Quality in educational systems Workshop 4

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Quality in educational systemsWorkshop 4

• Andre Haynes
• United Kingdom

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The Quality in education project in July 2004

• Since 1998, resources, since 2001 on CD with a
  supporting booklet, have formed the basis of an
  extensive self assessment and improvement
  programme.
• A new CD ROM of resources has been provided free
  of charge to schools and local education
  authorities since April 2004 together with
  introductory days and an optional two day
  assessment and quality training course.
• Roll out has been through a through a network of
  partnerships e.g. Local Education Authorities
  head teacher professional associations.
• By April 2004, 5000 schools (circa 20 of all
  schools) in England, Wales, Northern Ireland had
  been introduced to the EFQM Excellence Model and
  the Qie programme.
• All participation by schools is voluntary - use
  is decided by schools, not government or local
  authorities.
• Evaluation has shown that up to 90 of schools
  introduced continue to use some part of the
  provided resources

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The Quality in education CD resource

1. A variety of tools to support self assessment,
   requiring time commitments from 15 minutes to a
   whole school day
2. Improvement approaches based on generic quality
   tools with material from LEAs and schools, and
   with four award winning submissions from
   different parts of the education sector in the U
   K
3. Training material - school case study
4. Managing the Management E Filing Cabinet
5. Questionnaire and analysis tools from DFES
6. Materials from further education
7. Materials from higher education
8. Approaches to inclusion, drawn from LEAs
9. The accreditation process
10. Site map introductory booklet PDFs

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LEADERSHIP IN ACTIONDo we do this?

• The Institute of Management recommends
• Creating systematic and consistent frameworks for
  reward and promotion and for developing
  leadership potential
• Establishing a regular leadership audit on a
  360 degree assessment model among employees at
  all levels in the organisation
• Introducing mentoring programmes across
  organisations to meet the need for self awareness
  at all levels
• Identifying opportunities for leadership that are
  not tied to formal management positions, but
  which offer appropriate recognition and rewards
• Making learning a priority among the leaders
  themselves , so that professional development for
  all is seen as the norm
• Recognising the perpetual challenge of fairness
  and transparency in recruitment and promotion
• Building training and development programmes to
  link theory and practice

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LEADERSHIP APPROACHES

• Freshness
• As leaders we can encourage our people to try to
  do things differently
• We can challenge assumptions
• We can encourage benchmarking
• Greenhousing
• We should protect and grow new ideas
• We must try hard to suspend the wisdom of
  experience
• Realness
• We must put an end to talking, memos, and the
  e-mail culture
• We must encourage our people to do, rather than
  talk about doing
• Create and sustain momentum
• Leaders can create a sense of unreasonable
  urgency
• Leaders must say no to some projects
• Lots of signals
• Leaders can build structures to support
  innovation
• Leaders should use positive and enabling language
• Bravery
• Leaders must be brave in idea development
• Effective leaders liberate their staff to think
  for themselves

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MANAGING THE IMPROVEMENT CYCLE
School self assessment
Direction Setting
Quick fixes

Tactical activity e.g. team building
Improvements
Changes
Programme of continuous and planned improvement
Build the strategic plan
Managing the management
Capacity building
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School Processes
Community
Communications
Community
Finance
People management
ICT
Monitoring evaluation
Operational management
Strategic planning
Premises
Resources
Assessment, recording and reporting
Culture
Student attitude
Student support
Student support
Teaching Learning
Pastoral systems
Curriculum entitlement
Enriched or extended curriculum
SEN provision
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Deploying the Excellence Model
ENABLERS Criteria 1-5 How the school operates
RESULTS Criteria 6-9 What the school has
achieved
OBJECTIVES What the school aims to achieve
PURPOSE Mission, vision values
Team Criteria 1-5 Consistent with
regular evaluation
Team Criteria 6-9 Targets real-time outcomes
Individual staff Criteria 1-5 Consistent with
regular evaluation
Individual staff Criteria 6-9 Targets
real-time outcomes
With acknowledgements to TQMI
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Tools to monitor and improve teaching

• Schedules of agreed desired performance
• Use by observers within school as a part of
  monitoring performance
• Use by groups of teachers for mutual observation
  and improvement
• Emphasis on regular paired observation and
  discussion of styrengths and areas for improvement

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Classroom teaching observation exemplar

• Compulsory schedules for observation reporting
• 1. Planning
• 2. Behaviour Management
• 3. Expectations
• 4. Questioning
• Optional schedules for observation reporting
• 1. Maintaining Good Pace
• 2. Vigilance in Class
• 3. Starts and Ends of lessons
• 4. Setting appropriate tasks

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The Quality in education CD resource

1. A variety of tools to support self assessment,
   requiring time commitments from 15 minutes to a
   whole school day
2. Improvement approaches based on generic quality
   tools with material from LEAs and schools, and
   with four award winning submissions from
   different parts of the education sector in the U
   K
3. Training material - school case study
4. Managing the Management E Filing Cabinet
5. Questionnaire and analysis tools from DFES
6. Materials from further education
7. Materials from higher education
8. Approaches to inclusion, drawn from LEAs
9. The accreditation process
10. Site map introductory booklet PDFs

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Andre Haynes Quality Squared Contact me for more
information, at mail_at_andrehaynes.com (0044) 7834
548 324