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
(organization level) 46
1.do you involve refugee-teachers?
Language
Does the school help educators to intermediate
with migrant parents who do not know the
language of the host country?
DO you have important information translated
into the languages of your learners´ families?
The educator
(teacher level) 42
e.g. are you familiar with comparative
studies of your teaching topic in
different countries?
Do educators have any difficulties in
interacting with learners whose first
language is not the language of
instruction?
Do you have the opportunity to use
info materials about the school
practices in other languages than
your native language when
communicating with parents?
When organising educator-parent
meetings do you have a specific plan
in place for parents with a refugee
background? (in case of language
difficulties, translator, translated
documents etc)
Do you have in your institution
someone that can translate meetings
with parents of refugees?
The interaction with refugee learners
(learner level) 39
e.g. can your learners tell stories from the
perspective of their country of origin?
Do your pupils have someone that could
translate in case they need to express
themselves or in case they don´t
understand something?
Is there a personalized curriculum for
children who do not speak your language?
Do you offer courses or links to courses in
the native language of your non-native
learners about the topics taught in the host
country school?
Do you know which languages your learners
know and use at home or with family?
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
additional support in learning? (additional
lesson hours, additional educational support,...)?
Does the studies curriculum include teaching
about the topic of refugees?
Does your institution offer any additional
course on how to involve refugee children?
Are you aware of the differences that
exist in other countries in the
curriculum of your teaching field?
Do you speak up when European
values such as democracy, gender
equality, LGBT-rights are not
respected?
Is there a personalized curriculum for
learners who do not speak your language?
Do you have any “after school”
workshops/activities where migrant learners
can learn more about the host country, where
they can improve their skills?
When teaching, do you consider the learner's
knowledge previously acquired in their home
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


Parents
Does your parent-educators board include
migrants, displaced persons or refugees?
Does your parent board also include migrant
parents?
Do you as a teacher team organise workshops,
meetings, lectures, testimonials for parents of
refugee communities about social opportunities?
Integration
Do you involve volunteer educators with a
refugee background?
Do you engage interim educators with a refugee
background?
Do you feel/ believe that refugee issues matter in
your local institutions?
Do you provide internships for teacher trainees
with a refugee Background?
Do you discuss the different motivations and
contexts between a refugee, an economic
for teaching and evaluating
refugee students?
Do you as a teacher team connect to
social entrepreneur networks to
tackle challenges?
Do you invite parents to come and
talk about their learning experiences in Are refugee parents motivated to help their
their country of origin? children with learning new cultures and
customs?
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?
cake when one learner can write his
first words?
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?
Do you collaborate with crammers or
Have you discussed the option of homework guides for refugee children?
engaging with refugee teachers in
Have you organised a team of children with
your team meetings?
specific welcoming tasks?
Can you define specific learning challenges
Do you think that having different for refugee children?
backgrounds causes problems for
Do you involve members from the community
the integration of refugee to explain ‘difficult’ behaviour of your
students? learners?
Are intercultural projects aimed at all
learners, not only the refugee children?
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
smooth landing of refugee teachers in your
institute?
Do you have novels about learning & teaching in
countries of origin?
between authorities and
institutions in terms of integration
is enough?
Do you think that learners are sufficiently
accompanied by the institution, local
authorities/associations?
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?

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

https://unesdoc.unesco.org/ark:/48223/
pf0000373721?posInSet=3&queryId=af698aac-
ab4a-49f5-b595-7e2a17ad9866
Would you be willing to collaborate in
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


Does your institution promote positive
communication between locals and refugee
children?
Does your institution present newcomers in the
classes at the beginning of the school year?
Do you organise special occasions where
native parents and refugees can get to know
each other?
way of relating between educators and
learners is the same in all countries?
Do you re-consider your pedagogies
when your learners do not succeed
like you expected?
Do you have the space/chance to
have conversations with refugee
teachers to know more about their
background?
Are there differences between
educators' attitudes and their actions
in teaching migrant children?
Are you meeting other refugee
educators also after work?
Would you be willing to share your
personal experience with other
colleagues?
Do you feel that refugee children in
your institution are discriminated?
Are soft skills fundamental in your
job?
Do you think that educators/you give
objective marks to all learners?
Do you push learners with a refugee
background more to be successful?
Do you think about refugee children in
your class after work?
have you ever experienced being a
non-native in job shadowing or as an
Erasmus student?
Do you think that native students
Do you ask minoritized learners if they
want to talk about their culture prior to
telling them to do so in class?
Do you offer the opportunity to your pupils
to work in groups with children with similar
backgrounds?
Do you offer the opportunity to your learners
to work in groups with children from
different backgrounds?
Do you make distinctions in your
behaviour towards learners with a refugee
background and children with a migrant
background?
Are all educators willing to help learners with
additional explanation?
If you have learners with a refugee
background in your institution do you prepare
additional explanations for them?
Do you agree that your care and love fosters
higher learning results?
Would learners be prepared to help other
newcomers with additional courses?
Are learners already involved in any
association to help newcomers?
Can you define problems in teamwork that
are caused by collaboration between
children of different nationalities?
Do you know which words, contexts might
trigger traumatic experiences for refugee
learners such as woods in fairy tales can be
connected to hiding in woods while fleeing?
 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
classrooms or corridors) have texts presenting
learners´ home languages or pictures
representing culturally diverse populations (e.g.
people of colour, ehnicminorities, non-binary
people, disabled people).
Do you have colleagues that are
representing different linguistic or
cultural backgrounds than you?
Are identity and culture fixed
concepts according to you?
Are there moments in which refugee children
can tell about and enhance their peer’s
understanding of their culture of origin?
Do you ask your learners to explain their
cultural or religious understandings?

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

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


Capacities
Is there an explicit national/regional system for
recognition of prior studies and qualifications of
refugee educators?
Is a refugee teacher your first option to hire for
a class that has refugee children?
Do you make distinctions in salary between
educators with a refugee background and native
educators?
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?
FINAL PROFILES> what emerges from the test?
1. Organization of the institute (organization level)
50 answers YES/NO
Do you meet regularly with other
educators to discuss, focusing on
specific learners that you consider
could have adaptation issues?
learner’s population?
Do you think students feel comfortable
expressing their feelings about cultural
differences?
Do you think that the learner´s performance
is highly influenced by their general well
being and their feeling of inclusion?
Do you think that with more support refugee
children could reach higher education?
Do learners with a refugee background feel
motivated to get higher marks?
Are your learners thinking after graduation to
return to their country of origin?
Do the refugee children bring to school some
important soft skills?
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.