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SECONDARY SCHOOL DR. JÚLIO MARTINS (ESJM)External Evaluation ProcessPRESENTATION OF SCHOOL

1. BACKGROUND AND CHARACTERIZATION OF THE SCHOOL1.1. Physical and social context

On May, 2

nd

1919, Júlio Martins, as the Minister of Commerce, creates in Chaves the firstIndustrial School with a Commercial Class (Decree No. 5490, the Ministry of Commerce, andGeneral Directorate of Education, Industry and Commerce). Eighty-nine years have gonesince then.At the first meeting of the Board on June, 27

th

1919, the proposal to give the school the nameof Júlio Martins was unanimously approved, which later would come to lose and finallyrecover in 1978, the year when, without hesitation and consensually, Dr. Júlio Martins wasconsidered its patron.With the implementation of the democratic regime that came out on April, 25

th

1974, theeducational system undergoes deep changes, emphasising the principles of democracy andconsequent 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 thatbest 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 tothe community.Nowadays the school has about a hundred teachers and other professionals, who providepublic educational service to 680 students: 305 of the 3rd cycle of Elementary Education, 274of Secondary Education, 84 of Vocational Education and 17 of Education and TrainingCourses.The school population is very uneven, expressing mixed economic, cultural and socialconditions. This school, whose population was once more rural, has now an essentially urban

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population (58% vs. 42%). It takes most students 15 minutes to get to school and the othersabout 30 minutes.It is thus possible to relate to each of these groups different attitudes towards school, whichsets scenarios / problems also possible of typification. The decrease of pupils, caused by birthrates, forced the school to rethink its organization, offering them new opportunities, in orderto make it possible to combine the common student with the one at normal risk of droppingout, asserting its tradition of inclusive school.But Dr. Júlio Martins School largely transcends everything about it that is likely to be enteredin numbers, whatever they are: the number of students, their average results, failures andabsences, 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 believethat the most important is not insisting on being what we are, but in being able, thanks to ourown 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 34classrooms for non-specific classes and a few specific rooms:Laboratories of Electrotechnics and Electronics, Mechanics, Biology, Physics, Chemistry andInformatics; Electricity, Carpentry and Mechanics workshops; Mathematics, Secretariat andAdministration classrooms; sports facilities (gymnasium, outdoor multipurpose fields andtracks); spaces and resources of support - BE/ CRE (School Library/Resources Centre),Auditorium, Mini-auditorium, Study Room, SPO (Psychology and Vocational guidanceService), Laboratory of Photography, Multimedia Room, Lounge to receive Parents / Carers,Repro and Stationery; specific facilities for teaching intermediate structures; spaces forAdministration Services (Office of the Executive Board and Services of SchoolAdministration); places of conviviality (teachers' room, non-teaching staff room, students

’

outdoor and indoor playgrounds, bar, Stude

nts’ Association room

).

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The ESJM also lodges the Training Centre of the Association of Schools of Alto-Tâmega andBarroso and the Support Team to the Alto-Tâmega School

s’.

Overall, the school building is in an unsatisfactory state, despite the efforts made on itsconservation. 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 thecourses, 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; highereducation - 71; others - the rest) and the low socio-economic level of households is visiblyreflected in the results of the students (in the 3

rd

level of Elementary Education, 11% of thestudents have repeated at least a year along their educational background, and in theSecondary, 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 isanother factor that contributes to their failure.Although there are few students from households with a history of emigration, there are somespecific problems of Portuguese learning in the case of students who return to Portugal afterhaving begun school in another country, as well as problems associated with the prolongedabsence of parents. Both at this level and the level of attendance, the existing criticalsituations are very few, and therefore likely to be individually accompanied, excluding, so,widespread problems. The incomes of most households are low, currently benefiting fromsocial 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

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