sports, Electricity, Mechanics, Biology and Physics /
Chemistry.

Parents / Carers participate in the school life through their representatives in the AP / EE
(Parents’ Association), the CGT (Transitional General Council); CP (Pedagogic Council);

9
Form Council and Assembly for the election of the Executive Board. The Parents / Carers of a
specific form can hold meetings with the DT.

Students have their rights and obligations enshrined in the Law and in the School Rules.
Students take part in the organization of the School through the Form Delegate and Sub-
delegate, Assembly of Delegates, Form Assembly, representatives of secondary education in
the Elective Assembly, CGT and CP, and also, through the Students’ Association.

The distribution of the teachers is made to ensure the continuity of teaching the same forms in
each level of education, except in case of any obvious incompatibility or impossibility, with
particular attention to the role of the DT (Form Tutor).

The role of the Form Councils and the DTs is of major relevance, as they are the performers
of the pedagogic management developed in the school. They do most of the work which is
directly close to the students, with the definition of strategies, support, standards and criteria
for action, reorientation of methodologies, monitoring of individual cases to the most diverse
levels, always seeking the best for the student, basically the reason for our entire effort. At the
beginning of each year, the half-term form meetings, with the presence of representatives of
parents and students, are important moments for all this work. In the Evaluation Form
Councils there is a detailed analysis of the realities of the class in order to readjust strategies.

The PC analyses the data supplied by the CTs, Departments and results of external evaluation,
supported by statistical maps for all school subjects, forms and schooling years. It also
outlines a set of criteria / guidelines to be considered at the evaluation meetings, the formation
of forms, the drawing up of timetables and the delivery of teaching service. These documents
are adopted after the various actors had been heard.

The pedagogic management of the school is therefore founded on values of fairness, justice
and positive discrimination, ensuring equal opportunities. To that end it organizes a series of
educational support strategies that are directed to overcoming the difficulties of the students,
whatever they are, from learning disabilities to problems of integration into the school, special
educational needs or students from other school systems. We have the SPO, a Technician of
Special Education, a Study Room, the BE / CRE and Booster (extra classes) for Mathematics,
English and Portuguese.

10
3.3. Procedures for institutional self-evaluation

The school has made its self-evaluation in meetings of the CP and the School Assembly, after
having heard the Departments and/or Subject Areas, at the end of each term and especially at
the end of the year.

At the beginning of each year it analyses the results of national examinations and the
comparative performance of the school (rankings), which has revealed progress, fruit of the
commitment of all.

The various coordinators and DTs present, at the end of each academic year, the reports
where the balance of activities is done.

The Assembly also makes a critical assessment of the implementation of the School Annual
Plan of Activities.

This set of data is organized and serves as a reflection, but in order to make it more fruitful, a
committee for the school self-evaluation was created in 2006.

4. CONNECTING TO COMUNITY
4.1. Articulation and participation of parents and carers in school life

It appears that the Parents / Carers show short engagement with the school. The reasons given
regarding to contacts with the DTs are: reduced availability and interest; incompatible
schedules; lack of reasons which justify it.

Many parents keep the idea that coming to school is associated with their children’s behaviour
or learning problems, considering that in the absence of such problems, their presence in the
educational establishment is not justified, which explains their absenteeism in school life.

The reduced presence at meetings of Parents / Carers is related to several factors: reduced
ability to resolve the problems, lack of motivation on matters presented, lack of availability
and spirit of partnership, and distance to school. Parents monitoring decreases as students go

11
up the different years of schooling. However, with more or less difficulty, there’s the
opportunity to elect the representatives of the parents and about two thirds of the parents or
carers come to school at the end of each term to receive information about their children’s
grades.

The Parents / Carers Association is active and collaborative and is represented in different
organs, presenting high levels of attendance. It would be useful for the school that it was truly
representative and not only consisting of a small number of parents who are interested, who
gives suggestions, who are partners in the resolution of some problems.

The school has always been concerned about this lack of participation of parents in their
children’s school life. In order to motivate them for a more regular participation, the school
has defined a set of actions, such as a skilful choice of the DT, the possibility of making
contacts by telephone, the drawing up of informative leaflets, support to Parents / Carers
Association (photocopies, telephone), appeals to their participation in extracurricular
activities (festivals, school day, delivery of diplomas, excursions...). The DTs show, in
general, the willingness to receive them out of the scheduled hours.

4.2. Articulation and participation of local authorities

A budget has been made available every year by the municipality for extracurricular activities
(school trips and other activities) and it has cooperated when students travel for activities
outside school (exchanges with other schools, Olympics of Mathematics, Physics and the
Environment).

Their collaboration is still felt in specific arrangements (sanitation, electricity, cleaning ...).

It is represented in several events taking place at school and is always ready to participate and
cooperate. The representative of the municipality had also a seat in the former Assembly of
School and currently in the CGT.

12
4.3. Articulation and participation of local institutions - businesses, social and cultural
institutions

The school has activities and projects that seek to support the career guidance, the learning
process and the full education of students. Today, we have the School Newspaper, School
Sports Club, the BE / CRE, the National Reading Plan, the Mathematics Action Plan, the
Program of Education for Health, the project Tobacco-free School, the ICT Plan, the Safety /
Civil Protection project, the School Site (http://www.esb3-drjuliomartins.edu.pt), Special
Education, Guidance and Psychology Services, Socrates / Comenius programme, partnership
with the IR-19, in addition to other activities of short duration developed in the framework of
the Form Projects or the Curricular Departments.

Under these projects, a series of partnerships are established with organizations, social
structures and political representatives of the community (City Council, Employment Centre,
PSP - Safe School, Health Centre No. 1 and 2, School of Nursing, ACISAT and Ex-students’
Association, Vocational Training Centre, Group Aquae Flaviae, CFAEATB, EAE ...) aiming
at the enrichment of the activities.

Under the New Opportunities Program (training courses / professional courses) the school has
established partnerships with local companies in order to meet the training needs of the region
and the labour market, formalizing training protocols, thus involving the students and the
school with the community.

5. EDUCATIONAL ATMOSPHERE
5.1. Discipline and civic behaviour

The Educational Project gives a strong emphasis on discipline and civic behaviour, defining
for that purpose a set of principles and values leading to an increase in the awareness and
participation of the various members of the educational community. A school with healthy
relationships between the several members of its community is based on rules of citizenship.
Our students in general have a proper behaviour, both inside the classroom and in the

13
playgrounds. The classes of Civics and the commitment of teachers in general and DTs in
particular also help to improve their behaviour standards.

The school organizes events whose purpose is to strengthen the relationship of cordiality,
mutual respect, tolerance and sociability (Christmas Party, School Day, retirement parties ...).

The school is considered safe and quiet. In recent years the number of cases that led to
disciplinary proceedings has decreased. Other minor problems were solved through the
dialogue teacher / student / parent or carer / Executive Board / form tutor and SPO.

The school has a night-guard all week trough, including weekends and holidays.

It is expected that during this academic year the implementation of the electronic card and
video surveillance will enhance the safety conditions.

5.2. Motivation and commitment

At the beginning of each school year the DTs receive the 7th and 10th year students and talk to
them about the IR (School Rules), the functioning and structure of the school and give them a
leaflet about its organization. Then, they go on a guided tour around the school facilities and
in the end are offered a snack, in an atmosphere of conviviality.

The School Ex-Students Association awards every year two finalist students (one of the
courses geared towards the pursuit of studies and another from the technological courses).

The new teachers are received by the Executive Board and Department/ Subject Area
Coordinators and formally introduced at the general meeting of teachers. In most cases they
integrate easily, both in school and within their respective areas, since much of the planning
work is done by teachers who teach the same year.

The management of the various organs is made with dedication and professionalism, based
generally on friendly relations between coordinators and coordinated, each trying to do their
best to achieve their ultimate goal, the success of the students.

The school community is invited to participate in various activities at school and in particular
in the paper "Stop. Period”, which comes out once a term and in the School Site.

14
6. RESULTS
6.1. Academic results

The academic results are satisfactory and according to the national average.

In recent years the progress has been visible.

In the 3rd level of elementary education can be verified a consolidation in the improvement of
the results (around 80% of approvals), result of the investment made in areas such as
Portuguese Language and Mathematics.

Since 2004/2005 the rates of success in the 12th year and in the access to higher education
have considerably increased and the current rates are respectively of 75% and 85% (only in
the 1st phase).

This set of data is accompanied and analysed by the PC, after hearing the intermediate
structures, which give it a first thought, trying to identify the possible causes for any failures
and trying to devise strategies to overcome them.

The rate of drop-outs in the past three years is very low, for which has contributed, in addition
to the commitment of the SPO, the CTs and the DTs in particular, the creation of CEF and
professional courses, the existence of educational support and the committed participation in
projects such as the WFP, the National Plan for Reading, the network of school libraries...
There is still an irrelevant number of students who drop out in the 10th year and choose to
enter the labour market, since they are no longer covered by compulsory education and have
low expectations towards school.

6.2. Social results of education

The school is aware of the educational follow-up of a large number of its students, both by the
results of the access to Higher Education and the DTs or the teachers of the 12th year and
SPO, who generally follow their route. As far as the students of the New Opportunities are
concerned, the data show that the vast majority of those who completed the courses pursued
studies or entered the labour market. The same goes for the former Technological Courses.

15
The students can rely on the services of the SPO for educational guidance.

The school gives particular attention to disadvantaged and disabled students.

7. OHER RELEVANT ITEMS TO DESCRIBE THE SCHOOL

The ESJM is trying to lodge the New Opportunities Centre on its premises, trying to make its
students’ parents, ex-students and other valuable people from this region return to school to
complete studies, certify and validate skills. The school has tradition and added value to
provide this service to the community.

The short experience of the Professional Courses makes us believe that this shift towards the
community will bring relevant benefits both to school or our partners, as we always try to
match the availability of the School (teaching staff, facilities and equipment) to the needs /
characteristics of business in the region.

The school has always been willing to accept other entities in its premises: the UNIVAR, the
Training Centre of the Association of Schools of Alto-Tâmega and Barroso and the EAE of
Alto-Tâmega.

The school needs the refurbishment of its structure, new equipment on what concerns safety,
investment in the classrooms, already referred in the technological plan, and a multipurpose
sports pavilion.

Chaves, October 3, 2008

The Chairman of the Executive Board
__________________________________

16